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theory AJ. Root Flashcards

1
Q

group 1 Transaltion Method

cognates คืออะไร ยกตัวอย่าง

A

words have the same origin
or related in some ways

possibility - English
Possibilidad - Spanish
-ty = -dad -tad

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2
Q

group 1 Transaltion Method

Classical Method

A

Classical Method คือเอา Text มาอ่านแล้ววิเคราะห์
มากจาก Classical Languge กรีก-ละติน

มีการอ่าน literature ด้วย
คำถาม base on reading

  • อ่าน
  • ศัพท์
  • แกรมม่า
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3
Q

group 1 Transaltion Method

จุดเน้นคืออะไร เรียนอะไรเป็นส่วนมาก
•what’s skills?

A
  1. Reading
  2. Writing

** focus on written Language not a spoken langugae**

เรียน Grammar and Vocabulary

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4
Q

group 1 Transaltion Method

Teacher ROle & Goal
• คุณสมบัติคือ

A

เป็นคนที่มีอำนาจสูงสุดในการควบคุมชั้นเรียน (authority) ไม่ใช่ guide/ facilitator

Goal
- อ่าน lit เป็น (to be able to read literature)
(students learn culture through lit)
- แปลภาษาเก่ง (To translate from one langugae to another)

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5
Q

group 1 Transaltion Method

Student Role
• เป็นนักเรียนแบบไหน
•ครูให้ทำอะไร
• ถูกสอนแบบ deductive/inductive

A

-The students do as the teacher say
-follow
- be asked to tanslate
be taught deductively
- passive receiver

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6
Q

group 1 Transaltion Method

Teaching Process
•language in the class

A
  • Use students’ native lang
  • Translate
  • study grammar
  • student memorize vocab and grammar rules
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7
Q

group 1 Transaltion Method
เรียนแบบ
deductive = Rule- example หรือ
inductive = Example - Rules

A

deductive เรียนแกรมม่าก่อนเลย

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8
Q

group 1 Transaltion Method

Interaction ในคลาสเป็นยังไงบ้าง

A

+ Teacher to Student
- Student to student (rarely)

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9
Q

group 1 Transaltion Method

Evaluate ยังไง

A

ทำ written test
- Translation
- Question about the topics that they read
- Question about application of grammar

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10
Q

group 1 Transaltion Method

respond to student error

A
  • give a clue/ another chance
  • prompt double checking on their answers by asking “Are you sure?” “Do you have any ideas?”

** Corrct answer is consideredd very important”

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11
Q

group 1 Transaltion Method
Teachniques

A
  • Translation of a literary passage
  • Reading Comprehension question
  • Cognates
  • Memorization
  • Deductive application of role
  • Fill- in the blank
  • Use words in sentences
  • Composition
  • Antonyms/ synonyms
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12
Q

which theory make student feel passive in the class and suit to teacher who isn’t fluent in target language?

A

GTM Grammar translation Method

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13
Q

overlearn

A

Audio lingual method 2
continue teaching until students can respond automatically

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14
Q

Group 1 Grammar Translation

Advantages

A
  1. Useful in large class
  2. Good to use in various levels of students
  3. Easy to understand (เพราะแปลเลย) take less effort and time
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15
Q

Group 1 Grammar Translation

Disadvantage

A
  1. make students passive in the class
  2. uninteresting
  3. students lack of ability to think in English
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16
Q

Group 1 Grammar Translation

ใช้ course syllabus แบบไหน

A

ใช้ Structural syllabus
to master grammar rules and vocab

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17
Q

Group 1 Grammar Translation

AKA/ general info

A
  • classical method
  • traditional method
  • prussian method

for foreign language teaching

first country is Germany

late 19th begining 20th
ceased after the emergence of DIRECT METHOD

no or less pronunciation

vocab is taught by isulated words

grammar provide the rules

exercise : grammar analysis

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18
Q

Group 2 The Audio-Lingual Method/ Army method
จุดเน้น

•order topic ด้วย

A

Speaking and Listening skill (Pronunciation)

  1. Pronunciation
  2. Grammar
  3. Vocabulary
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19
Q

Group 2 The Audio-Lingual Method
Role and goal of teacher

A
  1. to make students eventually remember patterns of sentence (overlearn)
  2. use language communicatively
  3. Teacher is a conductor (orchestra)

also authority and monitor (correct or wrong)

20
Q

Group 2 The Audio-Lingual Method

Role of students

A
  1. students follow teacher direction

Being an immitator of teacher’s role

21
Q

Group 2 The Audio-Lingual Method

Teaching process

A
  • No Ss’ native language
  • new vocab pattern through dialog
  • oral work

dialogs/ follow and repeat
grammatical/ example ( No grammar rules, figure out)

22
Q

Group 2 The Audio-Lingual Method

deductive or inductive
rules- examples examples-rules

23
Q

Group 2 The Audio-Lingual Method

interation

A

+ teacher to students
+ some students to students

24
Q

Group 2 The Audio-Lingual Method

language emphasized
•order 4 skills

A
  • sound system
  • grammatical patterns

Natural order
1. Listening
2. Speaking
3. Reading
4. Writing

mostly in target language
A little Mother tongue

25
Group 2 The Audio-Lingual Method evaluation
1. fill in an appropriate verb form in the sentence 2. ทดสอบเป็นหัวข้อ distinguish words Distinguish sound eg. leave live (minimal pairs) 3. Discrete-point test —-> integrative test INFORMATION ℹ️ 🐯discrete-point test = ทดสอบจุดย่อย - multiple choice - true/false (ทดสอบความรู่แกรมม่า) - fill in the blank - spelling 💖 สมมุติว่าทำแค่ true or false แกรมม่าก็ไม่สามารถวัดความสามารถที่แท้จริงของเด็กได้ เพราะมันเดาได้ 🐯 integrative test = ทดสอบแบบบูรณาการ - The most basic integrative test is dictation (punctuation and capitalization)💖 - cloze test ✅ grammar, vocabulary, context ทดสอบได้หลายอย่างกว่า ✅ dictation ก็ require several skills like spontaneous •Add• An integrative test draws on a variety of sources. Syntax, vocabulary, "schema," cultural awareness, reading skills, pronunciation and grammar are all factors the test maker and test taker need to keep in mind. "based on authentic uses of language •Add discrete• Good students can guess many items without really understanding, and such tests do not prepare the learners for English usage outside the classroom. In addition, mastering "irregular verbs" on a test does not imply communicative competence.
26
Group 2 The Audio-Lingual Method Ss' error
1. immediately correct พยายามให้เกิดความผิดพลาดน้อยที่สุด until Ss can pronounce it the closet 2. ถ้าเด็กพูดผิดให้อธิบาย ว่าถ้าพูดผิดแล้วจะเกิดปัญหาอะไรบ้าง จะเกิด misunderstood 3. review about Ss' difficulty 4. Change the rythm
27
Group 2 The Audio-Lingual Method Tecchniques
- Dialog Memorization - Repetition drill ()mimic teacher) - backward buil-up drill ที่ขยายคำไปเรื่อยๆ - chain drill สลับกันพูดถัดไปเรื่อยๆ จนครบ แล้วก้มี pair say the entire dialog -single slot substitution (สั้นๆ เช่น ประธานกับ v.to be) - Multiple-slot subsititution drill (make it longer/ T gives cue I am going to the office the/ she/ then/ go to the park) - transformation drill (affirmative/ negative/ active/ question) and then do a question-and-answer drill - minimal pairs เกี่ยวกับ pronunciation (sheep/ ship/ leave/ live/ he's/ his) - complete the dialog with the words given
28
Group 2 The Audio-Lingual Method about grammar rules
no grammar rules will be given to students and they will figure it out by themselves
29
Group 2 The Audio-Lingual Method psychology theory
related to Behaviorism กลุ่มพฤติกรรมนิยม - ทฤษฎีการวางเงื่อนไขของพาฟลอฟ - ทฤษฎีการเชื่อมโยงของ Thorndike ลองผิดลองถูกจนพอใจ
30
Group 2 The Audio-Lingual Method Limitation
- in the meaning of vocabuary (student strugles with real situation) - too much repetition lose attention do not understand
31
Group 2 The Audio-Lingual Method Reinforcement and behaviorism
Positive reinforcement helps the students to develop correct habits. Behaviorism - Human beings learn language in the same way as other habits are learned through the process of training or conditioning. (then it relates to repetition and memorizing drill) it leads to strong skill - Analogy is a better foundation for language learning than analysis. (that's why we changed from GRammar Translation to The Auddio lingual method)
31
Group 2 The Audio-Lingual Method Course Syllabus
Analytic, structure-based and linguistic (Key items of phonology, morphology, and syntax)
32
Lesson Plan
Warm-up Presentation Practice Production Wrap-up Obejective K- knowledge P-Practice A- Attitude
33
Group 3 Direct Method concept “Learn like a native?”
- only English in the class - focus on Speaking & Listening // writing and reading - It is a Natural Approach (learn like a native)
34
Group 3 Direct Method Inductive or deductive
inductive Example -- rules
35
Group 3 Direct Method Teacher's Goal and role
- teach Ss to learn how to communicate and to think in the target language - correct students (pronunciation) - direcct the lesson (not direct translation , act illustration)
36
Group 3 Direct Method Ss' error
- guide the answer and get other students help if finallay it's not correct the teaccher sho the correct one Give alternative - self correction
37
Group 3 Direct Method Teacher and students’ relationships student's role
be a partner through the lesson - participate with teacher and peers
38
Group 3 Direct Method FOcus
🥺pending first Vocabulary (then Grammar) / reading skill give example and usage -reading -speaking
39
Group 3 Direct Method interaction
teacheer to students (assign work) student to student (discussing about topic)
40
Group 3 Direct Method language and culture
- spoken language to communicate - culture -everyday speech/ culture/ history/ geography - discussion and teacher ask and answer question
41
Group 3 Direct Method Evaluation
behavioral observation forms / checklist forms No formal evaluation
42
Group 3 Direct Method self-correction and what gonna be if the teacher give the direct answer?
- give them a second change (give an alternative) - repeat the wrong one by giving them a signal - at or on?? - Ss lost real understanding
43
Group 3 Direct Method Techniques
- Conversation practice -question an danswer exercise - dictation - paragrah writing - Reading aloud
44
Group 3 Direct Method Course syllabus
topical and situational syllabus
45
Group 3 Direct Method Receptive skills vs. Productive skills
ฟัง พูด อ่าน เขียน Productive = speaking and writing Receptive = listening and reading They are skills for leaning vocabulary Receptive skills - Learner receive and understand - don't produce it AKA passive skills Productive Skills - require language out put - Learners produce language AKA sctive skills
46
Group 3 Direct Method advantages
- practice by using target language// get familiar -nature method-- speaking and listening - participation in the class (don't be bored and has a great attitude)

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