Spring 2006 Comps, Tesl 400 Final

Front 1

Orientation vs. motivation

Back 1

Orientation = reasons why learners are studying L2 (PURPOSE)

Motivation = intensity of one’s drive to learn (DRIVE)

Front 2

Behaviorist views of motivation

Back 2

Motivation is simply the anticipation of reward. We are driven to acquire positive reinforcement.

Front 3

Cognitive psychology’s view of motivation

Back 3

Cognitivists believe that learners have multiple sources of motivation and varying degrees of self-reward, with extrinsic rewards only being part of the whole picture.

Front 4

schema

Back 4

the knowledge, information, emotion, experience, and culture that the learner brings to a text. A text does not by itself carry meaning.

Front 5

realia

Back 5

objects teachers bring in to aid learning

Front 6

controlled techniques

Back 6

teacher-centered and structured techniques where student response is predictable

Front 7

semi-controlled techniques

Back 7

between controlled and free techniques on the continuum

Front 8

free techniques

Back 8

student-centered, communicative and open-ended techniques. Student response is not predictable.

Front 9

information gap activities

Back 9

Activities in which
1. Primary attention is on information and not language forms
2. Necessitates communicative interaction to achieve the objective

Each student has part of the information that the other Ss in the group need.

Front 10

jigsaw activities

Back 10

A type of information gap activity in which each member of the group is
1. given some specific information and
2. the goal is to PULL all information to achieve some objective
Ex. Strip story

Front 11

scope and sequence (charts)

Back 11

an organizational framework outlining the sequenced units of analysis in a curricular syllabus
i.e., what’s taught when

Front 12

Suprasegmental phonemes

Back 12

Sound features that create intonation, such as pitch, stress, and juncture
(e.g., light housekeeper vs. lighthouse keeper

Front 13

Segmental phonemes

Back 13

The basic, smallest, indivisible unit of sound of consonants and vowels.

Front 14

Options for error treatment

Back 14

1. Treat or ignore
2. Treat now or delay
3. Transfer treatment individually or to the whole group (well-managed group work encourages spontaneous peer feedback on errors)
4. Peer correction
5. Private or public

Front 15

Global errors

Back 15

errors that interfere with comprehensibility of a text

Front 16

Local errors

Back 16

errors that do not interfere with comprehensibility of a text

Front 17

Minimal pairs

Back 17

2 words that differ only by a single phoneme Ex. “pin”and “bin”

Front 18

Decoding

Back 18

Bottom-up processing skill in which sound-symbol correspondences are interpreted for meaning

Front 19

Bottom up processing

Back 19

Readers or listeners recognize discrete linguistic signals and build up meaning bit by bit. (letters, morphemes, syllables, words, phrases, discourse markers)

Front 20

Top down processing

Back 20

start with triggering schemata, predictions, interpretations.

Inductive instruction

Readers or listeners draw on own world knowledge and experience to understand a text.

Front 21

Interactive processing

Back 21

The continual shift from bottom up processing to top down processing to understand the meaning of a text.

Front 22

Reading skills

Back 22

Reading requires the integration of numerous microskills (Brown).

1. Discriminate between graphemes
2. Recognize a core of words and interpret word order patterns meaning
3. Recognize cohesive devices and their role in signaling the relationship
4. Recognize grammatical structures meaning
5. Infer implied and literal meaning
6. Infer links and connections between ideas
7. Detect and interpret cultural references
8. Use many reading strategies

Front 23

Reading strategies

Back 23

examples:
1. Identify the purpose in reading
2. Use efficient silent reading techniques
3. Skim the text for main ideas
4. Scan the text for specific information
5. Use semantic mapping or clustering 6. Guess when you are uncertain
7. Use discourse markers

Front 24

Skimming

Back 24

quickly running one’s eyes across the whole text for its gist

Front 25

Scanning

Back 25

quickly searching for a particular piece of information in a text (names and dates, definitions, key concepts)

Front 26

Behaviorist’s influence on writing

Back 26

Product approach, accuracy based. Not process approach to writing, which is cognitivist)

Front 27

proofreading

Back 27

editing for mechanics, grammar, formatting

Front 28

journals

Back 28

A type of reflective self-writing, where the self is the audience

Front 29

peer editing

Back 29

Getting feedback from classmates on how to improve a composition

Front 30

composing/writing

Back 30

Composing = A writing process consisting of thinking, (generating ideas) drafting, (organizing ideas) and revising. (clarifying meaning)

Writing = the graphic representation of spoken language

Front 31

brainstorming

Back 31

unedited generation of ideas, Effective prewriting activity

Front 32

freewriting

Back 32

Writing on a topic without stopping for 10 minutes

Front 33

dictation

Back 33

An exercise of language comprehension in which Ss write down what they hear
while the T reads.

Front 34

contrastive rhetoric

Back 34

Kaplan’s (1966) thesis that different L1 groups have different patterns of written discourse (e.g., Asian languages have circular discourse patterns)

Front 35

authenticity

Back 35

Ts assign real writing tasks, as opposed to display writing tasks, that correspond to the learners’ real-life purposes for learning English

Front 36

Process approach to writing

Back 36

Instructional approach to writing in which Ss compose in 6 stages:
1. Pre-writing
2. Drafting
3. Sharing
4. Revising
5. Editing
6. Evaluating

Front 37

Prewriting

Back 37

First stage of composing in which Ss generate ideas through a number of techniques, such as:
1. Brainstorming
2. Listing
3. Discussing
4. Freewriting

Front 38

Drafting

Back 38

A stage of process writing in which Ss produce initial versions of a composition

Front 39

Revising

Back 39

A stage of process writing in which Ss utilize feedback from peers to make the writing clear and more convincing.

Front 40

Editing

Back 40

A stage of process writing in which Ss impose correctness on their writing in the areas of:
grammar
mechanics (spelling and punctuation)
formatting.

Front 41

Product approach to writing

Back 41

Instructional approach to writing in which Ts are concerned primarily with how well the final product of writing measures up to a prescribed idea of organization, vocabulary, grammar, content, and mechanics criteria
No multiple revisions, peer editing, editing and evaluation stages

Front 42

Error correction in writing

Back 42

Error treatment can begin in the drafting and revising stages in response to corrections by oneself,
peers, or instructor.

Front 43

Form focussed instruction

Back 43

Instruction which draws learners’ attention to forms and structures within a communicative framework of meaning-focused instruction.

Front 44

Consciousness raising

Back 44

Instruction designed to help Ss become aware of how language works by focusing on one or two structures or forms at a time.

Front 45

Noticing

Back 45

Schmidt’s (1990) theory: Noticing is necessary for input to become intake. Attention is necessary for acquisition to take place and noticing is a conscious process.

Everything we come to know about language was first consciously noticed.
Contrasts sharply with Krashen’s view that all you need is comprehensible input.

Front 46

Register

Back 46

The degree of formality/informality of the language context.

Front 47

Vocabulary in context

Back 47

The belief that vocabulary should not be taught from a list, but within a communicative framework.

No teaching words in isolation from lists; No having students look up dictionary definitions from list of words

Front 48

Rebecca Oxford

Back 48

Researcher who stresses the importance of incorporating strategies based instruction in ESL/EFL classes.

Front 49

Strategy Inventory for Language Learning

Back 49

Oxford’s (1990) taxonomy of learning strategies in which learners manage or control their own learning process.

Direct strategies or cognitive strategies include:
1. Memory devices
2. Outlining
3. Note taking

Indirect strategies include:
1. Managing emotions
2. Identifying one’s anxiety level
3. Using positive self-talk
4. Rewarding oneself for good performance

Front 50

Learning styles

Back 50

General approaches to learning.

Traits, tendencies or preferences that differentiate one person from another, related to personality or cogntion.

They are relatively stable and unchanging.

Examples:
1. global or analytic
2. auditory, visual or kinesthetic

Front 51

Learning strategies

Back 51

Specific, conscious and purposeful techniques used by Ss to enhance their own learning.

Capitalizes on principles of successful learning. As opposed to learning styles, learning strategies can be taught.