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Dd > theory AJ. Root > Flashcards

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

A

inductive

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
Q

Group 2 The Audio-Lingual Method

evaluation

A
  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
Q

Group 2 The Audio-Lingual Method

Ss’ error

A
  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
Q

Group 2 The Audio-Lingual Method

Tecchniques

A
  • 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
Q

Group 2 The Audio-Lingual Method

about grammar rules

A

no grammar rules will be given to students
and they will figure it out by themselves

29
Q

Group 2 The Audio-Lingual Method

psychology theory

A

related to Behaviorism กลุ่มพฤติกรรมนิยม
- ทฤษฎีการวางเงื่อนไขของพาฟลอฟ
- ทฤษฎีการเชื่อมโยงของ Thorndike ลองผิดลองถูกจนพอใจ

30
Q

Group 2 The Audio-Lingual Method
Limitation

A
  • in the meaning of vocabuary (student strugles with real situation)
  • too much repetition
    lose attention
    do not understand
31
Q

Group 2 The Audio-Lingual Method
Reinforcement and behaviorism

A

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
Q

Group 2 The Audio-Lingual Method

Course Syllabus

A

Analytic, structure-based and linguistic
(Key items of phonology, morphology, and syntax)

32
Q

Lesson Plan

A

Warm-up
Presentation
Practice
Production
Wrap-up

Obejective
K- knowledge
P-Practice
A- Attitude

33
Q

Group 3 Direct Method

concept

“Learn like a native?”

A
  • only English in the class
  • focus on Speaking & Listening // writing and reading
  • It is a Natural Approach (learn like a native)
34
Q

Group 3 Direct Method

Inductive or deductive

A

inductive
Example – rules

35
Q

Group 3 Direct Method

Teacher’s Goal and role

A
  • 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
Q

Group 3 Direct Method

Ss’ error

A
  • 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
Q

Group 3 Direct Method

Teacher and students’ relationships

student’s role

A

be a partner through the lesson

  • participate with teacher and peers
38
Q

Group 3 Direct Method

FOcus

A

🥺pending
first Vocabulary
(then Grammar) / reading skill
give example and usage

-reading
-speaking

39
Q

Group 3 Direct Method

interaction

A

teacheer to students (assign work)
student to student (discussing about topic)

40
Q

Group 3 Direct Method

language and culture

A
  • spoken language to communicate
  • culture -everyday speech/ culture/ history/ geography
  • discussion and teacher ask and answer question
41
Q

Group 3 Direct Method

Evaluation

A

behavioral observation forms / checklist forms

No formal evaluation

42
Q

Group 3 Direct Method

self-correction

and what gonna be if the teacher give the direct answer?

A
  • 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
Q

Group 3 Direct Method

Techniques

A
  • Conversation practice
    -question an danswer exercise
  • dictation
  • paragrah writing
  • Reading aloud
44
Q

Group 3 Direct Method

Course syllabus

A

topical and situational syllabus

45
Q

Group 3 Direct Method

Receptive skills vs. Productive skills

A

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
Q

Group 3 Direct Method

advantages

A
  • 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)

Dd (4 decks)

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