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14 Cards in this Set
- Front
- Back
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Stephen Krashen's Language Acquisition |
The theory that states that acquisition and learning are two separate processes. Learning is about a language-formal knowledge. Acquisition is the unconscious mind related to activity that occurs when the language is used in conversation (review book for his hypotheses) |
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Krashen's Cultural Adaption / Culture Shock cycle |
1. Honeymoon-Intrigued and excited by differences 2. Disintegration-Differences in cultures lead to confusion, isolation and loneliness. New cultural cues are misread and withdrawl and depression occur. 3.Re-integration-new cues are re-integrated, individual still rejects it, experiences anger, resentment, acts hostile and rebellious. 4.Autonomy-person is able to see differences and is more objective and relaxed and confident selfassured.
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Listening Comprehension Approach to Language Learning |
In 1960, James Asher developed his listening comprehension approach to language learning. Students acquire receptive skills through intensive practice by listening and then physically responding to the input. |
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The Common European Framework for Reference of Languages |
It provides the basis for the mutual recognition of language qualifications and is increasingly used in the reform of national curricula and by international consortia for hte comparison of language certificates.L1-First Language. L2-Second Language. |
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Use of Computers and other Technologies |
Students can access databases of topical information on grammar, vocabulary, and spelling that are kept alongside exercises on comprehension and performance. |
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Listening Comprehension Approach to Language Learning |
In the late 1960s, James Asher developed his listening coprehension approach to language learning. The students acquire receptive skills through intensive practice by listening and physically reacting ot hte message they hear. |
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Natural Approach |
Tracy Terrel developed the Natural Approach in the 1970s based in part upon Stephen Krashen's aquisition versus learning theories and his Input Hypothesis. Natural Approach focuses on: 1. content of the message and not the form of utterance.2. Input is comprehensible 3. The learner is in a low anxiety environment-students see the teacher as an enabler. Instructor maintains the target language throughout the class by modifyling their speech somewhat, using TPR-Total Physical Response. Students work in pairs or small groups. Peer correction is encouraged. Studetns support one another.
NO CORRECTION IS MADE BY THE TEACHER! LOW LEVEL OF ANXIETY!!! |
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Audio Lingual Method (ALM) |
This method was generated by the U.S. Defense Forces language programs during and after World War II and is based on the stimulus response theory of the American School of behavioral psychology.It is considered the interdisciplinary approach.
The 1960s ALM approach was based upon student memorizing phrases and sentences, patterning the teacher through endless drills in class. Dialogues were memorized. Emphasizes first listening to pronunciation and grammatical forms by way of drills and exercises.
TEACHER CORRECTS THE STUDENTS!!! |
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Grammatical Method |
The traditional Latin and Greek classroom of the late 19th and early 20th centuries used this approach. Students study explicit grammar rules and bilingual lists of vocabulary words pertaining to a work ofliterature. The only speaking involved studetns conjugating verbs and reading literary passages aloud.
THERE IS NO ATTEMPT TO TEACH LEXICAL MEANING OR TO RELATE THE TEXT TO ANYTHING OTHER THAN THE TASK AT HAND. IS IS EXAMINATION ORIENTED!!!! |
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Communicative Approach |
This method is based on using the task based method, using cultural and intra cultural learning, is the current up to date technique of teaching a second language. Reading, Writing, Conversation and Culture
CASUAL CONVERSATION IS STRESSED THROUGH THE HAND ON INFLUENCE OF THE TEACHER AND THE CONSTANT FLOW OF COLLOQUIAL CULTURAL MANEUVERS AND EVENTS.
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Content Based Approach |
Use of authentic materials, is encouraged by selecting a subject or topic matter whose interest will extend the students grasp on the target language by allowing their own existent focus to relay itself through it.
A REPORT OR GROUP PRESENTATION TAKES THE FORM OF THE END PRODUCT. |
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Total Physical Response Method (TPR) |
Teacher plays the role of parent and starts by saying a word or a phrase and demonstrating the action.
THIS METHOD CAN BE USED TO CONSTRUCT AND PRACTICE THE VOCABULARY CONNECTED WITH ACTIONS;TENSES PAST/PRESENT/FUTURE AND CONTINOUS ASPECTS; CLASSROOM LANGUAGE;IMPERATIVE/INSTRUCTIONS;STORY-TELLING. |
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Discourse Analysis |
Penned by Zellig S. Harris in 1952 developed through its adherence within the linguistic community as comprehending the cohesive meaning and use of linguistic units, composed in various sentences-such as arguments, conversations or speeches. |
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Prgamatics |
Theory is penned by Charles W. Morris focuses on the distinction between speaker meaning and sentence meaning; the former being the literal meaning or sign and the latter the concept of the speakwer is trying to convey or interpret. It is separated from semantics and syntax; the former, which is the actual ideas or objects a word refers to, and the latter being the form/structure within which something is expressed. |
