The Comparative Method in Language Learning
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Questions and Answers

Match the following terms with their definitions:

Prague School = A group of linguists focused on communicative functions in the 1920s and 1930s Comparative Method = Teaching method contrasting L1 and target language without translation Translanguaging Pedagogy = Using the home language as a scaffold for learning new languages Cognates = Words in different languages that are similar or identical in form

Match the following figures with their contributions:

Michael Halliday = Associated with functional linguistics Vilém Fried = Described functional differences in language teaching American Descriptivists = Focused more on formal characteristics of languages Prague Scholars = Interested in communicative functions and language comparison

Match the following approaches with their characteristics:

Grammar-Translation = Places translation at the center of its methodology Communicative Language Teaching = Focuses on practical language use in context Functional Linguistics = Examines how language forms function in communication Bilingual Identity Texts = Autobiographical texts mixing multiple languages for expression

Match the following language learning activities with their descriptions:

<p>Identifying Cognates = Finding words that are similar in different languages Pairing Learners = Grouping students from the same language backgrounds for support Writing Bilingual Identity Texts = Creating personal narratives using multiple languages Two-way Translation = Translating between L1 and L2 in both directions</p> Signup and view all the answers

Match the following linguistic traditions with their focuses:

<p>Functional Linguistics = Focuses on how language functions in communication Structural Linguistics = Emphasizes formal characteristics of languages Pragmatics = Studies the context in which language is used Contrastive Analysis = Compares languages to identify similarities and differences</p> Signup and view all the answers

Match the following concepts with their significance:

<p>Communicative Functions = Shifted focus in the Prague School's linguistic approach Multilingual Classrooms = Encouraged the use of home languages for learning Language Comparison = Examines elements of one language through another's lens Linguistic Structures = Previously the primary focus before the functional shift</p> Signup and view all the answers

Match the following terms with their relations to language teaching:

<p>Awareness Raising = Key component in the Comparative Method Cognitive Scaffold = Support for developing the target language Fluency Support = More proficient learners assisting less fluent peers Functional Differences = Focus area guiding comparative language analysis</p> Signup and view all the answers

Match the following key ideas with their relevance in language learning:

<p>Functional Linguistics = Analyzes the reasons behind language use L1 Transfer = Influence of a learner's native language on learning L2 Contextual Understanding = Important for grasping practical language use Cultural Relevance = Significance in understanding language functions</p> Signup and view all the answers

Match the following phrases with their correct explanations:

<p>I no eat fish = Example of L1 influence in L2 learning No como pescado = Spanish equivalent of an English phrase Audiolingual Method = Focus on developing oral skills through repetition Comparative Method = Dual-language instructional strategy</p> Signup and view all the answers

Match the following authors with their contributions:

<p>Robert Lado = Proposed that similarities and differences in languages cause learning difficulties Ushakova = Described L2 as viewing through windows cut by L1 Mid-20th century researchers = Studied contrastive analysis effects on language learners Behaviorists = Focused on structural differences affecting language learning</p> Signup and view all the answers

Match the concepts with their implications for language teaching:

<p>Similar elements = Considered easy for learners Different elements = Considered difficult for learners L1 involvement = Previously discouraged in language learning Learner participation = Now seen as beneficial in the Comparative Method</p> Signup and view all the answers

Match the following methods with their characteristics:

<p>Natural approaches = Assume mind is blank slate for new language acquisition Contrastive analysis = Focused on structural comparisons between languages Audiolingual Method = Emphasizes conversation practice through drills Comparative Method = Encourages bilingual comparisons in language learning</p> Signup and view all the answers

Match the following theories with their chronological context:

<p>Contrastive analysis studies = Proliferated in the mid-20th century Revival of interest = More recent research into L1 influence Behaviorist tradition = Early framework for language learning approaches Comparative Method emergence = Evolved from earlier contrastive practices</p> Signup and view all the answers

Match the following statements with their implications:

<p>L1 as a blank slate = Misconception regarding second language learners Transfer as a positive influence = Recognition of beneficial aspects of L1 Syllabuses accommodating similarities = Aim to facilitate easier learning Focusing on differences = Address potential challenges in learning</p> Signup and view all the answers

Match the following educational tools with their types:

<p>Online translation software = Source of 'bad translations' Cross-linguistic comparison = Method for integrating multiple languages Bilingualism = Classroom practice incorporating two languages Pedagogic tool = Skill or method used to enhance learning</p> Signup and view all the answers

Match the following languages with their common learning errors:

<p>Spanish = I no eat fish English = I don't like apples French = Je n'aime pas les pommes German = Ich mag keine Äpfel</p> Signup and view all the answers

Match the following benefits with their descriptions:

<p>Learning benefits = Real advantages from contrastive approaches Prior knowledge = Foundation for constructing new knowledge Internal process = Translation occurring in learners’ minds Classroom reality = Reflecting multilingualism in education</p> Signup and view all the answers

Match the following challenges with their contexts:

<p>Proficiency in L1 = Not feasible in diverse language backgrounds Availability of materials = Support for cross-linguistic comparison Convincing teachers = Need to shift views on L1 as an asset Direct Method principles = Traditional approach conflicting with bilingualism</p> Signup and view all the answers

Match the following studies with their findings:

<p>Studies on translation = Under-researched in English teaching Literature on code-switching = Growing body of research Evidence from students = Preference for cross-linguistic comparison Online resources = Variety of texts for comparison</p> Signup and view all the answers

Match the following insights with their implications:

<p>Multilingual world = Real use of language reflected in classrooms Teaching materials = Need for consideration of L1 influence Learning situations = Preference for comparative approaches Comparative translation = Facilitates managing language learning</p> Signup and view all the answers

Match the following concepts with their appropriate statements:

<p>L1 interference = Factor in the teaching process Bilingualism encouragement = Classroom practice compatible with methodologies Translation as a tool = Enhances pedagogic practice Students' internal translation = Natural cognitive process during learning</p> Signup and view all the answers

Flashcards

Comparative Method

A language teaching method that uses translated texts to highlight similarities and differences between a learner's native language (L1) and the target language (L2).

Code-switching in classrooms

Switching from one language to another in the classroom.

Prague School

A group of linguists in the 1920s and 1930s who shifted focus from language structure to its communicative function.

Contrastive metalinguistic input

Learning through comparing different languages.

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Communicative Language Teaching

A language teaching approach emphasizing the use of language in real-world communication rather than just grammar rules.

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Comparative language teaching

Using learners' native language to help them learn a new language, considering its impact.

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Translanguaging Pedagogy

Using learners' home language as a support for learning the target language in multilingual classrooms.

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Translation as a teaching tool

Using translation in the classroom for pedagogical purposes to enhance learning, but little research exists.

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Cognates

Words in different languages that share a common origin, resulting in similar forms and meanings (e.g., taxi).

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Teacher proficiency in L1

Teacher's need to be competent in the learners' native language to support language comparison effectively.

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Cross-linguistic Comparison Materials

Educational resources that support the comparison between languages, needed for comparative language teaching.

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Identity Texts

Autobiographical texts written in multiple languages to show the blend of languages in a multilingual learner's background.

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L1

Learner's native language.

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Language Interference

The influence of a native language on the learning of a second language.

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L2

Target language to be learned.

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Direct Method

A teaching method that uses only the target/new language with minimal use of native language, prevalent in some teaching approaches.

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Contrastive Analysis

A linguistic method from the mid-20th century that identified structural differences between two languages. Contrastive analysis studies predicted problems for learners in second language acquisition based on such differences.

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Transfer (in language learning)

The influence of a learner's native language (L1) on the acquisition of a new language (e.g., English). This can include similarities and differences that are positive or negative.

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Audiolingual Method

A language teaching approach that emphasizes repetition and drill-based activities, often avoiding explicit consideration of comparing learner's native languages.

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Natural Approach

An approach to language teaching that aims to recreate the conditions of first language acquisition emphasizing immersion and interaction rather than explicit analysis

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Blank Slate

The idea that the mind of a learner is initially empty, and the new language can be directly impressed upon the learner's mind as it learns to acquire language.

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Study Notes

The Comparative Method

  • Natural approaches aim to replicate first language acquisition, treating the mind as a blank slate.
  • Second language learners' minds are not blank slates.
  • The Comparative Method acknowledges that learners' first language (L1) influences their second language (L2) acquisition, and views L1 as both a source of interference and support.
  • The mid-20th century saw contrastive analysis studies proliferate, based on the assumption that L1 influenced L2 learning negatively.
  • This assumption proved flawed – all learners go through a stage of errors rooted in their first language.
  • Researchers now emphasize that L1 can positively influence L2 acquisition as transfer, or as a positive influence.

The Background

  • Spanish-speaking learners of English sometimes misappropriate grammatical structures or word choices from their first language (L1), for example saying, 'I don't eat fish' (in English), when the equivalent in Spanish is, 'No como pescado'.
  • Early contrastive analysis focused on structural differences between languages, assuming they would cause learning problems.
  • The Prague School, operating in the 1920s and 1930s, shifted focus from structure to the communicative functions of language.
  • This approach paved the way for functional language teaching methods (e.g., Communicative Language Teaching).

Contrasting Language Elements

  • The comparative method identifies similarities and differences in language structures to guide teaching syllabuses
  • This aims to accommodate similarities and address the differences in l2 and l1
  • This approach does not involve learners themselves in the process.
  • Rather there's pedagogical approach where the focus is on avoiding L1 influence and keeping it separate.

How the Comparative Method Works

  • The Comparative Method uses translated texts to heighten awareness of similarities and differences between languages.
  • It avoids translation at the centre of its methodology
  • Unlike Grammar-Translation, it doesn't prioritize translation.

Applicability of the Method

  • The use of learners' L1 as a cognitive tool is referred to as "translanguaging pedagogy".
  • Learning can be enhanced by combining both languages, utilizing cognates, writing bilingual texts, and pairing proficient and non-proficient learners.
  • It is compatible with bilingual and multilingual classrooms

What the Method Offers Teachers

  • Proficient teachers use their L1 skills to support L2 learning, which can be crucial in cross-cultural situations.
  • A comparative perspective recognizes the value of L1 in supporting L2 development and learning.
  • Existing resources and translated texts, including online translations, can be utilized
  • Applying comparative analysis can be beneficial for all learners and teachers despite varied backgrounds.

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30 Language Teaching Methods - The Comparative Method PDF

Description

This quiz explores the Comparative Method in second language acquisition, focusing on how first language influences the learning process. It discusses the historical perspectives, common errors, and the positive transfer of language knowledge from L1 to L2. Test your understanding of these concepts!

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