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What is defined as one or more techniques like supplementing and modernizing content?
Which approach allows teachers to adapt materials largely based on their experience?
What characteristic should learning materials exhibit to promote independence among learners?
In a learner-centered adaptation approach, whose role is emphasized alongside that of teachers?
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Which of the following is NOT listed as a key feature of materials adaptation?
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What does adaptation facilitate in the context of language learning?
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Which type of syllabus does the learner-centered approach distinguish from externally imposed syllabi?
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Which author emphasizes adaptation as critical awareness development?
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What is necessary for effective vocabulary learning according to the content?
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How can vocabulary tasks be adjusted to improve learning for at-risk students?
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What does Stahl (2005) suggest is required for long-term memory retention of vocabulary?
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According to the findings, which method is not effective for vocabulary instruction?
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What misconception do teachers often have regarding students struggling to learn vocabulary?
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What role does intentional vocabulary instruction play in learning specific texts?
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What is the impact of how vocabulary is assessed and evaluated?
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What is a vital element in fostering word-conscious students according to Graves (2000)?
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What is a key factor in long-term vocabulary development according to Cunningham and Stanovich?
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Which method is suggested to encourage vocabulary growth in students?
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What is a challenge faced by English language learners (ELLs) in vocabulary development?
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What percentage of the school population spoke English with difficulty in 2003?
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What is one effective strategy for building the vocabulary of ELLs?
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How did the percentage of students who spoke English with difficulty change from 1979 to 2003?
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Which of the following is LEAST likely to contribute to incidental vocabulary learning?
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What does research suggest about strategies used for vocabulary development in English-only (EO) students?
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What percentage of text coverage is provided by high frequency words?
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Which of the following is NOT considered an output activity to support vocabulary learning?
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What is one of the main goals of fluency development mentioned in the content?
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Which feature is NOT required in the design of activities to support vocabulary learning?
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According to the content, what type of words should be the focus before others in vocabulary learning?
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Which of the following describes a requirement for fluency development activities?
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What is the primary purpose of glossaries in vocabulary learning?
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How many vocabulary families are considered high frequency according to the content?
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What does the idiom 'to let the cat out of the bag' mean?
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Which of the following idioms suggests taking initiative in a difficult situation?
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In the activity described, what is the main purpose of the drawing and skit?
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What does the idiom 'to rain cats and dogs' suggest?
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What is one potential benefit of learning about idioms for English-language learners (ELLs)?
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Which animal idiom involves expressing indecisiveness or delay?
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What does the idiom 'to be in a fine kettle of fish' mean?
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What is the role of group activities regarding animal idioms in the classroom?
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Study Notes
Adaptation in Language Teaching
- Adaptation in language teaching involves modifying materials for better understanding and engagement.
- Techniques include supplementing, editing, expanding, personalizing, simplifying, modernizing, localizing, or modifying cultural/situational content.
Teacher-centered vs. Learner-centered Adaptation
- Teacher-centered adaptation relies on teacher experience and judgment for material modification.
- Learner-centered adaptation prioritizes student involvement in shaping and selecting materials.
- Adaptation can foster critical awareness development by encouraging learner participation and ownership of the learning process.
Key Features of Materials Adaptation
- Learner-centeredness and Critical Awareness Development: Focuses on student input and participation in shaping and adapting learning materials.
- Flexibility and Choice: Provides diverse learning opportunities and encourages students to explore different skills and learning styles.
- Multiple Exposures in Multiple Contexts: Encourages repeated exposure to vocabulary in various contexts for better retention.
Importance of Vocabulary Development
- Repetition and multiple exposures to vocabulary are crucial for effective word acquisition.
- Learning in rich contexts enhances vocabulary learning.
- Research supports the restructuring of vocabulary tasks for better learning outcomes, particularly for low-achieving students.
Incidental Vocabulary Learning
- Indirect exposure to vocabulary through rich language experiences, reading, and listening is a significant factor in vocabulary development.
- Reading volume is a key driver of long-term vocabulary growth.
Vocabulary Instruction for English Language Learners (ELLs)
- ELLs often struggle with vocabulary due to language differences.
- Research-based strategies for vocabulary development can be effectively adapted to meet the specific needs of ELLs.
- Strategies for ELLs include utilizing their native language if it shares cognates with English, focusing on basic vocabulary, and providing consistent review and reinforcement.
Teaching Idioms
- Idioms present a challenge for ELLs due to the gap between literal and intended meanings.
- Engaging activities that involve drawing, acting out, and guessing the figurative meanings of idioms can be effective in teaching them.
Keyword Method
- A mnemonic strategy where learners associate a keyword with a new word to aid memory.
- This method is particularly helpful for remembering difficult vocabulary.
Vocabulary Level
- High-frequency words (2000) represent 80% of text coverage.
- Academic vocabulary (570) represents 10% of text coverage.
- Low-frequency words (11,000) represent 5% of text coverage.
Designing Effective Input Activities
- Listening to a text and answering questions: Encourages active listening and comprehension.
- Glossaries: Provides clear definitions and explanations of vocabulary.
- Extensive Reading: Exposure to varied texts enhances vocabulary acquisition.
Designing Effective Output Activities
- Written output should contain target language words.
- Target vocabulary should be highlighted and repeated for reinforcement.
- Communicative task should have a clear outcome and be designed to encourage interaction.
- Tasks should be split into manageable steps to support comprehension.
Fluency Development
- Meaning-focused activities: Promote comprehension and application of language.
- Support and encouragement: Encourage learners to perform at higher levels.
Vocabulary Acquisition
- Vocabulary acquisition is a continuous process that involves various strategies over time.
- Instructional materials should be adapted to cater to diverse learning styles and needs.
- Effective vocabulary instruction requires a combination of direct and indirect approaches.
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Description
This quiz explores the concept of adaptation in language teaching, focusing on techniques for modifying teaching materials to improve student understanding and engagement. It distinguishes between teacher-centered and learner-centered approaches, highlighting the significance of student involvement in the learning process. Key features such as flexibility, choice, and critical awareness development are also examined.
