Approaches to language Focus
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Questions and Answers

What is the primary focus of 'language focus' in the classroom?

  • Encouraging interactive learning
  • Focusing on particular features of language systems (correct)
  • Maintaining a teacher-centered environment
  • Developing students' speaking skills

The term 'presentation' adequately describes how language should be taught in a classroom.

False (B)

What were the three main reasons teachers were dubious about single language item presentation?

  1. It suggests a formal lesson, 2) It implies learners have no prior knowledge, 3) It indicates a teacher-centered classroom.

During the 1980s, focusing on language was considered ______ in language teaching.

<p>unbeneficial</p> Signup and view all the answers

Match the following terms with their corresponding descriptions:

<p>Language Focus = Emphasizing specific features of language Presentation = Teacher-centered model of teaching Transmission Model = Language conferred to the learner Grammar Pendulum = Shift in attitudes toward language teaching</p> Signup and view all the answers

Which author is mentioned as dealing with the issue of language focus succinctly?

<p>Penny Ur (D)</p> Signup and view all the answers

The approach of teaching language focusing on form has regained popularity in recent years.

<p>True (A)</p> Signup and view all the answers

What shift regarding language teaching methods is referenced in the content?

<p>The grammar pendulum has swung back.</p> Signup and view all the answers

According to Swan, what limits a student's ability to interpret utterances appropriately?

<p>Only knowing propositional meanings (A)</p> Signup and view all the answers

Wilberforce’s remark ‘The policeman is crossing the road’ is interpreted correctly by all team members.

<p>False (B)</p> Signup and view all the answers

What happens to Gomez and Tanaka after they misinterpret Wilberforce's remark?

<p>They are caught and put away for five years.</p> Signup and view all the answers

Swan acknowledges that some focus on particular _____ need to be ‘presented’ or focused on.

<p>functions</p> Signup and view all the answers

Match the individuals with their approach to learning English:

<p>Wilberforce = Applied communication theory Schmidt = Communicatively oriented media course Gomez = Traditional course Tanaka = Traditional course</p> Signup and view all the answers

What do Gomez and Tanaka mistakenly believe about Wilberforce's statement?

<p>It is neutral commentary. (B)</p> Signup and view all the answers

Swan fully agrees with Widdowson's approach to teaching language.

<p>False (B)</p> Signup and view all the answers

What subject does Dr. Jack Richards discuss in the optional video referenced?

<p>The importance of teaching grammar.</p> Signup and view all the answers

What is one role of a teacher regarding new material?

<p>To mediate the material in an accessible form. (B)</p> Signup and view all the answers

Learning a new language does not require any conscious presentation from the teacher.

<p>False (B)</p> Signup and view all the answers

What term is used to describe the teacher's task of introducing new language items?

<p>presentation</p> Signup and view all the answers

Language is viewed as __________ rather than atomistic.

<p>holistic</p> Signup and view all the answers

Match the following concepts with their definitions:

<p>Atomistic = Viewing language in isolated parts Holistic = Viewing language as interconnected Intake = Input that learners can comprehend and use Presentation = Mediating new language for learners</p> Signup and view all the answers

Why might a teacher need to isolate and categorize language features?

<p>To provide generalizations that aid learning. (D)</p> Signup and view all the answers

The teaching of language rules has always been reliable and free of exceptions.

<p>False (B)</p> Signup and view all the answers

What kind of input is necessary for new material to become 'intake'?

<p>Comprehensible input</p> Signup and view all the answers

The principle suggesting that everything in nature is connected is termed as __________.

<p>holism</p> Signup and view all the answers

Match the language structures with their descriptions:

<p>Conditionals = Rules that guide the use of conditional sentences Lexical phrases = Commonly used sequences of words Grammatical structures = Rules governing the form of words and sentences Functions = Purpose of language in communication</p> Signup and view all the answers

What is a potential drawback of teaching languages in the same way as first languages?

<p>Insufficient exposure to real-life language usage. (D)</p> Signup and view all the answers

Holistic approaches discourage examining language parts.

<p>True (A)</p> Signup and view all the answers

What is an important consideration before isolating language items for teaching?

<p>The risk of oversimplification or incorrect generalizations</p> Signup and view all the answers

__________ refers to the limited time and resources available in conventional language classrooms.

<p>Constraints</p> Signup and view all the answers

How many uses does 'some' have according to the given content?

<p>Ten (A)</p> Signup and view all the answers

The present continuous tense is used for actions that occur daily.

<p>False (B)</p> Signup and view all the answers

What major study changed the belief regarding overt focus on form in language teaching?

<p>The study by Richard Schmidt and Sylvia Frota</p> Signup and view all the answers

The present simple tense is used for _______.

<p>every day</p> Signup and view all the answers

Match the following terms with their definitions:

<p>Form = How sentences are composed Function = The use of a sentence in a communicative context Overt Focus on Form = Explicit attention to language structure Communicative Approach = Emphasizes meaning in language use</p> Signup and view all the answers

What aspect did Schmidt find necessary for effective language acquisition?

<p>Plenty of opportunities for communication and formal instruction (C)</p> Signup and view all the answers

Widdowson argued that knowing how sentences are composed is sufficient for effective communication.

<p>False (B)</p> Signup and view all the answers

What did Schmidt realize about his spontaneous use of Portuguese?

<p>Instruction made his spontaneous use of Portuguese more accurate.</p> Signup and view all the answers

There is no value in students knowing the _______ of a sentence if they do not know how it can be used.

<p>meaning</p> Signup and view all the answers

Match the following tense usages with their explanations:

<p>Present Continuous = Not used with verbs of senses or emotions Present Simple = For regular actions</p> Signup and view all the answers

Which of the following best describes a major criticism of grammatical syllabuses?

<p>They do not account for how sentences are used in context. (B)</p> Signup and view all the answers

Schmidt's research indicated that purely communicative tasks are sufficient for language acquisition.

<p>False (B)</p> Signup and view all the answers

What does the term 'rule of thumb' imply in the context of language teaching?

<p>A generalization that can have exceptions.</p> Signup and view all the answers

The content suggests using _______ to describe a pizza in the oven as an offer.

<p>the sentence 'There’s a pizza in the oven'</p> Signup and view all the answers

What does the acronym PPP stand for in language teaching?

<p>Presentation-Practice-Production (C)</p> Signup and view all the answers

The Audio-lingual method emphasized only the knowledge of language without the need for practice.

<p>False (B)</p> Signup and view all the answers

Name one critical view of the PPP paradigm according to Michael Lewis.

<p>It fails to reflect the nature of language or the nature of learning.</p> Signup and view all the answers

In the PPP model, the ______ phase involves practicing the language in a controlled way.

<p>Practice</p> Signup and view all the answers

Match the following language teaching methods with their characteristics:

<p>Grammar Translation = Focus on translation and conjugation Audio-lingual = Emphasis on drills and practice Communicative Language Teaching = Focus on functions like advising and complaining PPP = Structure of Presentation-Practice-Production</p> Signup and view all the answers

What is a major criticism of the PPP paradigm?

<p>It does not align with the nature of learning (B)</p> Signup and view all the answers

The Production phase in the PPP model allows students free practice with autonomy.

<p>True (A)</p> Signup and view all the answers

What is one argument against the PPP paradigm mentioned in the content?

<p>It does not help the learning process.</p> Signup and view all the answers

What is the primary focus of the 'noticing the gap' concept in language learning?

<p>Recognizing gaps in linguistic knowledge (D)</p> Signup and view all the answers

The dictogloss activity is primarily concerned with testing students' spelling and grammar.

<p>False (B)</p> Signup and view all the answers

Name one benefit of students comparing their versions of a text during the dictogloss activity.

<p>It helps identify gaps in their understanding of language.</p> Signup and view all the answers

During a dictogloss, students aim to reconstruct the text from their _____ memory.

<p>short-term</p> Signup and view all the answers

Match the types of noticing with their descriptions:

<p>Noticing = Awareness of language features Noticing the gap = Identification of knowledge deficiencies</p> Signup and view all the answers

Which step is NOT part of the typical dictogloss framework?

<p>Students write their own text (B)</p> Signup and view all the answers

The focus of a dictogloss is on accurate spelling, morphology, and syntax.

<p>False (B)</p> Signup and view all the answers

What does the term 'grammaticisation' refer to in the context of language learning?

<p>The process of learning how to use grammatical structures effectively.</p> Signup and view all the answers

Teaching students to notice features of English involves highlighting aspects through _____ activities.

<p>interactive</p> Signup and view all the answers

Match the following activities with their descriptions:

<p>Dictogloss = Reconstructing a text based on memory Grammar dictation = Focusing on accurate transcription Listening exercise = Developing comprehension skills</p> Signup and view all the answers

What is a common criticism of the PPP approach in language teaching?

<p>It is presumed to be used in every lesson. (C)</p> Signup and view all the answers

The PPP method represents a complex understanding of the language learning process.

<p>False (B)</p> Signup and view all the answers

PPP presents a ___________ model of language teaching.

<p>linear</p> Signup and view all the answers

Which of the following statements about language knowledge is correct?

<p>Language knowledge is often a complicated process. (C)</p> Signup and view all the answers

Novice teachers often return from lessons feeling confident about the effectiveness of the PPP approach.

<p>False (B)</p> Signup and view all the answers

According to the discussion, how can PPP be effectively integrated in the classroom?

<p>By using it alongside communicative and humanistic approaches.</p> Signup and view all the answers

Coursebooks today are generally of high quality, providing rich __________ and audio backup.

<p>visual</p> Signup and view all the answers

Which of the following is identified as an essential factor in language teaching?

<p>Utilizing diversified teaching methods. (D)</p> Signup and view all the answers

A humanistic approach is incompatible with the PPP framework.

<p>False (B)</p> Signup and view all the answers

What was a historical perception of teacher-led lectures in language teaching?

<p>They were considered an old-fashioned method.</p> Signup and view all the answers

Match the terms with their applications:

<p>-ed adjectives = Describing feelings (e.g., bored) -ing adjectives = Describing the nature of something (e.g., interesting) Present Simple = Describing daily routines or facts Present Perfect = Connecting past actions to present consequences</p> Signup and view all the answers

What is one reason why PPP is criticized?

<p>It is often perceived as too repetitive. (D)</p> Signup and view all the answers

What is the primary goal of guided discovery in language learning?

<p>To let students infer rules from language data (B)</p> Signup and view all the answers

The term 'grammaticisation' refers to a focus exclusively on vocabulary.

<p>False (B)</p> Signup and view all the answers

What do students do during the task related to 'used to'?

<p>They divide cards into two groups based on different meanings of 'used to'.</p> Signup and view all the answers

The approach that focuses on the successful completion of a communicative task is called __________.

<p>Task-Based Learning</p> Signup and view all the answers

Which of the following contrasts an inductive approach with a deductive approach in language teaching?

<p>Rules before examples and practice (A)</p> Signup and view all the answers

Students may incorrectly state 'I am used to get up early' as a correct usage.

<p>True (A)</p> Signup and view all the answers

What does the teacher do after assessing students' misconceptions through a test or task?

<p>Teaching is based on the results of the test.</p> Signup and view all the answers

The idea of a language teaching philosophy that excludes language focus is often associated with __________.

<p>pure TBL</p> Signup and view all the answers

Match the following components of language with their definitions:

<p>Tense markers = Indicate the time of action Prepositions = Show relationships between entities Negation = Express denial or contradiction Question forms = Inquire about something</p> Signup and view all the answers

What is the significance of providing 'degrammaticised' examples to students?

<p>To encourage reformulation and focus on form (B)</p> Signup and view all the answers

Which of the following is a recommended way to present future arrangements in a language lecture?

<p>'Will' is used for decisions made at the time of speaking (C)</p> Signup and view all the answers

Visual aids in a lecture are considered unnecessary for effective teaching.

<p>False (B)</p> Signup and view all the answers

Children learning their mother tongue always produce grammatically correct sentences initially.

<p>False (B)</p> Signup and view all the answers

What do learners with a tendency to improvise focus more on according to the content?

<p>Meaning rather than form.</p> Signup and view all the answers

What is the importance of ensuring students decode text for meaning before focusing on language elements?

<p>To avoid students reading without comprehension.</p> Signup and view all the answers

Students are encouraged to reflect on the differences in meaning and form related to __________.

<p>'used to'</p> Signup and view all the answers

Teacher talk is also known for providing __________ input.

<p>comprehensible</p> Signup and view all the answers

Match the following mistakes with their correct forms:

<p>I am used to get up early = I am used to getting up early I used to have a car = I used to own a car I am used to have = I am used to having I used to go to school = I used to attend school</p> Signup and view all the answers

Match the terms related to language focus with their definitions:

<p>TTT = Teacher Talk Time UTT = Unnecessary Teacher Talk QTT = Quality Teacher Talk PPP = Presentation Practice Production</p> Signup and view all the answers

Which approach is described as beneficial for introducing students to new language in context?

<p>Reading and listening texts (C)</p> Signup and view all the answers

The deductive approach involves presenting rules before examples.

<p>True (A)</p> Signup and view all the answers

What is implied in the statement using the phrase 'have something done'?

<p>Causative construction.</p> Signup and view all the answers

Guided discovery can be described as __________ teaching.

<p>enlightened</p> Signup and view all the answers

Match the following language teaching approaches with their descriptions:

<p>Situational Presentation = Language is drawn from scenarios Communicative Approach = Focus on functional language use Task-Based Learning = Learning through completing tasks Grammar Translation Method = Focus on grammatical rules and translation</p> Signup and view all the answers

What is a common challenge when using texts for language focus?

<p>Overemphasis on linguistic elements without comprehension (A)</p> Signup and view all the answers

Textbooks should only be used for language work.

<p>False (B)</p> Signup and view all the answers

What is the primary distinction made between TAVI and TALO?

<p>TAVI focuses on texts for information while TALO focuses on texts as linguistic objects.</p> Signup and view all the answers

The phrase 'have something done' is an example of a __________ construction.

<p>causative</p> Signup and view all the answers

Which method emphasizes the importance of ensuring comprehension before drilling specific language?

<p>Task-Based Learning (C)</p> Signup and view all the answers

A lecture should avoid any visual aids.

<p>False (B)</p> Signup and view all the answers

Which factor is least likely to determine the choice of a language focus method?

<p>The weather on the teaching day (A)</p> Signup and view all the answers

Higher level students are expected to benefit more from a lecture mode than lower level students.

<p>True (A)</p> Signup and view all the answers

What is a common challenge with the present perfect tense for learners from Western European languages?

<p>Misunderstanding its specific type of pastness.</p> Signup and view all the answers

Some language is difficult in form but not in meaning is exemplified by the phrase, 'Do you think you could possibly _______?'

<p>ask</p> Signup and view all the answers

Match the language items with their descriptions:

<p>Present Perfect = A tense indicating experience Third Conditional = Hypothetical situation form Do you think you could possibly...? = Polite request Future Perfect = Describes an action completed before a point in the future</p> Signup and view all the answers

Which of the following methods is less likely to follow a presentation-practice-production (PPP) paradigm?

<p>Field trips (A), Conversational classes (D)</p> Signup and view all the answers

Learning styles do not influence the effectiveness of different language focus methods.

<p>False (B)</p> Signup and view all the answers

What needs to happen for new language material to become 'intake'?

<p>The learner must actively engage with and understand the material.</p> Signup and view all the answers

What is a characteristic of Task Based Learning (TBL)?

<p>Emphasis on completing tasks using natural language. (A)</p> Signup and view all the answers

Willis argues that a purely communicative classroom is beneficial for learners.

<p>False (B)</p> Signup and view all the answers

What does PPP stand for in language teaching?

<p>Presentation, Practice, Production</p> Signup and view all the answers

Dictogloss is a form of _______ aimed at reconstructing a text.

<p>dictation</p> Signup and view all the answers

Which approach emphasizes students discovering language rules from examples?

<p>Guided Discovery (C)</p> Signup and view all the answers

Language focus in TBL can only occur after the task is completed.

<p>False (B)</p> Signup and view all the answers

What is the primary goal of the situational presentation approach?

<p>To create a natural context for language to arise.</p> Signup and view all the answers

In the Test/Task-Teach-Test approach, the teacher first identifies _______ in students' language use.

<p>gaps</p> Signup and view all the answers

Which of the following is NOT a benefit highlighted by proponents of TBL?

<p>Eliminating the need for language focus. (A)</p> Signup and view all the answers

What stage does the 'E' in Harmer's ESA model stand for?

<p>Engage (A)</p> Signup and view all the answers

The ARC model stipulates a strict order of activities that must be followed in a lesson.

<p>False (B)</p> Signup and view all the answers

Name one of the three main descriptions proposed by Michael Lewis.

<p>OHE</p> Signup and view all the answers

Scrivener's concept of 'R' in the ARC model refers to _________ activities.

<p>Restricted</p> Signup and view all the answers

Match the following stages in Michael Lewis's OHE model with their descriptions:

<p>Observe = Students observe and critically examine language Hypothesise = Students form generalizations about language Experiment = Students use language forms in practice</p> Signup and view all the answers

In the ARC model, authentic use activities are characterized by:

<p>Activities with no particular language agenda (A)</p> Signup and view all the answers

The 'C' in the ARC model stands for Communication.

<p>False (B)</p> Signup and view all the answers

What does the 'S' in ESA stand for?

<p>Study</p> Signup and view all the answers

The PPP paradigm is often criticized for being too ________.

<p>rigid</p> Signup and view all the answers

Match the following language learning models with their advocates:

<p>OHE = Michael Lewis ARC = Jim Scrivener ESA = Jeremy Harmer</p> Signup and view all the answers

Which model emphasizes reducing negative affective factors in the classroom?

<p>ESA (A)</p> Signup and view all the answers

In the OHE model, 'Hypothesise' involves students observing language use.

<p>False (B)</p> Signup and view all the answers

What does the 'A' in ARC represent?

<p>Authentic use</p> Signup and view all the answers

The 'A' in ESA allows students to __________ all or some of the language they have learned.

<p>Activate</p> Signup and view all the answers

Flashcards

Language Focus

Focusing on specific elements of language, such as grammar, vocabulary, or pronunciation.

Presentation

A method of teaching where the teacher directly presents language items to students.

Grammar Pendulum

The belief that focusing on language form is essential for language learning.

Explicit Focus on Language

Directly teaching grammatical structures and vocabulary to students.

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Communicative Approach

A teaching method that emphasizes student interaction and collaboration.

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Transmission Model

A teaching approach that focuses on presenting new language items in a teacher-centered way.

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Meaning-Driven Instruction

A teaching approach that focuses on the meaning and use of language in authentic communication.

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Learner-Centered Approach

A teaching approach that emphasizes the importance of understanding the learner's background and needs.

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Holistic View of Language

The idea that language is a complex system where every part is interconnected and influences the whole.

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Atomistic View of Language

Treating language as a collection of separate elements, like grammar rules and vocabulary.

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Language Simplification

The act of simplifying complex language concepts for easier understanding and teaching, often involving generalizations or rules of thumb.

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Risks of Language Generalizations

The danger of creating overly broad and inaccurate rules about language, which may not always hold true in real-world usage.

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Language Immersion

The act of exposing learners to natural language input without direct instruction, allowing them to gradually absorb the language like a sponge.

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Balance Between Controlled Presentation and Independent Exploration

The need to balance between presenting information to students in a controlled way and allowing them to explore language in a more independent manner.

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Constraints of Traditional Language Teaching

The challenge of adapting language teaching in a classroom setting, where time and resources are limited, to effectively engage students.

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Intuitive Language Acquisition

The idea that language learning is a natural process of absorbing language features through repeated exposure and practice.

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Language Presentation

The process of presenting new language items to learners in a structured and accessible manner.

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Dynamic Language Learning

The concept that language learning is a dynamic process that requires ongoing adaptation and adjustment based on the learner's progress and needs.

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Provisional Generalisation

A temporary rule that helps learners understand a language concept, even if it has exceptions.

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Function

Understanding language in context, considering how it is used in real situations.

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Form

Focus on the specific structure and parts of a sentence or phrase.

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Overt Focus on Form

The belief that learners need explicit instruction on language form alongside communicative practice to learn effectively.

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Form vs. Function

The idea that understanding sentence structure alone doesn't guarantee understanding how it's used in communication.

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Noticing Hypothesis

The idea that language learning involves noticing and paying attention to language features in the environment.

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Present simple for habits

The present simple tense is used to talk about actions or states that happen regularly or generally.

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Present continuous for actions in progress

The present continuous tense is used to describe actions that are happening at the time of speaking.

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Present simple for states

The present simple tense is used to describe states or conditions that are true at the moment of speaking.

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Present continuous for temporary actions

The present continuous tense is used to describe actions that are temporary or in progress at a particular time.

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Language Knowledge

Knowing a language involves understanding both the meaning of sentences and how they are used in specific situations.

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Communicative Competence

The idea that language learners need to understand how to effectively use language in real-world scenarios rather than just memorizing grammatical rules.

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Propositional Meaning

The literal meaning of a sentence, based on its grammar and vocabulary.

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Illocutionary Force

The intended meaning of an utterance based on its context, speaker's intentions, and social cues.

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Function-based Teaching

An approach emphasizing understanding the underlying function of language elements and how they get used.

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The Truth About Language Focus

Understanding the importance of both explicit instruction and communicative practice when teaching a language.

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PPP

A traditional language teaching paradigm (Presentation-Practice-Production) that focuses on presenting a language item, practicing it in controlled settings, and then using it in freer communication.

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Defining Against PPP

Recognizing that a significant amount of language teaching practice is based on creating a contrast with the PPP paradigm, even if it's not explicitly stated.

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Teacher-Centred Lecture

Teacher-led instruction where the teacher presents information directly to students.

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UTT (Unnecessary Teacher Talk)

Unnecessary teacher talk that doesn't benefit student learning.

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QTT (Quality Teacher Talk)

Teacher talk that is purposeful and designed for student learning.

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Teacher Talk as Comprehensible Input

Teacher talk that provides comprehensible input for learners, exposing them to the language.

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Deductive Approach

Teaching approach that focuses on presenting a language rule, then providing examples, and finally engaging students in practice.

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Language Focus from a Text

Using a reading or listening text as the source for language focus.

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Decoding for Meaning Before Language Focus

Ensuring students understand the overall meaning of a text before focusing on its language features.

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Media Box for Language Focus

Using media to enhance language focus, such as videos or audio recordings.

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Language Focus Through a Situation

Using a real-life situation to introduce target language and promote understanding.

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Guided Discovery

Teaching method where the teacher guides learners to discover language rules through exploration.

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PPP (Presentation Practice Production)

A traditional language teaching paradigm that follows a presentation, practice, production sequence.

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Intertwined Language Acquisition and Use

Overlapping of language acquisition and use where learners practice and learn simultaneously.

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Functional Language

Understanding language in context, including its function and purpose.

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PPP (Presentation - Practice - Production)

Teaching method focusing on presenting a language item (e.g., a grammar rule), practicing it in controlled exercises, and then using it in freer communication. It follows a structured sequence of Presentation, Practice, Production.

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PPP (Presentation - Practice - Production)

A traditional language teaching paradigm (Presentation-Practice-Production) that focuses on presenting a language item, practicing it in controlled settings, and then using it in freer communication.

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Noticing

A type of language learning where learners consciously pay attention to specific features of the language.

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Noticing the Gap

The process of learners realizing what they don't know about a language, highlighted by comparing their understanding with a correct version.

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Dictogloss

A dictation activity where learners listen to a text, reconstruct it from memory, and then compare their version with the original. This helps them identify their language gaps.

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Grammaticisation

The process of internalizing language rules and patterns, often in a structured way, based on exposure and practice.

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Interlanguage

The learner's evolving understanding of a language, marked by errors and gradual development towards accurate use.

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Dictogloss Framework

A structured sequence of steps in a dictogloss activity, guiding learners from initial listening to final analysis and comparison.

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Dictogloss vs. Traditional Dictation

The core difference between dictogloss and traditional dictation is that dictogloss emphasizes understanding the overall message.

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Cooperative Language Work

A collaborative learning technique where students work together to understand and produce language.

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Raising Consciousness

A technique for raising students' awareness of specific language features, like grammar or vocabulary.

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Task Based Learning (TBL)

A teaching method that emphasizes learning by doing tasks that require communication. It focuses on the successful completion of communicative tasks rather than directly presenting grammar rules.

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Grammaticisation/Grammaring

A gradual process of acquiring language skills and transitioning from not knowing to using a language point naturally and spontaneously.

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Grammaticisation/Grammaring (in action)

The ability to take a communicative but grammatically inaccurate utterance and reformulate it with more precision and accuracy. It emphasizes simultaneous focus on meaning and form.

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Degrammaticised Examples

A teaching approach where students are given examples of language with grammatical errors, and they are asked to identify and correct them.

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Inductive Language Teaching

A teaching method that starts with examples of language and then leads students to discover rules, rather than presenting rules first.

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Deductive Language Teaching

A teaching method that presents rules to students before showing them examples.

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Test Teach Test

A teaching method where students are tested on a specific language area, then taught based on their needs, followed by another test.

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Grammaticisation/Grammaring (Larsen-Freeman's View)

An approach to language teaching that views grammar as a dynamic process rather than a fixed set of rules. It emphasizes the importance of noticing and attending to grammatical patterns in language use.

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Data-driven learning

A language focus method where learners observe and analyze language patterns, often from real-world texts or spoken language.

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Level Appropriateness of Language Focus

The potential for language focus activities to be suitable for learners at various levels, with some methods being more appropriate for beginner or advanced learners.

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Beyond PPP (Presentation-Practice-Production)

The idea that language teaching should not solely focus on presenting, practicing, and then producing language, but also consider other factors and possibilities.

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OHE (Observe, Hypothesise, Experiment)

A teaching model that focuses on students observing language, forming hypotheses, and experimenting with it.

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ARC (Authentic Use, Restricted use, Clarification)

A model that describes different stages of a lesson, including Authentic Use, Restricted Use, and Clarification.

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ESA (Engage, Study, Activate)

A model that suggests a lesson should start with engaging students, then delve into language study, and finish with activation.

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Authentic Use Activities

Activities where students use language naturally, like conversations or reading authentic materials.

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Restricted Use Activities

Activities that focus on specific language features, often involving controlled practice.

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Clarification

The stage in a lesson where a specific grammar point or vocabulary is explained, analyzed, and practiced.

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Engage

The initial stage of the ESA model where the teacher engages students with the topic and sets the stage for learning.

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Study

The stage in the ESA model where students focus on a specific language item, analyzing its form and function.

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Activate

The final stage of the ESA model where students use the target language actively in communication.

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Comparing PPP with OHE, ARC, and ESA

A comparison between PPP and OHE, ARC, and ESA models highlights their different stages and learning styles.

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Focus on the Learning Process

Observing, Hypothesizing, and Experimenting are stages of the OHE model, focusing on the students' learning experience.

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Focus on Lesson Components

Authentic use, restricted use, and clarification represent a broader view of lesson components in the ARC model.

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Focus on Engagement and Activation

Engage, Study, and Activate highlight a more dynamic and engaging approach to teaching in the ESA model.

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Beyond PPP

The OHE, ARC, and ESA models are alternative ways to structure language teaching, offering flexibility beyond the traditional PPP model.

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Situational Presentation

A teaching strategy that involves creating a realistic situation where the target language emerges naturally.

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Study Notes

Language Focus vs. Presentation

  • Language focus emphasizes specific language features (grammar, functions, vocabulary, intonation) in the classroom.
  • Presentation, sometimes viewed negatively, can be associated with formal lessons overly focused on one item, lack of prior knowledge assumed, and a teacher-centered approach.
  • Language focus better reflects learners actively constructing language, unlike simply receiving information.
  • Presentation refers to a teacher-centered approach (transmission model).
  • Explicit language focus lost favor in the 1980s, possibly due to doubts about effectiveness and the perceived self-evidence of traditional teaching.
  • Current literature re-emphasizes the value of explicit language focus.
  • Choice of language focus method depends on learner age, educational culture, learning style, level, and the language item itself.

Doubts about Presentation

  • Teachers might be concerned about limiting language complexity in presentation.
  • Language learning may not always require explicit teacher intervention.
  • Prioritizing material accessible within time and resource constraints might prioritize practical over humanistic language education aspects.
  • Learning a foreign language, compared to acquiring a native language, could be considered less effective due to differences in learning environment (time, resources).
  • PPP (Presentation-Practice-Production) is not always a suitable description of every lesson. Other methods may be more suitable, especially with the dynamic use of learner engagement.

Language Issues

  • Languages are holistic systems, not isolated parts.
  • Isolating language elements for learning can cause problems when connecting elements in use.
  • Generalizing language rules, though simplifying instruction, doesn't fully account for exceptions.
  • Teachers should understand and accept limitations of rules and expect exceptions.
  • Simplified generalisations benefit early learners; more nuanced explanations benefit advanced learners.
  • Some language items are difficult in meaning (e.g., the present perfect for experience), while others are difficult in form (e.g., polite requests). Some language is difficult in both meaning and form (e.g., the third conditional).

Over Focus on Form

  • Explicit form-focused instruction's effectiveness in language learning was debated.
  • Focused instruction and communication are both essential for language acquisition: focus and practice for accurate use.
  • Learners need interaction opportunities to build on formal, focused practice.

Form and Function

  • Form and function in language use are distinct.
  • Linguistic form (structure) does not fully reveal intended function.
  • Language function can be complex and multifaceted.
  • Effective language teaching must understand and emphasize both form and function.
  • Teachers should understand both grammatical and functional aspects of utterances.

Methods for Language Focus and Presentation

  • Discrete language item presentation is a key feature of language teaching materials and methodology throughout history.
  • Grammar-Translation method relied entirely on presentation (tabulated conjugations, declensions, translation exercises).
  • Audio-lingual method recognized that language knowledge alone was insufficient and emphasized practice (drills).
  • Communicative Language Teaching often still includes presentation (though of functions, not always structure).

PPP (Presentation-Practice-Production)

  • Emphasizes meaning and form of a language item during presentation.
  • Controlled practice (substitutions) is followed by freer production with learner autonomy.
  • This approach was once widely used but has faced criticism for 20 years.
  • Critics argue it's unsatisfying, does not reflect language/learning nature, restricts learner experience and has no superior empirical evidence compared to other methods.
  • However, incremental progress, with setbacks, is common in language learning.
  • Learners' lack of immediate assimilation is inherent in the learning process, not a flaw of PPP.
  • Teacher centered vs. Learner centered approaches are both possible and effective with the PPP method.

Directly from the Coursebook

  • Coursebooks provide various language focus approaches.
  • Modern coursebooks are often high-quality, well-designed, with visual/audio support and practice opportunities.
  • Authors have classroom experience, and books are extensively edited and tested.
  • Coursebooks can be useful in busy weeks alongside other methods.
  • Coursebooks are often used for inductive, cognitive new language data.

Teacher Lecture

  • Lectures, even short ones, can be teacher-centered and be valuable.
  • Lectures provide comprehensible input (Krashen).
  • Useful in non-English-speaking contexts as may be the only exposure some learners receive.
  • Distinction should be made between unnecessary (UTT) and quality (QTT) teacher talk.
  • Lectures can be combined with learner-centered activities.
  • Deductive approach (rules first) is common, and is compatible with other methods.

From a Reading/Listening Text

  • Using texts and audio provides language focus contexts.
  • Contextualized, authentic texts are preferable to abstract and decontextualized samples.
  • Students should first understand the gist of a text for comprehension before analyzing language elements.

Through a Situation

  • Teachers create situations where target language is implicitly used.
  • Situations can naturally involve the target language and can be effective. Used with PPP methods.

Guided Discovery

  • Guided discovery involves providing language data and prompting learners to discover rules.
  • This allows learners to derive rules from data (allowing for mistakes).
  • Coursebooks frequently use this method.

Test-Teach-Test/Task-Teach-Task

  • Assessing learners' knowledge and misconceptions (testing) informs teaching (testing).
  • Applying this approach, re-testing later can confirm learning.

As Part of Task-Based Lesson?

  • Task-Based Learning (TBL) focuses on accomplishing tasks and is not a language focus method.
  • TBL may not embrace language focus and is not a language teaching method, but it is frequently used. Teachers can focus on specific language functions or grammatical structures within the context of a task.

Grammaticisation/Grammaring and Noticing

  • Language acquisition (knowledge to use) is not instantaneous.
  • Using language with meaning focus but inaccuracies (improvisation, Willis) is a common stage.
  • Grammaticisation/grammaring links meaning and form. Learners focus on form to express with more precision.
  • Learners' language comprehension can enhance their understanding of the specific language.
  • The term "grammaticisation" was created by Diane Larsen-Freeman, who sees grammar as a process, not just knowledge.
  • Children learning their native language begin with less grammatical utterances.
  • Noticing is paying attention to language features through various exposures.

Dictogloss

  • Dictogloss (Grammar Dictation) focuses on noticing gaps in learners' knowledge. Learners compare their version with the original to identify linguistic gaps (noticing), potentially leading to restructuring.
  • A typical framework involves generating interest, listening only to a short text, individual reconstruction, partner comparison/revision, teacher rereading, partner comparison, and ultimately comparing to the original text for further focus.
  • Unlike traditional dictation, it prioritizes understanding and rephrasing gist before accuracy, supporting collaborative learning for awareness of language points.

Criteria for Choice of a Language Focus Method

  • Learner: Age, educational background, learning style.
  • Level: Appropriateness for different proficiency levels.
  • Language Item: Difficulty in meaning, form, or both.

Other Ways of Describing Language Focus

  • OHE (Observe, Hypothesise, Experiment): Describes the learning process, not the teaching sequence.
  • ARC (Authentic Use, Restricted use, Clarification): Describes the components of a lesson and can be applied in any order.
  • ESA (Engage, Study, Activate): Describes a lesson, starting with engagement, focusing on language elements, then activating the language.
  • These models can supplement or replace PPP models and are useful for analyzing and designing lessons that are more dynamic than a strict PPP sequence.

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Description

Explore the key concepts surrounding 'language focus' in the classroom with this quiz. Delve into the reasons behind teaching language, methods of presentation, and the impact of focusing on specific language forms. Test your knowledge on the evolution and challenges of language teaching strategies.

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