Language Teaching Methods and Syllabus Types

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Match the following with their emphasis in language teaching:

Language functions = Emphasized over forms Forms = Introduced for each function Cohesion and coherence = Taught at the discourse level Four language skills = Worked on from the beginning

Match the following with the progression in language learning:

Simpler forms = Presented at first Complex forms = Learned as students get more proficient Reintroduction of functions = As students progress in proficiency Requests = From 'Would you ...?' to 'I wonder if you would mind ...'

Match the following with their role in understanding written text:

Cohesive devices = Bind and order sentences together Coherence = Ensures meaningful connection between sentences Discourse level analysis = Recognizing sentence relationships Scrambled order recognition = Identifying lack of coherence

Match the following with their importance in communication:

Negotiation in oral communication = Between speaker and listener Meaning derived from written word = Through interaction between reader and writer Oral communication process = Involves negotiation for mutual understanding Written communication process = Relies on interaction for meaning extraction

Match the following teaching approach with its description:

CLT = Permits judicious use of students' native language Communicative activities = Utilizes target language for explanation and homework assignments Evaluation = Includes assessing both accuracy and fluency of students Error correction = Tolerates form errors during fluency-based activities

Match the following assessment method with its purpose:

Integrative test = Has a real communicative function Writing a letter to a friend = Assesses students' writing skill Informal evaluation = Done by the teacher as an advisor or co-communicator Error noting during fluency activities = Errors are returned to later for accuracy-based activities

Match the following components with their role in language learning:

Reader and writer = Negotiate meaning, not solely in the text Target language = A vehicle for communication, not just an object to be studied Student with linguistic knowledge = Can still be a successful communicator Teacher's role as advisor = Involves informal evaluation of students' performance

Match the following feedback components with their effects:

Error tolerance during fluency activities = Seen as a natural outcome of communication skills development Fluency over accuracy evaluation = Recognizes not always the best communicator may have most control Use of native language in CLT = Permitted but target language preferred for various purposes Returning to errors later for accuracy-based activities = Helps students improve accuracy after fluency practice

Explore the emphasis on language areas, skills, functions, and forms in language teaching methods and syllabus types. Learn how functional syllabi introduce a variety of forms for each language function and how complexity increases as students progress.

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