Magic Ears TESOL: Quiz 1

Principled Eclecticism Method

involves the use of a variety of language learning activities, a mix of all the different activities above and other teaching methods. best to use a mix of methods to ensure the learning does not become mechanical and, therefore, the learners will benefit from several methods.

Audiolingual Method

language learning is all about habit formation, mainly by repetitive drilling. Error correction is considered essential to prevent bad habits.

Effective Learning Strategies: Self-monitoring

learner does not just rely on teacher comments and the institution's assessments to tell her how she is doing. She assesses her own capabilities frequently

Effective Learning Strategies: Language switching or code switching

learner doesn't know a word and uses a word with the same meaning from her first language

Effective Learning Strategies: Use of all-purpose words

learner lacks a specific word in a conversation, she may use a general, empty lexical word or phrase to replace it e.g. stuff, thingie

Effective Learning Strategies: Approximation

learner uses an alternative term which means something similar to the target word. E.g. saying ship instead of yacht

Effective Learning Strategies: Fillers and hesitation devices

learner uses fillers or hesitation devices to fill pauses and to gain a bit of time to think e.g um, well, how should I put it

Effective Learning Strategies: Word coinage

learners create new words or phrases for words that they do not know

Effective Learning Strategies: SMART goals

learners know how to set SMART goals: Specific, Measurable, Achievable, Realistic, Time based

Effective Learning Strategies: Recognizing scripts/patterns opportunities

learners understand that many communication situations are associated with a predictable set of spoken exchanges. Certain situations can follow a predictable script. For example, ordering food

Task-based method

learning is designed around a series of authentic tasks which give learners experience of using the language in ways in which it is used in the 'real world'. aim is for learners to learn from the tasks the language they need to participate successfully in them.

Lexical method/lexical approach

lexis is used to signify both the teaching of vocabulary and areas of grammar together. Instruction focuses on fixed expressions that frequently occur in dialogues.

TTT (Teacher Talking Time)

mount of time you spend talking during a class (ideally as little as possible and much less than STT).

L1 learner

- Generally immersed in language at all times from birth - Wants, needs and is motivated to communicate by signs or baby words, with meaning - Adults often praise and encourage the child's use of language, spurring her on to more significant linguistic achievements - Gets a lot of attention to aid the learning - Learns by playing and experimenting with the new language, and lots of time to do so - Not often corrected

L2 learner

- Not intensively exposed to the L2 - Most often exposed by being taught the English language in the classroom; often limited exposure outside the classroom - May not be motivated - Often only learns through interaction with you and his classmates - Often learns by using language in a controlled setting with you and other students and often with lots of controlled practice activities - Teachers vary in the amount they praise or encourage L2 learners - The learner typically receives limited attention from the teacher - Many teachers regularly correct learners for accuracy

Effective Learning Strategies: Circumlocution

1. Circumlocution, learner doesn't know the word 'nephew' but she doesn't give up. So, she uses different words or phrases to express the intended meaning e.g. my brother's son

Influences on Learning

1. Degree of intellect 2. Age 3. Learning style 4. Motivation 5. Language proficiency in L1 6. Awareness of L2 7. Autonomy 8. Prior learning 9. Pattern of classroom activity 10. Your behavior 11. Gender 12. Female participation 13. Culture: Appropriate topics for learning 14. Classroom Participation 15. Communication styles

Characteristics of English

1. Fairly easy to learn 2. Latin alphabet 3. Its simple inflection 4. Receptiveness in regards to adopting words from other languages 5. Its (generally) fixed word order, SVO, Subject Verb Object 6. Pronunciation, especially of the TH sound, among other sounds 7. Continuous tense, such as having, during, doing 8. Articles such as a, an, the 9. Phrasal verbs such as break down, look down on, to make up 10. Non-tonal 11. Sound and spelling, the way a word sounds and is spelled is inconsistent

The four skills (listening, speaking, writing, reading)

1. Listening: Comprehension gains from strategies of elaboration, inference, selective attention, and self-monitoring. 2. Speaking: Speaking demands strategies such as risk-taking, paraphrasing, circumlocution, self-monitoring, and self-evaluation. 3. Writing: Writing benefits from the learning strategies of planning, self-monitoring, deduction, and substitution. 4. Reading: Comprehension benefits from using strategies like reading aloud, guessing, deduction, and summarizing.

Effective Learning Strategies: Non-verbal strategies

refers to strategies such as the use of body language, gestures, mime, facial expressions, sound imitation to support or replace verbal communication

L2

second language a student is learning

TEFL (Teaching English as a Foreign Language)

self explanatory, very common term

EFL (English as a Foreign Language)

self explanatory, very common term. Most commonly used in non-English speaking countries

Functions

speech acts that students are likely to face, e.g., seeking advice, requesting information, expressing gratitude

L1

student's first language

Presentation, Practice and Production (PPP) method

teacher presents the new language item for learning, using a situation. teacher gets the learners to practice the new language. asks learners to use or produce the same language in a communicative and less controlled way

TESL (Teaching English as a Second Language)

teaching immigrants in English-speaking countries

ELT (English Language Teaching)

umbrella term which aims to include everything in the Teaching English field

TESOL (Teaching English to Speakers of Other Languages)

umbrella term, similar to ELT. Most widely used in USA, Canada, and Australia, but basically the same as TEFL

Effective Learning Strategies: Avoidance

where a learner may learn to avoid talking about topics which she lacks the necessary language skills for

Grammar

Always taught in context. It is linked to materials related to conversation, reading, listening, and writing. It is never taught in isolation unless it is necessary.

Effective Learning Strategies: Using authentic material and practicing in authentic situations

Consuming lots of authentic material outside the classroom, in different formats

Notions

Days of the week, dates, months, should be introduced in context.

The Grammar-Translation Approach

Developed in 19th century. Focuses on reading literature. Emphasis on reading/writing. Language is taught in students' native tongue. Most lesson time spent translating, most sentences have little resemblance to actual language.

The Direct Approach

Developed in late 19th century. based on the principle that a learner can learn a second language much like she learns a first language. Language is acquired 'directly', and exclusively, in the target language, e.g., English, via active demonstration by the teacher. The students' native language and all translation are excluded from the classroom.

Person-focused

Ideas and person are not separate, Feelings are important, Disagreement is handled very carefully, Disagreement is an attack on the person

Idea-focused

Ideas and person are separate, Open disagreement is acceptable, Disagreement with a person's views is not seen as a personal attack

Audiolingual Approach

Language learning is all to do with habit formation. Language classes should, therefore, concentrate on the formation of speech habits. The learning consists mainly of the accurate imitation and memorization. classroom work concentrates almost exclusively on speaking.

Indirect style

Meaning is conveyed by subtle means, stories, implication, Indirectness means politeness and respect for the other person, Frequent use of implication

Effective Learning Strategies: Using minimal responses

Minimal responses are predictable phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying

Form

Socio-linguistic-language used in a social setting, social niceties, social situations, formal v informal expressions, etc

Direct style

Straightforward talking, No beating about the bush, Directness means there is respect for the other person, Avoiding ambiguity

Situation/context

The situations one encounters in life, e.g., meeting a new friend; going to the doctor.

Meaning and use

These will be linked to the form

PPP (Presentation, Practice, Production)

a widely used model of classroom teaching for lesson planning and lesson delivery. Some learning Providers call this the I do, We do, You do model

CLT (Communicative Language Teaching)

also referred to as the Communicative Approach. umbrella term for learner-centered, authentic and language acquisition principles that are most commonly used in ESL classes today

STT (Student Talking Time)

amount of time that students spend talking in class (ideally as much as possible).

TEYL (Teaching English to Young Learners)

encompassed within TEFL/TESOL and is geared, as you would imagine, to teaching young learners of English.

Communicative Method/Communicative Approach

focus is on authentic, meaningful communication, not structure. Students accomplish tasks using language. They do not study the language, as happened in the past. syllabus focuses on functions, not grammatical/structural development. Fluency and communication are more important than accuracy. The class becomes more student-centered