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Midterm > Teaching English (5 Macro Skill) > Flashcards

Teaching English (5 Macro Skill) Flashcards

1
Q

IS AN ACTIVE, PURPOSEFUL PROCESS OF MAKING SENSE OF WHAT WE HEAR.

A

LISTENING

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2
Q

IS RECEPTIVE SKILL.

A

LISTENING

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3
Q

Misconceptions about Listening

A

Listening is a passive skill.

Listeners simply decode messages.

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4
Q

Background to the Teaching of Listening

A

Series method
Audiolingual method
Communicative Language Teaching
Input hypothesis

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5
Q

PRINCIPLES FOR TEACHING LISTENING

A

(1) Expose students to different ways of processing information.
(2) Expose students to different types of listening.
(3) Teach a variety of tasks.
(4) Consider text difficulty
(5) Teach listening strategies

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6
Q

Top-down

A

Content Schema
General Knowledge/Life
Experience
Textual Schema
Knowledge of Situational
Routines

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7
Q

Bottom-up

A

Knowledge of vocabulary
grammar
sounds

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8
Q

(1) Expose students to different ways of processing information.

A

Top down
Bottom Up
Interactive Processing

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9
Q

(2) Expose students to different types of listening.

A

Global or gist listening
Listening for specific information
Inference Listening

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10
Q

identifying main ideas, noting sequence of events

A

Global or gist listening

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11
Q

catching concrete information e.g. names, time, language forms

A

Listening for specific information

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12
Q

• listening between the lines, higher level skill

A

Inference Listening

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13
Q

(3) Teach a variety of tasks.

When people are listening in a second or foreign language, they are having to process not only the meaning of what they are listening to but also the language itself.

A

Just and Carpenter’s capacity hypothesis (1992)

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14
Q

• start right off when students are in the beginning level

A

Inference Listening

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15
Q

(3) Teach a variety of tasks.

the task itsell makes the listening even more complex, the learners are simply unable to understand, remember, and do what they need to do.

A

Lynch (1998)

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16
Q

(4) Consider text difficulty.

A

Speed

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17
Q

(4) Consider text difficulty.

By pausing the spoken input (the tape or the teacher) and allowing some quick intervention and response, we in effect slow down the listening process to allow the listeners to monitor their listening more dosely.

A

Ross (2002)

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18
Q

(4) Consider text difficulty.

Brown (1995) COGNITIVE LOAD

FACTORS THAT AFFECTS THE EASE OF UNDERSTANDING

A
  1. The number of individuals or objects in a text,
  2. How clearly the individuals or objects are distinct from one another:
  3. Simple, specific spatial relationships are easier to understand than complex ones;
  4. The order of events
  5. The number of inferences needed.
  6. The information is consistent with what the listener already knows.
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19
Q

FACTORS THAT AFFECTS THE EASE OF UNDERSTANDING according to

A

Brown (1995) COGNITIVE LOAD

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20
Q

(4) Consider text difficulty (cont).

TASK AUTHENTICITY according to

A

Brown and Menasche (1993) ASPECTS OF AUTHENTICITY

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21
Q

simulated: modeled after a real-life: nonacademic task such as filling a form

A

TASK AUTHENTICITY

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22
Q

minimal/incidental: checks understanding. but in a way that isn’t usually done outside of the classroom; numbering pictures to show a sequence of events or identifying the way something is said are examples

A

TASK AUTHENTICITY

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23
Q

created only for the realm of real life, not for the classroom, but used in language teaching

A

INPUT AUTHENTICITY (genuine)

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24
Q

no meaning change, but the original is no longer as it was

A

INPUT AUTHENTICITY ( altered)

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25
Q

created for real life

A

INPUT AUTHENTICITY (adapted)

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26
Q

written by the author as if the material is genuine (genuine characteristics)

A

INPUT AUTHENTICITY (simulated)

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27
Q

created for the classroom; no attempt to make the material seen gunuine

A

INPUT AUTHENTICITY ( minimal/incidental )

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28
Q

5) Teach listening strategies.

A

PREDICTING
INFERRING
MONITORING
Clariying
Responding
EVALUATING

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29
Q

Effective listeneres think about what they will hear.

A

PREDICTING

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30
Q

It is useful for learners to “listen between the lines”

A

INFERRING

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31
Q

Good listeners notice what they do and don’t understand.

A

MONITORING

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32
Q

Efficient learners ask questions and give feedback.

A

Clariying

33
Q

Learners react to what they hear.

A

Responding

34
Q

Learners check on how well they have understood.

A

EVALUATING

35
Q

CLASSROOM TASKS

A

Listening for Specific Information
Listening for Gist
Listening for inferences

36
Q

Listening for Specific Information

A

MICRO- LISTENING
BITS AND PIECES
WHAT DO I WANT TO KNOW?
DICTATION AND CLOZE

37
Q

Listening for Gist

A

WHAT IS THE ORDER
MAIN IDEAS
Which Picture

38
Q

Listening for inferences

A

Focus on emotion
Look for background information

39
Q

IS A FLUENT PROCESS OF READERS COMBINING INFORMATION FROM A TEXT AND THEIR OWN BACKGROUND KNOWLEDGE TO BUILD MEANING.

A

READING

40
Q

THE GOAL OF READING IS

A

COMPREHENSION

41
Q

Kinds of Reading (based on Readers’ Abilities)

A

STRATEGIC READER
FLUENT READER

42
Q

It is the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading.

A

STRATEGIC READER

43
Q

It is the ability of the reader to read at an appropriate rate with adequate comprehension.

A

FLUENT READER

44
Q

“a description of reading has to account for the notions that fluent reading is rapid, purposeful, interactive, comprehending, flexible, and gradually developing”

A

Grabe (1991)

45
Q

Aspects of Reading

A

Teaching learners who are learning to read for the first time.

Teaching reading refers to teaching learners who already have reading skills in their first language.

46
Q

Reading Processes

A

Bottom Up
Top Down
Interactive

47
Q
  • consists of lower-level reading processes.
A

Bottom Up

48
Q
  • starts with fundamental basics of letter and sound recognition, which allows for morpheme recognition followed by word recognition, building up to the identification of grammatical structures, sentences, and longer texts.
A

Bottom Up

49
Q

Bottom Up Classroom Focus:

A

Intensive Reading

50
Q
  • involves a short reading passage followed by textbook activities to develop comprehension and/or a particular reading skill
A

Bottom up

51
Q

Reading begins with reader background knowledge

A

Top Down

52
Q
  • comprehension resides in the reader.
A

Top down

53
Q

uses background knowledge, makes predictions, and searches the text to confirm or reject the predictions that are made.

A

Top down

54
Q
  • reading many books or longer segments of text without a focus on classroom exercises that may test comprehension skill.
A

Top Down

55
Q

Top Down Classroom Focus:

A

Extensive Reading

56
Q

combines elements of both top- down and bottom-up

A

Interactive Model

57
Q

includes aspect of intensive and extensive reading

A

Interactive Model

58
Q

comprehension
Reader background knowledge

A

Interactive Model

59
Q

PRINCIPLES FOR TEACHING READING

A

(1) Exploit the reader’s background knowledge.
(2) Build a strong vocabulary base.
(3) Teach for comprehension.
(4) Work on increasing reading rate.
(5) Teach reading strategies.
6) Encourage readers to transform strategies into skills.
(7) Build assessment and evaluation into your teaching.
(8) Strive for continuous improvement as a reading teacher.

60
Q

(1) Exploit the reader’s background knowledge.

According to them, A reader’s background knowledge can influence reading comprehension

A

Carell (1983) and Carell and Connor (1991)

61
Q

A reader’s background knowledge can influence reading comprehension. Carell (1983) and Carell and Connor (1991)

A

Exploit the reader’s background knowledge.

62
Q

(2) Build a strong vocabulary base.

According to

  1. What vocabulary do my leamers need to know?
  2. How will they learn this vocabulary?
  3. How can I best test to see what they need to know and what they now know?
A

Nation (1.990, p.4)

63
Q

Background knowledge includes all of the experiences that a reader brings to a text: life experiences, educational experiences, knowledge of how texts can be organized rhetorically, knowledge of how one’s first language works, knowledge of how the second language works, and cultural background and knowledge.

A

Exploit the reader’s background knowledge.

64
Q

More emphasis and time may be placed on testing reading comprehension than on teaching readers how to comprehend.

A

(3) Teach for comprehension.

65
Q

e.g. Questionioning the author (Beck, Mckeown, Hamilton & Kucan, 1997)

-done during reading

-an excellent technique for engaging students in meaningful cognitive and metacognitive interactions with text and for assisting studerits in the process of constructing meaning from text.

What is the author trying to say here?
What is the author’s message?
What is the author talking about?
What does the author mean here?
Does the outhor explain this clearly?”

A

Teaching Comprehension

66
Q

Fluent Readers NOT Speed Readers

A

(4) Work on increasing reading rate.

67
Q

rate of _____ per minute with at least _____ percent comprehension

A

200 words
70%

68
Q

Students need to learn how to use a range of reading strategies that match their purposes for reading.

A

(5) Teach reading strategies.

69
Q

means not only knowing whot strategy to use but knowing how to use and integrate a range of strategies |Anderson, 1991).

A

Strategic reading

70
Q

Get students to verbalize for talk about their thought processes as they read.

A

(5) Teach reading strategies.

71
Q

Strategies can be defined as concscious actions that leamers take to achieve desired goals or objectives.

A

6) Encourage readers to transform strategies into skills.

72
Q

A _____ is a strategy that has become automatic

A

skill

73
Q

Strategies can be defined as _______ actions that leamers take to achieve desired goals or objectives.

A

concscious

74
Q

As learners consciously learn and practice specific reading strategies, the strategies move from conscious to the unconscious; from strategy to skill.

A

6) Encourage readers to transform strategies into skills.

75
Q

will indude information from reading comprehension tests as well as reading rate data.

A

Quantitative assessment
* (7) Build assessment and evaluation into your teaching.

76
Q

Qualitative information can include ___________________.

A

reading journal responses, reading interest surveys, and responses to reading strategy checklists

77
Q

A good reading teacher understands the nature of the reading process.

Anders, Hoffman, and Duffy (2000)

A

(8) Strive for continuous improvement as a reading teacher.

78
Q

A good reading teacher understands the nature of the reading process.

A

Anders, Hoffman, and Duffy (2000)

79
Q

CLASSROOM TASKS in reading

A

ACTIVATE SCHEMA
CULTIVATE VOCABULARY
TEACH FOR COMPREHENSION
VERIFY READING STRATEGIES
INCREASE READING RATE
EVALUATE PROGRESS

Midterm (8 decks)

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