Ftce Spanish K12

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The mind held its own device (instrument) to acquire language .As it determine (define) by general grammar rules; not explained rules producing language.

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Chomsky's theory

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2. the knowledge of a language's grammar -user's cognitive sentences form is ? The language concrete use -capacity to produce grammatically correct sentences is ?

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competence and performances

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3.- Acquisition and learning are two separate things ,learning is the conscious study of a language . Acquisition is the unconscious mind activity when in a conversation. Acquisition is the natural way, paralleling first language development in children. It refers to an unconcscious processs that involves the naturalistic development of language profecency.
According to Krashen acquisition is possible only when acquirers are exposed to comprehensible input. Acquisition
is contrasted with learning which is a conscious internalization of the rules of a language.

.What current theory implies, quite simply, is that language acquisition, first or second, occurs only when comprehension of real messages occurs, and when the acquirer is not "on the defensive". Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. It does not occur overnight, however. Real language acquisition develops slowly, and speaking skills emerge significantly later than listening skills, even when conditions are perfect. The best methods are therefore those that supply "comprehensible input" in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in
the second language, but allow students to produce when they are "ready", recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production.

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Krashen's Language Acquisition Theory

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4.- A natural progression of language development by infants, children ,and learners of a second language.

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Krashen's Natural Order

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5.-Level I: (Silent Period) minimal comprehension, no verbal production

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Pre-Production Stage

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6.- Level -2,
Limited comprehension, one or two words response.

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Early Production Stage

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7.-Level 3
Increased comprehension,simple sentences, some errors in speech

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Speech Emergence Stage

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8.- Level 4
Very good comprehension, more complex sentences, complex errors in speech

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Intermediate Fluency Stage

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9.- Learning (not acquisition) serves to develop an observer- an error detecting mechanism that scans for accuracy to make corrections.
While the acquisition-learning distinction claims that two separate processes coexist in the adult, it does not state how they are used in second language performance. The Monitor
hypothesis posits that acquisition and learning are used in very specific ways. Normally, acquisition "initiates" our utterances in a second language and is responsible for our fluency.
Learning has only one function, and that is as a Monitor, or editor. Learning comes into play only to make changes in the form of our utterance, after is has been "produced" by the
acquired system. This can happen before we speak or write, or after (self-correction).

L.Acq. should avoid emphasis on error correction and grammar since it can inhibit L.Acq. in early stages of Lang.. development.

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The Monitor Hypothesis

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Needs to be comprehensible xxx + 1/zone of proximal development - xxx/instruction that is just above the student's abilities. Instruction has meaningful context, modified (paraphrased,repeated), collaborative/interactive and multimodes.

The ______ Hypothesis makes a claim that may seem quite remarkable to some people--
we acquire spoken fluency not by practicing talking but by understanding ______, by listening
and reading.

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THE INPUT HyPOTHESiS

Def: an entrance or changes which are inserted into a system and which activate/modify a process.

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7.- Cultural Adaptation Stages
1.Stage ___?- The stay is intriguing by the differences perceives and is excited about everything.

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Honeymoon

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8.- Cultural Adaptation Stages
2. Stage ____? The differences between cultures lead to confusion, isolation, loneliness. New cultural cues are misread and withdrawal and depression can occur.

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Disintegration

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9.-Cultural Adaptation
3.- Stage _____? The new cues are re-integrated but even when the individual has an increased ability to function in the new culture, he rejects it, experiences anger,resentment, and acts hostile or rebellious.

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Re-integration

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10.- Cultural Adaptation
4.- Stage____? The person is able to see the differences between the two cultures in more a objective way, is able to deal with them and thus feels more self-assured, relaxed and confident.

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Autonomy

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11.- Cultural Adaptation
5.- Stage ___? The social psychological and cultural differences are accepted and enjoyed. The person is now able to function in both old and new culture, he has achieved bi-culturality

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Independence

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12. In 1952 The Theory ________by ____? is based on comprehending the cohesive meaning of language using linguistic units, composed in various sentences - such as: arguments,conversation, or speeches.

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Theory of discourse analysis by Zellig S. Harries

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13. _____ , a theory by _____? focus on the distinction between speaker meaning and sentences meaning; The former being the literal meaning or sign and the latter being the concept the speaker is trying to convey or interpret . It is separated from semantics and syntax; semantic being the actual ideas or objects the word refers to and syntax being the form and structure used in an expression.
It studies how the transmission of meaning depends not only on the linguistic knowledge (e.g. grammar, lexicon etc.) of the speaker and listener, but also on the context of the utterance, knowledge about the status of those involved, the inferred intent of the speaker.

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Pragmatism by Charles Morris

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14. In 1960 a professor of psychology name_____? developed his listening comprehension approach to language learning. Students acquire receptive skills though intense practice by listening and physically reacting to the message they hear. They are not required to produce spoken language until they have physically responded to the input. the instructor uses gestures, actions, and commands, new material links old material. The input is constant and varies to avoid repetitive drills. Students walk, stand, point, in a non-threatening environment.

---- ------ ------- is a language teaching method which is based on the assumption that the coordination of speech and action will boost language learning.

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James Asher , Total Physical Response

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__ ___? developed The ___ ___Theory of acquiring a second language based upon Steven Krashen's Acquisition v learning theory and input. The theory is cooperative and states that acquisition occurs when: the focus is on the content of the message not the form, the input is comprehensible, the learner is in a low anxiety environment (students see the instructor as an enabler not authoritative; input is student centered)

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Tracy Terrell , The Natural Approach Theory

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6.- Stephen Krashen sees the learners _____ state or attitudes as adjustable _____that freely passes, impedes
or blocks input necessary to laguage acquisition. A low ___ ___ is desirable since it impedes or blocks
less of this necessary input. According to the theory there are three types of _______ or attitudinal variables
related to language acquisition.
1. motivation, 2. self esteem and 3. anxiety
The Low _____ _____ interact with confidence.
Optimal inputs occurs when the "xxxx xxxx" is low . The xxx xxx is a screen of emotions that can block language acq. or learning if user is too self-conscious, embarrassed to take risk in the communicative exchange

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Affective Filters

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12. In 1952 The Theory ________by ____? is based on comprehending the cohesive meaning of language using linguistic units, composed in various sentences - such as: arguments,conversation, or speeches.

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Theory of discourse analysis by Zellig S. Harries

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The ___ method assumes that language learning is a matter of habit formation. _______ is
based on behaviourism. Errors are banned and must be corrected to prevent bad habits. A structural syllabus
based on drills is used in class. The method also focuses on grammatical structures and neglects meaning. memorization of sentences , phrases, pattering the teacher with endless drills. Learner would develop good habits by listening to and reproducing a sentences from text. Dialogues were memorized,recited, practiced. Structure and pattern response characterizes the class.

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Audio Lingual Method (ALM)

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represent grammatical forms and exercises that students listen to and repeat. Relies on reading and translation. Mastery of grammar rules and accurated writing , and predominate interpretative. Students study grammar rules and list of bi-lingual vocabulary from a literature pieces. The traditional Greek and Latin class were taught in this manner. Grammar and comprehension were tested by means of translations. Students speak only when conjugating verbs or reading from a passage.

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The grammatical Method

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______ places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions.Its primary focus is on helping learners create meaning rather than helping them develop perfectly grammatical structures or acquire native-like pronunciation. This means that successfully learning a foreign language is assessed in terms of how well learners have developed their communicative competence, which can loosely be defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate.

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Communicative Focus
or Communicative language teaching (CLT)

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In this approach, appropriate contexts are provided for developing thinking and study
skills as well as language and academic concepts for students of different levels of language proficiency. Students learn by
carrying out specific tasks or projects: for example, "doing science" and not just reading about it .Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.
TBLL was popularized by N. Prabhu while working in Bangalore, India.

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Task-based or experiential learning

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These provide a "means for organizing and presenting information so that it can be understood,
remembered, and applied" (Crandall, 1992). Graphs, realia, tables, maps, flow charts, timelines, and Venn diagrams are used
to help students place information in a comprehensible context. They enable students to organize information obtained from
written or oral texts, develop reading strategies, increase retention, activate schema as a pre-reading or pre-listening activity,
and organize ideas during the prewriting stage (Crandall, 1992).

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Graphic organizers.

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the audio-lingual method , behaviorist theory, failed to apply
successfully to language teaching because it was, simply, not a theory of language
acquisition. The Transformational Grammar , failed because it was a theory of the product, the adult's
competence, and not a theory of how the adult got that competence. It is not a theory of the process of language acquisition.
The "new" theory, theory of second language
acquisition, and attempts to deal with the process of language acquisition, not its product.

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The development of Language acquisition

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Finding out if students are on the road to fluency.
Ending product is performances assessment.
Quality feedback, diverse learners, is to find out what they do know and how to move forward.
Things that are easy to score don’t get the right assessment. Standarized test were the exception.
Measure what we see as important.
Interpretive task then used in an intrapersonal task
and them presentation task - cycle. Given feedback in each step
to help you achieve your goal. Clear rubrics helps students know where they are.
Is a standarized curriculum but measures measure things that the regular doesn’t. Example, students listen to see music video of a french artist. Visual observation and the language of the lyrics and more important the feedback – also when they do well.
The rubric and test are not hide and here is what you need to is expected . The rubric lets them know where they are.

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AUTHENTIC ASSESSMENT & INTEGRATED PERFORMANCE ASSESSMENT (IPA)

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'exposure to real language and its use in its own community’s. 'appropriate' and 'quality' in terms of goals, objectives, learner needs and interest and 'natural' in terms of real life and meaningful communication . authentic texts as materials which are designed for native speakers; they are real text; designed not for language students, but for the speakers of the language. Authentic materials is significant since it increases students' motivation for learning, makes the learner be exposed to the 'real' language.
They have a positive effect on learner motivation. They provide authentic cultural information. They provide exposure to real language. They relate more closely to learners ' needs. They support a more creative approach to teaching.

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AUTHENTIC MATERIAL

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language goes beyond the knowledge of grammatical rules, vocabulary items and pronunciation of these items. Successful language learning requires language users to know that culture underlying language in order to get the meaning across. culture effects changes in individual perception and is vital for expanding an individual's perspective of the world. Learning about the lived culture of actual target language speakers as well as about one's own culture requires tools that assist language learners in negotiating meaning and understanding the communicative and cultural texts in which linguistic codes are used cultural content provides exposure to living language that a foreign language student lacks. So, culture is not something consisting of facts to be learnt, but a helpful tool to make learners feel the need to speak and use the target language. .

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Why we should include CULTURE

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______ learning is an approach to organizing classroom activities into academic and social learning experiences. Students must work in groups to complete the two sets of tasks collectively. Everyone succeeds when the group succeeds.

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Cooperative Learning

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Teacher can demonstrate an appreciated diversity in relationship and within school communities. Teachers are models , students will imitate the teacher who leads with honesty. If the teacher is only pretending to like students, the student will know it. If teacher is caring and sensitive many of the problems of a diverse classroom will be well managed.
Teachers must be in charge, must be firm classroom leaders who are serious about their roles in preparing their young charged for the challenges they will face as they grow. Effective teachers use instructional techniques that enable students to enjoy learning and feel comfortable in the education environment.

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Addressing Diversity in the classroom

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Conversing with a ____ _____ is another effective technique of acquiring a second language. It offers real time feedback and lessens any immediate doubts .

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native speaker

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Informal and spontaneous techniques is the immediate direction for _____ goal. The importance of ______ media and experiences is foremost in the communication approach. Listening to music in the 2L, jigsaw puzzles, brainstorming templates, idea cluster charts, role-play, and information-gaps in the target and source language are methods of implementing ______ into language learning.

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culture or cultural

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____ based teaching or the used of ______ materials is encouraged by selecting a subject or topic matter whose interest will extend the students' grasp on the target language . Descriptive reports on popular media or science are usually supplied.

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Content .. authentic

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The ___ ___ _____ for References of Languages: Provides a basis for mutual recognition of language qualifications and is increasingly used in the reform of national curricular and by international consortia for the comparison of language certificates. Within it lie the competencies necessary for communication, the related knowledge and skills, and the situations and domains of communication.

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The Common European Framework for Reference of Languages:

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Virtual classroom, language based media centers, computers, internet, laser and compact discs are ______ use of ______ in the acquisition of Spanish.

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Effective Technology

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Assess information on grammar,vocabulary, and spelling, exercises, didactic forums, real life conversation,exchange with native speakers in the target L,displaying art, news, advertising, and literature are activities that a student can assess through the _______

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Internet

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The theory that input is easy to understand , produce, and recall when it is motivated and episodically organized most accurately explains _____ ?

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Oller's Episode Hypothesis

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__ _____ are for describing and measuring language competence.

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Proficiency guidelines

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Language is a set of habits , requiring oral practice of pattern drills and memorized responses. _____ ?

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Audiolingual Method

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The emphasis is on communicative competence rather than memorizing grammar rules and stressing accuracy. ___?

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Natural Approach

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Originally used to teach Greek and Latin. Students learn elaborate grammar rules and bilingual list of words.____?

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Grammar-Translation-Method

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This use oral commands; students demonstrate their knowledge by physically reacting to the content message.___?

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Total-Physical-Respond

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Conversation cards and interviews are ?

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One type of oral achievement test

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An achievement test measures ?

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Student's acquisition of specific knowledge of the course material.

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it is easier
for students to learn a language if they
are given connected sentences that
have a logical structure and a story line,
instead of disconnected, randomly dialogues. What is essential is that the
dialogue or text should have a logical
structure and a logical conclusion.
This way the students
can follow the story line step by step
and can recall its structure more easily
because logic helps them, and they do
not have to rely only on memory.

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Oller's Episode Hypothesis