TEFL

Question 1

Deductive Grammar

Answer 1

grammatical explanation or rules followed by exercises to clarify the grammatical points.

Question 2

Inductive Grammar

Answer 2

guided discovery learn principles for themselves. *longer retention when learned this way. ex. a reading comprehension which includes a number of sentences describing what a person has done up to that time. After doing the reading comprehension, the teach could begin to ask questions.

Question 3

Declaritive knowledge

Answer 3

knowledge about the rules. ex. most second language users of English know that they must place a -s at the end when making third person singular declarative senses, but when speaking most often than not they leave off the -s.

Question 4

Procedural knowledge

Answer 4

being able to use the knowledge for communication.

Question 5

Contextualization

Answer 5

helps students understand how meaning is constructed by language users (be it writing, speaking, reading, or listening) depending upon the context.

Question 6

Four steps to vocabulary acquistion

Answer 6

• The learner notices the new word (with help).
• The learner needs to recognize it (with help).
• The learner needs to recognize it (on his own).
• The learner can both recognize and produce it.

Question 7

Vocabulary Instructions should include the following 3 components:

Answer 7

• Definitional and contextual information about a word.
• Multiple exposures to a word in different contexts.
• Encouraging students to participate actively.

Question 8

Behaviorist Theory on SLA

Answer 8

language learning as a result of imitation: practice feedback on success and habit formation.All learning takes place through the SAME underlying process.

Input—> Leaner association between words and objects or events stronger the more repeated
-also related to CAH.

Question 9

Contrastive Analysis Hypothesis (CAH)

Answer 9

explains the easy adaptation of second/target language structures if there are similarities with the first; differences naturally make learning difficult.

Question 10

Universal Grammar

Answer 10

Noam Chomsky- the special ability within the learner to perceive the ground rules of any new language system. An inherent language aquistion device (LAD) later termed Universal Grammar (UG).
-all learners acquire language of their environment during a ‘critical period’ in their development, but this critical period does NOT stretch indefinitely and refers to a concept of right time.

Question 11

Monitor Model

Answer 11

Stephen Krashen constiutes of 5 hypotheses based on the Innatist theory of second language acquistion

Question 12

monitor hypothesis

Answer 12

Krashen designates the learned system as an editor or monitor responsible for fine tuning the language that has been acquired. This acquisition alone can ensure fluency and intuitive judgment about correctness. Monitor model is used when the focus is on correctness like in case of written communication. Krishna maintains that since knowing the rules only helps the speaker supplement what has been acquired, the focus of language teaching should be on creating conditions for acquisition rather than learning.

Question 13

natural order hypothesis

Answer 13

independent of the order of rules that are taught in the classroom. Acquisition of the second language here attains a predictable, natural sequence where the easy rules are not necessarily learnt at the beginning.

Question 14

input hypothesis

Answer 14

Exposure to comprehensible input is a significant factor in acquistion. Krishna claims that if the input contains forms and structure above the learner’s existing level of language competence, it sound to initiate comprehension and acquisition. Undirected pleasure reading can be such source of comprehensible input that underlines the theory of the input hypothesis.

Question 15

affective filter hypothesis

Answer 15

features that are linked to classroom practice and is able to diagnose the reason behind the discrepancy in the level of learning among various students under the same learning condition. The term ‘affect’ in ‘affective filter’ refers to motivation, needs, attitudes and emotional states that has potential to filter out input creating a virtual barrier that prevents learning and acquisition. The filter operates at the disposal of the learner’s state of mind, limiting or encouraging acquisition.

Question 16

Principle of Automaticity

Answer 16

a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms. Over analyzing language, thinking too much about its form and consciously lingering on rules of language, all tend to impeded this graduation to automaticity.
*Approach: gradual build-up through practice, skill, knowledge based on the interaction of existing knowledge or acquired new knowledge that fits into an existing system and causes it to be transformed or restructured. This set of action can have both positive and negative impact on the learner.

Question 17

Connectionism

Answer 17

a cognitive approach that attributes greater importance to the role of the environment as compared to the existence of innate knowledge in the learner. The knowledge bank here is developed with the help of exposure to linguistic features through innumerable instances. The Connectionists consider external inputs as the principal source of linguistic knowledge.

Question 18

Interactionist

Answer 18

Evelyn Hatch, Teresa Pica, and Michael Long learners need opportunities to interact with other speakers in a way that is conducive to adaptation until the learner shows signs of understanding.

Question 19

Socio-cultural theory of mental processing

Answer 19

social interactions between individuals are at the center stage here. Further collaboration and interaction w/more knowledgeable speakers elevates the learners to an advanced level of knowledge.

Question 20

Language Teaching’s 3 Hierarchical Components:

Answer 20

Approach deals with assumptions, beliefs, and theories that underline the nature of language, learning, and teaching. It is fed by theories about the applicability of language and its nature of learning in pedagogical settings.

Method or design systematically presents the language, following a selected approach. We can also designate it as an umbrella term that marks the specification and interrelation of theory and practice. A strict definition goes as pedagogigcal practices that include theory and research as the basis, trying to formulate ‘how to teach’.

Techniques are classroom activities and practices specific to any method and also in accordance with the basic approach. Techniques generally involve a wide variety of exercises, activities, task; everything that turn theory into practice.
Monitor Model by Stephen Krashen constitutes 5 hypotheses’ based on the Innatist theory of second language acquistion.

Question 21

Grammar Translation

Answer 21

• Ex: students learn english by translating to and from their native language. they memorize irregular verb forms by writing them down over and over. Speaking skills are not a main focus.
• Teacher teaches in L1
• Classes are taught in mother tongue w/use of the target language.
• Vocabulary taught in the form of lists of isolated words.
• Long elaborate explanations of the intricacies of grammar are given.
• Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.
• Reading of difficult classical texts is begun early.
• Little attention is paid to context of texts, which are treated as exercises in grammatical analysis.
• Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.
• Little or no attention is given to pronunciation.

DANGER: students will learn out the language rather than learning the language itself.

Question 22

Audio Lingualism (ALM)

Answer 22

• Ex. The students learn patterns of language by repeating model sentences that the teacher provides. They memorize set phrases and receive positive reinforcement from there teacher when when they perform drills correctly.
• Based on behaviorism.
• learning is as a result of habit formation through conditioning.
• Repetition-drills.
• Tapes, language labs, and visual aids.
• Succesful responses are immediately reinforced.
• New material presented in dialogue form
• Pronunciation greatly important
• Vocabulary limited and learned in context.

Question 23

ESA

Answer 23

ex. first the teacher finds a way for the students to engage with a subject emotionally. Then students focus on studying the construction of the target language. Then learners activate what they learned through engaging activities.

Question 24

Presentation, Practice, and Production (PPP)

Answer 24

• PRESENT: text & situation for language as well as explaining and demonstrating the meaning and form of the new language.
• Practice: language in a controlled way (including drilling) before going on to the production stage where they are able to be more creative with the language.
• > Produce: sentences in creative new ways.
• > Effective: with lower levels & less effective w/higher level student who already know a lot of language therefore do not need such a marked production stage.

Question 25

Task-Based Language

Answer 25

• task to complete in language
• once task completed teachers can provide language study to help clear up some of the problems they had while doing the task.

Question 26

Community Language Learning

Answer 26

in a circle typically and the students decide what to talk about. Teacher stands outside the circle to help and when necessary with language problems that arise during the course of the discussion.
Student-centered.

The important characteristics are:

• Learners are not regarded as a class, but as a group that is in need of certain therapy and counseling

• Interaction in interpersonal relationship forms the basis of learning for the group
• Students and teachers join together to facilitate learning in a context of valuing each individual in the group
  
  • Personal defenses are replaced by supportive community feeling
  • The teacher is treated as a true counselor
  • The counselor teacher could become too non directive.
  • It is based on an inductive strategy of learning

Question 27

The Silent Way

Answer 27

Ex. First, students learn how to say words properly. Next, they learn to read and write. They use color chart and rods to help with the pronunciation of seconds. Teacher talking time is minimal.

• Teacher says as little as possible.
• Students ‘discover’ the language for themselves, learning
• Teacher say this is ‘unnatural’
• Solving problems that belong to the context of the subject facilitates.

Question 28

Suggestopaedia

Answer 28

-focuses on developing students confidence and relaxation in order learning to be more effective.
3 main parts:
1) oral review of previous lesson
2) presentation and discussion of the new language.
3) students listen to relaxing music while the teacher reads the new dialogue.
-Music is central to the method
-Practicality of using the method is an issue in the absence of music and comfortable chairs

Question 29

The Lexical Approach

Answer 29

• argues that words and phrases are far better building blocks for language acquisition than grammatical structure
• Emphasis on succesful communication not grammatical mastery.

Question 30

The Natural Approach

Answer 30

• Ex.: The teacher only uses English, but the students can use English or their first language. The teacher does not correct mistakes when his students speak English. Students can start speaking English when they are ready.
• “Learners should be relaxed in the classroom and that a great deal of communication and acquisition should take place, as opposed to analysis.” -H. Douglas Brown.

Question 31

(TPR) Total Physical Response

Answer 31

activities at the starter level when “comprehensible input” is a key element in the process of acquisition.
-Ex. The teacher says commands and acts them out. The students try to perform the action. The teacher repeats by saying the command without acting it out. The students respond. The roles are then reversed.

Question 32

(TPR) Total Physical Response Krashen and Terrell defined 3 main stages in this process:

Answer 32

1) Pre-production stage wherein listening comprehension skills are developed.
2) Early production stage where the learner struggles with the language and naturally makes errors
3) the last stage demands production of more complex and longer “discourses” through role-play, games, open-ended dialogues in groups. The aim is developing fluency rather than accuracy, so error correction should be minimal.

Question 33

Immersion

Answer 33

-Ex. ESL students at the school take all subjects in English. They take part in class and school activities with native English students their own age.

Question 34

universal principles:

Answer 34

• students need as much exposure to language as possible.
• students need a certain amount of input from the teacher.
• communicative tasks offers real learning possibility, but are not enough on their own.
• anxiety and stress need to be low for effective language learning.
• where possible students should be encouraged to discover a language for themselves.
• vocabulary is an important grammar. both need each other.

Question 35

Communicative Language Teaching (CLT)

Answer 35

• students listen to a dialogue between a taxi driver and passenger. They fill in gaps and then practise a dialogue with a partner. Tomorrow they will go outside and practice asking for directions.
• a more generally accepted approach today owing to a wide variety of interpretations and classroom applications.
• CLT highlights the social, cultural, and pragmatic features of languages.
• CLT uses authentic language to a great extent in an attempt to build fluency.

Question 36

acquisition-learning hypothesis

Answer 36

conclude at nominating acquire language as the foremost tool of natural and fluent communication, compared to the conscious process of learning where attention and conformation to form and rule prevails. Fluency here isn’t necessarily controlled and decided by rules.

Question 37

CONTENT WORDS

Answer 37

are the stress words that receive emphasis:

Nouns
(most) principal verbs (e.g., visit, construct)
Adjectives (e.g. beautiful, interesting)
Adverbs (e.g. often, carefully)

Question 38

FUNCTION WORDS

Answer 38

non-stressed words.

Determiners (e.g., the a, some, a few)
Auxilary verbs (e.g., don’t, am, can, were)
Prepositions (e.g., before, next to, opposite)
Conjunctions (e.g., but, while, as)
Pronouns (e.g., they, she, us)

Question 39

Bottom-up principle

Answer 39

• typically consists of lower-level reading process
• break down structures and sentences and then the longer text.
• Supporting approach model: the phonic approach

Question 40

Top-down principle

Answer 40

• idea: comprehension resides in the reader.
• The reader uses background knowledge, makes predictions and searches the text to confirm or reject these predictions.
• Supporting approach model:whole language approach (isomer books with authentic language, student-centered & emphasizes constructing meaning.)
• The reader begins with the largest elements and works down towards the smaller elements to build comprehension. EXTENSIVE READING.

Question 41

Skimming

Answer 41

used to understand the “gist” or main idea.

Ex. The newspaper (quickly to get the general news of the day)

Question 42

Scanning

Answer 42

used to find a particular piece of information.

Ex. A train/airplane schedule, “What’s on TV” section of your newspaper, a conference guide.

Question 43

Extensive reading

Answer 43

used for pleasure and general understanding.

ex. latest marking strategy book, a novel you read before going to bed.

Question 44

Intensive reading

Answer 44

accurate reading for detailed understanding.

-shorter texts, extracting specific info. very close accurate reading for detail.

Question 45

Modeling a context..how..

Answer 45

• Use gesticulation
• Say the sentence aloud clearly highlighting the article
• Instruct the students to repeat after you using the same gestures
• It is very effective among children
• For adults the gesticulation can be omitted

Question 46

Applied Grammar

Answer 46

The teacher has to help the students to apply the rules in day to day situations.

Method: Explain with the help of activities such as:
• Name games
• Memory games
• Songs
• Guess games

Question 47

Flash card method…

Answer 47

Step1: Introduce the concept and then use the flash cards to help the students identify with the words.
Step2: After identification, repetition, provide the worksheets and help them to apply it in a structured sentence. The first one has been done for you.
Step3: As a variation the teacher can call out the words and each student has to enact the adjective. (making the calls out more fun) . It could be done as pair work, guessing game etc.

Question 48

Phoneme

Answer 48

Consider the change we made in the words above (weather vs. leather). Notice that the change of a single sound changes the meaning of the entire word. The other sounds in the word remain the same. (Please note that this is a change in the sound, not the spelling). These differences are known as phonemes—defined by linguistics as major contrastive differences.

Question 49

English stress language

Answer 49

• The stress patterns of the words determine the rhythm of speech.
• Where to stress exactly cannot be predicted. Learners will have to get the hang of it by memorizing the stress patterns, just as they memorize anything else in English.

Question 50

When a word has more than one syllable…

Answer 50

one syllable is more prominent than the other. one is stressed.

Question 51

What should direct instruction include?

Answer 51

1. Definitional and contextual information about a word;
2. Multiple exposures to a word in different contexts;
3. Encouraging students to participate actively.

Question 52

You can do it (encouraging active participation)

Answer 52

• Produce antonyms and synonyms,
• Rewrite definitions,
• Identifying examples and non-examples of words,
• Use more than one word in a sentence,
• Create sentences that contain the new word,
• Create scenario or stories in which the new word is used