Questions and Answers
What does the success of the company depend on?
The success depends largely on integrating and further developing the learning forms and language handling possibilities developed in primary school.
Which aspects are emphasized in primary school language instruction?
The instruction emphasizes the acquisition of a foreign language rather than _____.
formal language learning
Cooperation between primary and secondary teachers is deemed unnecessary.
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What is a suggested method to integrate continuous assessment in primary schools?
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Which of the following activities is suggested to promote language learning in schools?
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Match the phases of storytelling with their descriptions.
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Intensive and interesting activities should be avoided in language classes.
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Which type of picturebook has no written text?
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Which storytelling technique involves careful analysis of the language?
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The deep orthography is also why it is important to teach _____ and _____ even though these skills are transferable.
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Written texts are fixed and stable.
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What is phonemic awareness?
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What are BICS and CALP in the context of language education?
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Which of these is NOT a prototypical feature of a good story?
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Match the following oral skills strategies with their description:
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Drama in the language classroom only appeals to auditory learners.
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What do learners need to develop accurate pronunciation and reading skills?
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What is the main difference between language acquisition and language learning?
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What is the Zone of Proximal Development (ZPD)?
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Errors are considered unnecessary in language acquisition.
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According to Krashen, the Affective Filter hypothesis states that acquisition is best when there is low __________.
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What does Swain's Output Hypothesis emphasize?
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What is fossilization in language learning?
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What is the focus of Task-Based Language Learning (TBL)?
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Match the following language learning theories with their main ideas:
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The Audiolingual Method emphasizes learner participation and active learning.
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What is the main aim of Communicative Language Teaching?
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In the Natural Approach, language acquisition is similar to the way a child acquires its __________.
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What is the Zone of Proximal Development (ZPD)?
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What is the fixed route of Pienemann's Teachability Hypothesis?
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What are the three main functions of producing the target language after Swain?
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Study Notes
Second Language Acquisition Theories
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Acquisition vs. Learning:
- Language acquisition develops implicit knowledge subconsciously.
- Language learning involves explicit and conscious appropriation of language rules.
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Vygotsky's Sociocultural Theory:
- Emphasizes social interaction as critical for development.
- Zone of Proximal Development (ZPD): The difference between a child’s current ability and their potential with assistance.
- Children utilize adult help differently based on their developmental stage.
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Stephen Krashen's Hypotheses:
- Acquisition vs. Learning: Acquisition is subconscious; learning is conscious.
- Natural Order Hypothesis: Language acquisition follows a predictable order, with errors as part of the learning process.
- Monitor Hypothesis: Distinguishes between fluency (via acquisition) and accuracy (via learning); requires cognitive engagement to function effectively.
- Input Hypothesis: Effective language input must exceed a learner's current competence for meaningful acquisition.
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Affective Filter Hypothesis: Low anxiety levels facilitate language acquisition by allowing input access to the Language Acquisition Device (LAD).
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Selinker's Interlanguage Hypothesis:
- Fossilization: Learners may develop incorrect language habits resistant to correction due to insufficient input or feedback.
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Pienemann's Teachability Hypothesis: Learners progress through fixed stages; language structures are only teachable once preceding stages are mastered.
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Long's Interaction Hypothesis:
- Language acquisition occurs through meaningful interaction; negotiation for meaning is essential in language learning.
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Swain's Output Hypothesis:
- Producing language helps learners practice, recognize gaps in knowledge, and test hypotheses; both input and output are vital for acquisition.
Behaviourist Perspective on SLA
- Focuses on external environmental factors; prevalent from the 1930s to the 1960s.
- Language is learned through imitation, repetition, and reinforcement.
- Positive and Negative Transfer: Learning can be affected by the learner's first language.
- Contrastive Analysis Hypothesis: Language differences elucidate learner challenges.
Cognitive Tradition
- Concentrates on internal mental processes; Chomsky's theory posits humans have an innate LAD for acquiring Universal Grammar.
- Language in the environment triggers the LAD, impacting second language acquisition.
- Errors in language learning are natural developmental steps; practice leads to automatization.
Sociocultural Approach
- Combines cognitive and social factors in language learning.
- Emphasizes meaningful interactions with experienced community members for effective acquisition.
- Scaffolding: Support facilitates the learner’s internalization of community values and communication practices.
Key Principles of Teaching Young Learners
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Krashen's Principles:
- Encourage meaningful interaction and natural communication.
- Foster low-anxiety environments where students focus on message over form.
- Avoid forcing early production; allow learners to express when ready.
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Effective Communication Strategies:
- Use clear language, eye contact, and gestures.
- Repeat language patterns for reinforcement; ensure comprehension is prioritized.
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Error Correction:
- Prioritize correcting meaning over form; employ indirect correction techniques.
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Encouraging Involvement:
- Favor closed or rhetorical questions to engage learners without overwhelming them.
Teaching Vocabulary and Grammar
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Vocabulary and grammar are interconnected in early education.
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Understanding a word includes knowing its form, meaning, and use; repeated exposure across contexts is crucial.
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Mental Lexicon: Organized associations assist in vocabulary retention; stimuli trigger related concepts.
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Focus on basic and meaningful vocabulary relevant to learners’ experiences; emphasize nouns and include verbs and adjectives.
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Cyclical learning process: Words should be encountered multiple times in different contexts for effective retention.
Teaching Techniques for Vocabulary and Grammar
- Blend explicit and incidental learning; encourage natural context over rote learning.
- Use diverse teaching tools: gestures, objects, visuals, and collaborative activities to enhance understanding.
History of Foreign Language Teaching (FLT)
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Major Methods:
- Grammar-Translation Method, Direct Method, Audiolingual Method, Communicative Language Learning, Total Physical Response, Natural Approach, Form-focused Instruction, Task-based Instruction.
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Audiolingual Method: Developed for military language training; emphasizes oral drills but often criticized for lack of meaningful engagement.
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Communicative Language Learning: Focuses on functional use and communicative competence; incorporates cultural context and all language skills.### Changes in Language Teaching
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Shift from focus on form (Grammar-Translation, Audio-Lingual) to meaning (Communicative Language Teaching) and now a blend of both (Task-Based Learning).
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Aims have evolved to include logical skills, communicative competence, and intercultural competence.
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Syllabus development transitioned from grammatically sequenced (Grammar-Translation) to functional (Communicative Language Teaching) to task-based approaches.
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Pedagogical strategies have moved from teacher-centered to learner-centered methodologies.
Total Physical Response (TPR)
- Language is taught through physical action, mirroring natural acquisition (L1 = L2).
- Comprehension is prioritized before speaking, allowing for a silent phase.
- Emphasizes meaning over form; teachers give commands executed by students.
- Internalization occurs through language chunks, supported by left-brain learning.
- Reduces stress by incorporating physical movement with listening activities.
The Natural Approach
- Mimics child-first language acquisition methods.
- Focuses on delaying oral production (silent period) to reduce anxiety.
- Language is acquired through communication with comprehensible input and engaging classroom activities.
Task-Based Language Learning (TBL)
- Children are active, motivated learners, seeking meaning and purpose.
- Tasks must inspire learners and may involve misinterpretations due to adult expectations.
- Tasks center around engagement with the target language, focusing on achieving real outcomes.
- Classroom tasks should have a clear purpose, language goals, and coherence. Elements include a beginning, end, and choice for learners.
Features and Types of Tasks
- Task types include listing, ordering, comparing, problem-solving, sharing experiences, and creative tasks.
- Contrast between tasks and simple exercises: tasks require pre, while, and post phases.
- Pros: Motivation, meaningful engagement, choice for learners; Cons: Potential vocabulary gaps and incorrect language use.
Teacher’s Role in TBL
- Maintain language learning goals; oversee the whole task.
- Assess task suitability based on demands revealed during the activity.
- Provide scaffolding by breaking tasks into manageable steps to build learner confidence.
Teaching Listening and Speaking
- Prioritize meaning over comprehension; understanding is essential before learning.
- Use songs and rhymes for various purposes, including warming up and introducing new concepts.
- Stress and rhythm are essential in teaching pronounced English through physical activities.
Benefits of Games in Learning
- Increase motivation and learning variety while practicing language naturally.
- Different types of games exist for accuracy and fluency focus.
- Considerations for games include their educational aim, difficulty level, and the skills they target.
Using Picture Books
- Picture books enhance vocabulary acquisition through meaningful context and authentic language.
- Special features include visualization and engagement that traditional media cannot replicate.
- Types of books range from no text to those that extend meanings visually.
Storytelling Techniques
- Select stories that resonate personally, are suitable for the curriculum, and have engaging content.
- Important to prepare through analyzing language, remembering the storyline, and practicing delivery.
Drama in the Language Classroom
- Drama engages diverse learner types (visual, auditory, kinesthetic) and supports holistic language acquisition.
- Encourages teamwork, reduces inhibitions, and enhances motivation for language learning.
- Ideas for drama activities include mime and role play, enhancing fluency and communication.
Role Plays
- Facilitate functional language practice through structured conversations.
- Incorporate storytelling elements in scripts to practice and learn chunks of language progressively.### Drama and Reading Skills
- Drama enhances reading skills by providing motivation and a purpose for reading, such as performing a play.
Challenges in Implementing Drama Activities
- Teacher confidence may hinder the adoption of drama in lessons.
- Sufficient space is crucial, as dramatic activities require room for movement.
- Time management is essential, especially with unfamiliar activities that may take longer to organize.
- Classroom management is impacted, as drama may create more noise compared to traditional lessons.
Key Differences Between Written and Spoken Texts
- Written texts are fixed and stable, while spoken texts are often dynamic.
- Writing typically occurs in solitude, contrasting with the interactive nature of speaking.
- Writing is generally slower than speaking, allowing more time for thought.
- Good writing demands proper grammar and precise vocabulary.
- Writing is a skill that must be learned, differing from innate speaking abilities.
Understanding Alphabetic Orthographies
- Deep orthography emphasizes the importance of teaching both reading and writing skills due to their complexity.
- Phonics exercises help tackle complex phoneme-grapheme correspondences, enhancing reading proficiency.
Becoming a Skilled Reader
- Reading is multifaceted, requiring fluency across levels: world knowledge, text comprehension, sentence understanding, word recognition, and phonemic awareness.
- Both bottom-up (decoding) and top-down (contextual understanding) processes are essential for effective reading.
Influencing Factors in Foreign Language Literacy
- Written forms and experiences in the learner's first language (L1) affect the acquisition of foreign language (FL) literacy.
- Oral skills in the FL and the learner's age significantly impact literacy development.
Oral Skills and Phonological Awareness
- Phonological awareness involves recognizing and manipulating sounds, a skill transferable from the L1.
- Activities such as chants, songs, and rhymes can enhance phonological awareness.
Phonics and Phonemic Awareness
- Phonemic awareness is crucial for accurate pronunciation and reading proficiency.
- Phonics exercises should involve sound recognition and grapheme identification.
Graphemes and Phonemes
- Graphemes represent phonemes and can consist of single or multiple letters.
- Phonemes are the smallest units of sound that form words, while graphemes are their written counterparts.
Age Considerations in Language Development
- Beginners should start with simple words and labels and build familiarity with texts.
- Age 6-9: focus on understanding L1 text structures, applicable to L2 acquisition.
- Age 10+: deeper understanding of text functions allows more complex reading and writing tasks.
Initial Classroom Activities
- Familiar items can be labeled, and visual aids used to promote reading and writing in the classroom.
- Engaging activities should utilize colourful and authentic materials to stimulate interest.
Simple Reading and Writing Activities
- Activities include copying meaningful sentences, making lists, and sequencing stories.
- Advanced tasks involve creating dialogues and writing descriptive projects based on learned content.
Theme-Based Teaching
- Use the FL as a medium for learning about real-world topics of interest to children.
- Activities should connect to broader themes to enhance engagement and language use.
Teacher Demands in Theme-Based Learning
- Teachers must possess knowledge of content and a variety of activity types, managing diverse student interests effectively.
- Proficiency in the FL is essential for ongoing engagement.
Bilingualism and Proficiency
- Bilingual children utilize their full linguistic resources, but proficiency varies by input quality, exposure duration, and contexts.
CLIL (Content and Language Integrated Learning)
- CLIL combines language learning with content instruction, enhancing both language and subject knowledge.
- Benefits include increased motivation, authentic language use, and integration of world knowledge with foreign language skills.
CLIL Challenges and Good Practices
- Limitations such as time constraints, material availability, and teacher qualifications can affect CLIL implementation.
- Effective CLIL practices involve using visuals, hands-on activities, and clear context for learning.
Assessment in the Classroom
- Assessments provide feedback for students and teachers to inform instructional planning and address learning gaps.
- Types of assessments include achievement, proficiency, diagnostic, and placement tests.
Focus Areas for Written Tests
- Assessment can target grammar, vocabulary, pronunciation, and language functions.
- Listening and reading comprehension, along with speaking and writing skills, should be evaluated.
Types of Assessment
- Formative assessment aids ongoing teaching, while summative assessment evaluates learning at designated intervals.
Quality Criteria for Tests
- Validity, reliability, practicability, and acceptance are essential for effective assessments.
Common European Framework of Reference for Languages (CEFR)
- CEFR categorizes language proficiency across six levels, facilitating comparability across curricula in Europe.
- Levels range from A1 (Basic User) to C2 (Proficient User).
Understanding Errors vs. Mistakes
- Mistakes stem from performance issues, while errors indicate gaps in knowledge.
- Clear differentiation assists in targeting specific learner needs.
Self-Assessment and Learner Autonomy
- Encouraging self-assessment fosters learner autonomy and personal goal setting, enhancing language learning engagement.
Transition Between Primary and Secondary Levels
- Smooth transitions require activating prior knowledge and maintaining motivation for continued language learning.
- Collaborative practices between primary and secondary educators can support consistent language development.
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Description
This quiz summarizes key concepts in Language Pedagogy II, focusing on Second Language Acquisition theories. It contrasts the processes of language acquisition and learning, emphasizing the differences between implicit knowledge development and explicit rule appropriation. Ideal for students and educators in the field of language education.
