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Learning strategies l > Test lll > Flashcards

Test lll Flashcards

1
Q

Which are the principles of listening teaching principles

A
  1. Sound quality (input)
  2. Preparation is vital
  3. Once is not enough
  4. Content, not just language
  5. Variety of tasks
  6. Exploiting texts to the full
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2
Q

Which are the stages of listening?

A

Pre-listening
While-listening
Post-listening

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3
Q

How to teach listening?

A

Exposing students to spoken English (taped material)
Exemplifying a wide range of topics (situations) like advertisements, news broadcasts, poetry and plays, songs, speeches, telephone conversations, podcasts.

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4
Q

What is the goal of speaking?

A

To make students achieve communicative competence, for them to be able to carry on multiple communicative tasks competently.

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5
Q

What is needed for fluency?

A
  • Correct pronunciation of phonemes
  • Appropriate stress and intonation patterns
  • Speaking in connected speech
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6
Q

What are the types of spoken language?

A

Conversation
Dialogue
- Interpersonal
- Transactional

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7
Q

What are the types of speaking performance?

A
  • Imitative (for learning intonation, focused on particular elements, not interactional)
  • Intensive (practicing phonological or grammatical aspects of language)
  • Responsive (short replies to questions/comments from the student or teacher
  • Transactional (extension of responsive language, exchanges specific information)
  • Interpersonal (Dialogues for maintaining social relationships, not for
    communicating facts or information, includes colloquial language, sarcasm, and casual register)
  • Extensive (Monologues, mostly planned but can be impromptu)
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8
Q

How to practice speaking

A
  • Rehearsal
  • Feedback
  • Engagement
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9
Q

Which are the speaking teaching techniques?

A
  1. Discussions
  2. Role play
  3. Simulation
  4. Information gap
  5. Brainstorming
  6. Storytelling
  7. Reporting
  8. Gamification
  9. Image narrating
  10. Image describing
  11. Find the difference
  12. Interviews
  13. Story completion
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10
Q

Which are the neurobiological factors when teaching speaking

A
  • Critical Period / Cognitive Development
  • Brain-side Dominance / Learning Style or Preference
  • Information processing (top-down deduction, bottom-up inference)
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11
Q

Which affective and personality factors influence teaching speaking?

A
  • Self-Esteem
  • Inhibition
  • Risk-taking
  • Anxiety
  • Empathy
  • Extroversion
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12
Q

Reading

A

Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome—most texts are understood in different ways by different readers.

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13
Q

Reading teaching principles

A
  1. Reading is not a passive skill
  2. Students need to be engaged
  3. Content, not just language
  4. Role of prediction
  5. Task must suit topic
  6. Exploiting texts to the full
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14
Q

What are the 3 stages of reading?

A
  • Pre-reading
  • Initial reading
  • Re-reading
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15
Q

What is the ESA reading sequence?

A
  • E: Engagement (Introduction, contextualization)
  • S: Study (Comprehension, check)
  • A: Activation (Use of language to communicate)
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16
Q

Types of writing assignments

A
  1. Expressive (Personal Feelings)
  2. Exploratory (Specific answers to specific questions)
  3. Informative (Telling facts)
  4. Scientific (Transmission of data and results)
  5. Literary (To send a message)
  6. Persuasive (to convince the reader)
17
Q

What is an important decision regarding writing assessment?

A

Deciding between formative and summative assessment

18
Q

What are the characteristics of formative assessment?

A
  • The teacher must not make the student feel humiliated
  • Give suggestions for the student to consider
  • Help the student learn to identify their own mistakes
19
Q

What are the characteristics of Summative assessment?

A
  • Can motivate some students

- Summative assessment promotes extrinsic motivation

20
Q

Tips for evaluating writing

A
  • Avoid over-correction (crossings-out, red ink, underlining).
  • Use a list of written symbols (S = spelling, WO = word order). It makes the correction look less damaging and promotes student self-evaluation.
  • Write comments at the end of the piece of written work to boost the student’s self-esteem.
21
Q

Writing Teaching Strategies: Basic Procedures

A
  • The teacher must select a technique depending on the level of the students
  • Get students accustomed to the writing process (Prewriting {outlining, drafting}, Composing, Revision)
  • Feedback or evaluation
22
Q

Prewriting strategies

A

Some of the strategies to prewriting are:

  1. Brainstorming
  2. Talking and listening in pairs or groups
  3. Looking at art
  4. Listening to music
  5. Role playing
  6. Observing with all senses
  7. Reading
23
Q

Why do people fail to learn?

A

Due to three factors
• Lack of motivation
• Lack of ability or aptitude
• Poor teaching

24
Q

What is advisable for Learning a language? (7 things)

A
  1. Starting before 12/13 years old (Critical Period)
  2. Having self-confidence
  3. Getting highly motivated
  4. Being very sociable and relating with speakers of other languages
  5. Being an extrovert
  6. Risk-taking
  7. Good memory
25
Q

Teachers

A
  1. Play and important role
  2. Act as role models of language
  3. Are language diagnosticians
26
Q

What is integrated skills language teaching?

A

This is when we ask the students to use a combination (or all four) of these skills within a single activity (or series of activities) to create a situation that is much more similar to one they might come across in the real world. Integration of the four skills is concerned with realistic communi-cation. This means that we are teaching at the discourse level.

27
Q

What do current integrated language skills teaching models aim at?

A

Developing learner’s fluency and accuracy, as well as their socio-cultural communicative competence.

28
Q

What are the advantages of integrated language skills teaching?

A
  1. Skills integration provides continuity in teaching-learning/program.
  2. Activities can be designed to provide input before output.
  3. It provides realistic learning.
  4. It provides chances to know and redeploy the language learned by students in different contexts and modes.
  5. Increases confidence in a less confident learner.
  6. It brings variety into the classroom.
  7. It provides exposure to an authentic language learning environment.
29
Q

Why use integrated language skills teaching?

A
  1. When we communicate, we often use more than a single language skill.
  2. Integrated approach helps to build new knowledge and skills on to what students already know and can do.
  3. Integrating the skills allows you to build in more variety into the lesson because the range of activities will be wider.
  4. Integrating the skills means that you are working at the level of realistic communication, which provides all-round development of communicative competence in English.
30
Q

Principles and characteristics of integrated skills approach

A
  1. The integrated-skill approach exposes ESL/EFL learners to authentic language and challenges them to interact in the language.
  2. Learners gain a true picture of the complexity of the English language as employed for communication.
  3. The approach states that English is not just an object of academic interest, instead, English becomes a real means of interaction and sharing among people.
  4. It allows teachers to track students’ progress in multiple skills at the same time.
  5. It also promotes the learning of real content, not just the dissection of language forms.
31
Q

What are the stages of an integrated skills approach?

A 
Pre-task:
●	Introduction to the topic and task.
The task circle:
●	Task
●	Planning
●	Report
●	Postask listening
Language focus
●	Analysis
●	Practice
32
Q

What was the segregated skills approach?

A

○ The common instruction was based on segregating skills.
○ Belief: “accurate users of the language”
○ It was not enough for actual communication.

33
Q

What is content based instruction?

A

Students practice all the language in a highly integrated, communicative fashion while learning content such as mathematics, science, and social studies

34
Q

What are the important aspects of content-based instruction?

A

❖ Principle: “people learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself.”
❖ Its focus is to see how meaning and information are constructed through texts and discourse.
❖ Language is used for specific purposes.
❖ Grammar can be taught.

35
Q

What are the goals of content-based instruction (integrated skills)?

A

First goal: using languages for everyday communication.
Second goal: introducing new concepts and ideas by enhancing content-area information through the practice of the four skills.
Third goal: to develop academic skills applicable to academic institutions.

36
Q

What is the task-based approach?

A

Students participate in communicative tasks. These activities “can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language.”

37
Q

What are the important aspects of the task-based approach?

A

❖ Actual communication and meaning.
❖ Activities: necessary for real-life situations and have pedagogical purposes.
❖ Negotiation, rephrasing, and experimentation.
❖ The difficulty of a task may depend on several factors.

38
Q

Activities and techniques for integrating skills

A
  • Telephone game
  • Group Story writing
  • Role play job interview
  • Panel discussions
  • Debates
  • Problem solving activities
39
Q

Types of reading

A

Receptive
Reflective
Skimming
Scanning

Learning strategies l (1 decks)

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