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Applied Thermodynamics > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

The grammar of which language was used as a model for that of other languages as well as for language teaching?

A

Latin

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2
Q

When did modern languages begin to be introduced in education?

A

In the 19th century, with teaching methods modeled after those used for Latin.

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3
Q

The Grammar-Translation Method

A
  • Dominant method in Europe and America from the 1840s to the 1940s.
  • Goals: to be able to read and write in the foreign language.
  • Consists of analysis of grammatical rules and translation of texts.
  • Accuracy is its main priority.
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4
Q

Attempts for reform in the 19th century

A
  • Individual contributions from Marcel, Prendergast and Gouin, who observe children’s language acquisition.
  • These reforms weren’t widely spread.
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5
Q

The reform movement

A
  • By Henry Sweet and Wilhelm Viëtor.
  • It stresses the relevance of PHONETICS, the goal of study is SPOKEN LANGUAGE.
  • It uses ORAL/CONVERSATIONAL methods in MEANINGFUL CONTEXTS.
  • L1 should be avoided.
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6
Q

The Direct Method

A
  • By Sauveur and Berlitz.
  • Focuses ONLY on ORAL COMMUNICATION IN L2.
  • Everyday vocabulary and sentences in communicative situations.
  • It stresses the importance of ACCURACY.
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7
Q

The Audio-Lingual Method

A
  • Based on BEHAVIORAL PSYCHOLOGY and STRUCTURALIST LINGUISTICS.
  • Rules presented by the teacher and memorized by students. Then, they practice and repeat mechanically.
  • Error is punished.
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8
Q

The Oral/Situational Approach

A
  • It focuses on grammar and vocabulary, chosen according to their usefulness and frequency.
  • Grammatical items are introduced GRADUALLY according to PERCEIVED DIFFICULTY.
  • Aim: spoken language.
  • Quite an influential method.
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9
Q

What is Cognitivism?

A
  • Reaction against structuralism and behaviorism.
  • Chomsky’s ‘Syntactic Structures’ (1957).
  • Language is derived from innate, mental capabilities.
  • Language learning is not based on habit formation, but on the acquisition of a finite set of rules which can be applied to create an infinite number of utterances.
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10
Q

CONTEMPORARY TRENDS: approach vs. method

A

Richards and Rodgers describe the different COMPONENTS of a language teaching method:

  • It’s informed by a certain approach to language and language teaching.
  • It must include a design for the course and the procedures for its execution.
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11
Q

CONTEMPORARY TRENDS: The Silent Way

A
  • By Caleb Gattegno
  • It emphasizes CREATIVITY on the part of the student.
  • Teaching is carried out by means of physical objects and gestures.
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12
Q

CONTEMPORARY TRENDS: Community Language Teaching

A
  • Focuses on AFFECTIVE NEEDS.
  • STUDENT-CENTERED.
  • Conceives LANGUAGE AS A SOCIAL PROCESS.
  • Requirements for success in acronym SARD: Security, Attention/Aggression (desire to show you’ve learned smth) and Retention/Reflection and Discrimination (of sounds and particular linguistic items).
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13
Q

CONTEMPORARY TRENDS: Suggestopedia

A
  • Uses yoga, music and rhythmic breathing to get student to relax and be more receptive.
  • Some claim it only works if the student thinks it does.
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14
Q

CONTEMPORARY TRENDS: Total Physical Response

A
  • Main objective: oral skills.
  • Based on a child’s language acquisition process.
  • Physical action is required in early stages as a response to linguistic input.
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15
Q

CONTEMPORARY TRENDS: The Natural Approach.

A
  • Successful method by STEVEN KRASHEN.

5 HYPOTHESIS:

  1. Acquisition v. learning.
  2. Comprehensible input.
  3. The monitor hypothesis.
  4. The affective filter.
  5. Natural Order.
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16
Q

Recent approaches

A
  • Most of them are COMMUNICATIVE in nature.
  • Too recent for rigorous criticism.
  • The most relevant: task-based learning and CLIL.
17
Q

ORIGINS OF THE COMMUNICATIVE APPROACH

A
  • Appearance of GENERATIVE TRANSFORMATIONAL GRAMMAR in the 1960s.
  • Creation of European Community and reform of educational systems in Europe.
  • Functional view of language and language use as social behavior.
18
Q

What is Communicative Language Teaching or CLT about?

A
  • It’s an approach, not a method
  • Goal: communicative competence.
  • Language as communication: INFORMATION SHARING and NEGOTIATION OF MEANING.
  • Learner’s needs before syllabus is designed.
  • Any activity that gets the learner involved in real communication is acceptable.
  • Roles of teacher: facilitator, leader, needs analyst and material designer.
  • Learner is the center: must be active and assume responsibility and autonomy.
19
Q

Evaluation has received greater emphasis in recent years.

Types of assessment:

A
  • Summative: diagnosing the student’s level is its only goal.
  • Formative: the goal is for the student to learn during the assessment process.

Applied Thermodynamics (7 decks)

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