Quiz 1 Study Guide Flashcards
Grammar-Translation Method
1890s-1930s
Consisted mainly of exhaustive use of dictionaries, explanations of grammatical rules (in English), some sample sentences, and exercise drills to practice the new structures.
Cognitive Approach
1940s-1950s
Introduced the four principle language skills for the first time: Listening, speaking, reading, and writing.
Comprehensible auditory input became important and speaking in the target language began to occur.
Audio-Lingual Method
1950s-1960s
With the advent and popularity of audio tapes, this approach ushered in the first recordings wherein the language learner could actually hear and mimic native speakers on reel-to-reel audio tapes, often used with earphones in a language lab setting.
The Direct Method
1970s
Discussion in the target language as the major priority. Reference to English equivalents became discouraged. Accuracy in pronunciation and oral expression became vital.
The Natural/Communicative Approach
1960s-2000s
Developed by Tracy Terrell and Stephen Krashen
Acquisition-focused approach sees communicative competence progressing through three stages - Aural comprehension, Early speech pronunciation, and speech activities.
Fostered “natural” language acquisition, much as a child would learn his/her native tongue.
TPR
Total Physical Response
1960s-2000s
Both language and body movements are synchronized through action responses and use of imperative (direct commands). Kinetic movement of the hands and arms is incorporated in lieu of rote memorization.
The Silent Way
1960s-2000s
Teacher remains silent while pupils output the language on cue through perpetual prompting.
“Production before meaning” school of thought.
Suggestopedia
1960s-2000s
Esoteric
Classes are small and intensive with a low stress focus. Background classic or baroque chamber music, oftentimes accompanied with soft lights, pillows or cushions on the floor for relaxation, accentuate active and passive meditation, seances, yoga, breathing exercises.
Intended to “maximize learners’ natural holistic talents.
CLL
Community Language Learning
1960s-2000s
Encourages holistic learning, personal growth, and self development
Vygotsky
Expanded and challenged Piaget’s ideas about learning
Each learner has an actual development level and potential development level. Between these two zones is the Zone of Proximal Development (ZPD).
Learning precedes and contributes to development
What the learner is able to accomplish with others is greater than what he or she can do alone.
Scaffolding Strategies
The language of the expert or more knowledgable peer moves the learner to the next level.
The expert may: Simplify the text Keep the learner motivated Highlight important information Point out discrepancies Model a correct form Reduce stress
Scaffolding is most likely to occur when learners are working in the ZPD.
Krashen
Acquisition - Learning Hypothesis:
Acquisition is passive, learning is intentional and takes great effort.
Monitor Hypothesis:
Learners can monitor output if circumstances allow.
Natural Order Hypothesis:
Learning sequences are predictable
Input Hypothesis:
Learners need optimal, comprehensible input
Krashen’s theories have had a strong impact on the teaching of vocabulary
Krashen believes input is the only thing necessary for acquisition to occur.
Interlanguage
The language learners use as they are becoming proficient. It is the language between NO LANGUAGE and PROFICIENT LANGUAGE.
Comprehensible Input
When input is simplified and tailored to the level of the learners, learners are able to make connection between form and meaning and convert input to intake.
Components of Comprehensible Input:
Use speech appropriate for student’s proficiency level (e.g. slower rate, enunciation, and simple sentence structure for beginners.)
Provide clear explanations for academic tasks
Use a variety of techniques to make content concepts clear - Modeling, visuals, hands on activities, demonstrations, gestures, body language.
TPR
Total Physical Response
Requires students to do something physically to demonstrate that they understand.
Used to teach concrete vocabulary words.
In addition to physical responses, students can:
- give yes / no answers
- Choose correct words
- manipulate visuals while listening to input
- order events
- match pictures and descriptions
