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English Majorship > Ultra handout 2 > Flashcards

Ultra handout 2 Flashcards

1
Q

Sub-approaches of Communicative Approach

A
  • Content-based Approach
  • Participatory Approach
  • Task-based Approach
  • Whole Language Approach
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2
Q

Uses material relevant to a subject matter

A

Content-based Approach

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3
Q

Uses materials relevant to student’s lives

A

Participatory Approach

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4
Q

Uses materials to complete an academic task

A

Task-based Approach

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5
Q

All 3 approaches have been embedded

A

Whole Language Approach

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6
Q

Krashen argues that acquisition is a more important process of constructing the system of a language than learning because fluency in L2 performance is due to what we have acquired, not what we have learned.

A

The Acquisition Learning Hypothesis

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7
Q

3 Types of Users in the Monitor Hypothesis

A
  • Over-users
    -Under-users
    -Optimal-users
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8
Q
  • who feel they must know the rule for everything
  • do not trust entirely their feel for grammaticality in the L2
  • They use the monitor all the time.
A

Over-users

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9
Q
  • entirely dependent on what they can pick up on the second language
  • learners prefer not to use their conscious knowledge
A

Under-users

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10
Q
  • performers who use learning as a real supplement to acquisition, monitoring
A

Optimal-users

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11
Q

The acquisition of grammatical structures follows a natural order which is predictable

A

The Natural Order Hypothesis

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12
Q

The learner improves and progresses along the natural order when she receives a second language input that is one step beyond her current stage of linguistic competence. (I + 1)

A

The Input Hypothesis

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13
Q

Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition

A

The Affective Filter Hypothesis

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14
Q

1 — ING (progressive)
— plural
— copula (linking verb)

2 — auxiliary
— article

3 — irregular past
4 — regular past
— 3rd person singular (-s)
— possessive (-s)

A

The Natural Order Hypothesis (Stephen Krashen)

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15
Q
  • automaticity
  • meaningful learning
  • anticipation reward
  • intrinsic motivation
  • strategic investment
A

Cognitive Principles

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16
Q

Acquiring language subsconciously

A

Automaticity

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17
Q

Leads towards better retention than rote learning

A

Meaningful Learning

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18
Q

Most powerful factor in directing one’s behavior

A

Anticipation of Reward

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19
Q

Most powerful rewards are those intrinsically motivating

A

Intrinsic Motivation

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20
Q

Employ a multiplicity of strategies for sending and receiving language

A

Strategic Investment

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21
Q
  • Behavioristic Orientation
  • Rational-cognitive Orientation
  • Humanistic Orientation
A

The Components of Curriculum

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22
Q
  • educational-psychological stimulus response view about human language learning
A

Behavioristic Orientation

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23
Q

Associated with the cognitive-code approach to language learning

A

Rational-cognitive Orientation

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24
Q

Closely associated with the communicative view of language

A

Humanistic Orientation

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25
Q

What is BICS?

A

Basic Interpersonal Communication Skills

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26
Q

Social language acquisition skills; used for informal communication

A

BICS (Basic Interpersonal Communication Skills)

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27
Q

What is CALP?

A

Cognitive Academic Language Proficiency

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28
Q

Academic language acquisition skills; used macro skills in the classroom

A

CALP (Cognitive Academic Language Proficiency)

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29
Q
  • Lesson Exemplar
  • Course Outline
  • Subject Framework
  • Unit Plan
A

Forms of Curricula

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30
Q

Provide teachers with a way of teaching and assessing science-process and communication skills

A

Lesson Exemplar

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31
Q

A summary of main points of a text, lecture, or course of study

A

Course Outline

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32
Q

Organized plan or set of standards or learning outcomes that defines the content to be learned

A

Subject Framework

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33
Q

Concepts and learning goals that are taught over a period of time

A

Unit Plan

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34
Q

This refers to speakers or writers applying knowledge from their native language to a second language

A

Linguistic Interference

35
Q
  • Word Cline
  • Snowball Toss
  • Hot Seat
  • Round Robin
  • KWL
  • DRTA
  • Anticipation Guide
  • SQ3R
  • SQ4R
A

Teaching Strategies

36
Q
  • Step-stair strategy (from most positive to most negative)

ex. Captivating-pretty-nice-ugly- disgusting-hideous

A

Word Cline

37
Q
  • used for collaboration
  • crumple the paper, throw, and let the other students share
A

Snowball Toss

38
Q

Speakers seat; identifies a character and provides empathy for the character

39
Q
  • ideal for brainstorming
  • takes turn in responding a question; every group members takes turn
A

Round Robin

40
Q

What you Know, Want to know, what you have Learned — ideal for processing especially in reading comprehension

41
Q
  • guides students in asking questions about a text, making predictions; and conform or refute their predictions
A

Directed Reading Thinking Activity (DRTA)

42
Q

Used before reading to activate students prior knowledge and build their curiosity about topic

A

Anticipation Guide

43
Q

Survey, Question, Read, Recite, and Review

44
Q

Survey, Question, Read, Respond, Record, and Review

45
Q
  1. Listening Practice
  2. Choral Imitation
  3. Individual Imitate
  4. Isolation
  5. Building up to a new model
  6. Elicitation
  7. Substitution Drilling
  8. Q and A Drilling
  9. Correction
A

Situational Language Teaching

46
Q

Categories of Listening Strategies

A
  • Metacognitive
  • Cognitive
  • Social/Affective
47
Q

Learners use consciously while listening to a spoken text attentively; PME

A

Metacognitive

48
Q

Learner finds a difficult word in a text and inferring the meaning of that word from the context

49
Q

Strategies that learners use to learn by interaction with their classmates and questions that are asked from teacher

A

Social/affective

50
Q

Listening Problems

A
  • Text
  • Task
  • Interlocuter
  • Listener
  • Process
51
Q

Type of Text

52
Q

Types of Questions

53
Q

Accent, fluency, gender, language use

A

Interlocuter

54
Q

Listeners characteristics

55
Q

Top-down/Bottom-up/Interactive

56
Q

BAE

A

Before Anyone Else

57
Q

Caught in 4k

A

Caught doing something wrong

58
Q

CSL

A

Can’t stop laughing

59
Q

FAM

A

A close friend/like family

60
Q

G2G

61
Q

GHOSTED

A

Cuts off without explanation

62
Q

GMTA

A

Great minds think alike

63
Q

IAWY

A

I am with you

64
Q

IMO/IMHO

A

In my opinion — in my honest opinion

65
Q

IRL

A

In real life

66
Q

IYKYK

A

If you know, you know

67
Q

JK

A

Just Kidding

68
Q

LIT

A

Lit Cool/Exciting

69
Q

Salty

A

Getting upset over silly things

70
Q

Shook

A

Shocked/surprised

71
Q

SSDD

A

Same stuff, different day

72
Q

SUS

A

something suspicious; suspect

73
Q

TBH

A

To be honest

74
Q

TNTL

A

Trying not to laugh

75
Q

VIBE CHECK

A

How you are feeling

76
Q

WYWH

A

Wish you were here

77
Q

YNK

A

You never know

78
Q

YOLO

A

You only live once

79
Q

GOAT

A

Greatest of all time

80
Q
  • Preparing to read
  • Reading
  • Responding
  • Exploring
  • Extending
A

Reading Process Sequence

81
Q

Big Five of Reading

A
  • Phonics
  • Phonemic Awareness
  • Fluency
  • Vocabulary
  • Comprehension
82
Q

SPAWN MODEL

A
  • Special Powers
  • Problem Solving
  • Alternative Viewpoint
  • What if?
  • Next
83
Q

Writing Process Sequence

A
  • Pre-writing
  • Composing
  • Revisiting
  • Editing
  • Publishing

English Majorship (18 decks)

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