Language Teaching Methodology

• Macro skills include listening, speaking, reading and writing

Listening

• A macro-skill that involves understanding heard sounds, syllables, and phrases.
• Listening is the foundation for language acquisition.
• Students spend 50% of their time in a foreign language listening.
• Intensive Listening focuses on the form of the language.
• Responsive focuses on showing understanding and creating an appropriate response.
• Selective Listening focuses on picking out important information.
• Extensive Listening focuses on understanding longer texts.
• Receiving involves hearing and attending.
• Understanding determines the context and assigns meaning to words.
• Remembering all details help to move forward in conversation.
• Evaluating involves assessment of given information and determining veracity.
• Responding involves giving feedback.
• Giving feedback can be formative or summative.
• BOTTOM-UP listening includes decoding the text.
• TOP-DOWN listening includes comprehending the text.
• Pre-listening activities include identifying vocabulary needs and activating interest
• Pre-listening activites also put information in context and set the listening purpose.
• While listening activities provide opportunities to re-listen and promote guided listening.
• While listening activities offer students thinking space.
• Post-listening includes responding to the text and analyzing linguistic features.
• Post listening entails Integrating speaking and writing.

Speaking

• Talk as performance includes public talks and oral presentations.
• Talk as transaction is information and meaning-focused.
• Talk as interaction refers to conversations.
• A Repetition speaking drill includes repeating "I like kiwi"
• A Substitution speaking drill includes replacing banana with kiwi.
• A Q&A speaking drill involves answering questions.
• A Transformation speaking drill includes changing "I like kiwis" to "I don't like kiwis".
• A Replacement speaking drill includes replacing kiwis with them.
• A Expansion speaking drill includes expanding "I like kiwis" by adding "...I also like strawberries".
• Fixed routines are groups of words used together to express a particular idea or concept that is more specific than the individual words (e.g., "Let me think about it").
• Interactive speaking situations include alternately listening and responding
• Non-interactive speaking situations include recorded speech.
• Partially interactive speaking situations include a speaker with a live audience.
• Locutionary speech act theory includes expressive/ literal meaning, producing an utterance.
• Illocutionary speech act theory is the meaning one wishes to convey from the utterance with a social function.
• Perlocutionary speech act theory is the effect of words.
• Felicity conditions are conditions that must be satisfied for the speech act to achieve its purpose.
• General language is understood and is not playacting or nonsense.
• Preparatory includes the speaker's authority and the speech act's circumstances.
• Sincerity means the speech act is performed seriously and sincerely.
• Propositional are the circumstances in which the speaker speaks the utterance.
• Essential the attempt to speak.

Reading

• Comprehension is the heart of reading.
• Elements of fluency include Rate, Prosody, and Accuracy.
• A phonics approach considers individual sounds.
• A whole language approach teaches several macroskills at once and focuses on meaning.
• Chall's stages of reading development include pre-reading, initial reading, and confirmation fluency.
• Chall's also include other developmental stages like; reading to learn new information, multiple viewpoints as well as construction and reconstruction.
• Fixation eye movements stop or get fixated on the word or words.
• Inter-fixation movement is the eyes moving from stopping point to another.
• Return sweeps are when eyes swing back from the end line to the beginning of the next line.
• Saccades are short quick hop and jump movements of the eyes.
• Regressions are backward right-to-left movement.
• Span of recognition is the eye's recognition of a group of words.
• Lexical comprehension previews vocabulary before reading or reviews vocabulary after.
• Literal comprehension is understanding the explicitly stated information.
• Interpretative comprehension understands facts not explicitly stated in the story.
• Applied comprehension is not a simple question that can be marked right or wrong.
• Affective comprehension previews social scripts to ensure understanding plot development.

Writing

• Controlled writing focuses on grammar patterns, sentence structure, and proper punctuation.
• Free writing is quick and spontaneous and does not focus on grammar.
• Guided writing occurs when a small group of children with similar abilities write together with teacher scaffolding.
• Communicative writing learns language by communicating real meaning
• The author's chair is designated for students to share during a sharing period.

Proofreading Symbols

• Various symbols are used to indicate edits such as indent spaces, spelling out, deleting, capitalizing, inserting, and incorrect words.

Pedagogy and Assessment

• Beneficial backwash is when what is assessed becomes what is valued and what is valued becomes what is taught.
• Referential questions: "I don't know what you're going to say."
• Display questions: "I know what you're going to say."
• Audiolingualism supports the view that language is primarily speech and is best learned through habit formation.
• The humanistic approach engages the whole being and is not just the mind.
• Oral language development is a critical foundation for reading, writing, and spelling and is the engine of learning and thinking.
• The cognitivist view is a belief where errors are welcome because they indicate what you know and what you need to know.
• Imitative language assessment tasks involve parroting.
• Intensive language assessment tasks involve cued tasks.
• Responsive language assessments can help teachers realize the student's ability to participate
• Extensive language assessment includes complex and lengthy discourse.
• Interactive language assessment includes long, interactive discourse
• Grammatical-consciousness raising is a top-down approach that involves explicit grammar instruction.
• An inductive approach starts with sample sentences before explaining the sentence patterns.

Explore communicative language learning, error correction codes like 'SP' for word order, T for transposition and assessment types. Learn about referential questions, and intensive vs. interactive assessments. Understand intensive listening and the stages of listening.