Flashcards: Teaching by Principles
All 62 terms
Terms | Definitions |
|---|---|
 Audiolingual | Theory of learning Language is a system of rule- governed structures hierarchically arranged. |
| Total Physical Response | Theory of language Basically stucturalist. Grammar based view of language. |
| The Silent Way | Theory of language Each language is composed of elements that give it a unique rhythm and spirit. Functional vocabulary and core structure are key to the spirit of the language. |
| Community Language Learning | Theory of language Language is more than a system for communication. It involves whole person, culture, educational, developmental communication processes. |
| The Natural Approach | Theory of language The essence of language is meaning.Vocabulary, not grammar, is the heart of language. |
| Suggestopedia | Theory of language Rather conventional, although memorization of whole meaningful texts is recommended. |
| Communicative Language Teaching | Theory of language Language is a system for the expression of meaning; primary function - interaction and communication. |
| Audiolingual | Theory of learning Habit formation; skills are learned more effectively if oral precedes written; analogy, not analysis. |
| The Physical Response | Theory of learning l2 learning is the same os L1 learning; comprehension before production is imprinted through carrying out commands (right brain functioning); reduction of stress. |
| The Silent Way | Theory of learning Processes of learning a second language are fundamentally different from L1 learning. L2 learning is an intellectual process. Surrender to the music of the language, silent awareness then active trial. |
| Community Language Learning | Theory of learning Learning involves the whole person. It is a social process of growth from childlike dependence to self-direction and independence. |
| The Natural Approach | Theory of learning There are two ways of L2 language development: " acquisition" - a natural subconcious process, and "learning" - A concious process. Learning cannot lead to acquisition. |
| Suggestopedia | Theory of learning Learning occurs through suggestion. When learners are in a deeply relaxed state. Baroque music is used to induce this state. |
| Communicative Language Teaching | Theory of learning Activities involving real communication; Carrying out meaningful tasks; And using language which is meaningful to the learner promote learning. |
| Audiolingual | Objectives Control of structures of sound, form, and order. Mastery over symbols of the language; Goal: native- speaker mastery. |
| The Physical Response | Objectives Teach oral proficiency to produce larners who can communicate uninhibitedly, and intelligibly with native speakers. |
| The Silent Way | Objectives Near- native fluency, correct pronunciation, basic practical knowdedge of the grammar of the L2. Learners learn how to learn a language. |
| Community Language Learning | Objectives No specific objectives. Near native mastery is the goal. |
| The Natural Approach | Designed to give beginners and intermediate learners basic communicative skills. Four broad areas; Basic personal communicative skills( oral/ written); academic learning skills (oral/written). |
| Suggestopedia | Objectives To deliver advanced conversational competence quickly. Learners are required to to master prodigious lists of vocabulary pairs, although the goal is understanding, not memorization. |
| Communicative Language Teaching | Objectives Objectives will reflect the needs of the learners; They will include functional skills as well as linguistic objectives. |
| Audiolingual | Syllabus Graded syllabus of phonology, morphology and syntax. Contrastive analysis. |
| The Physical Response | Syllabus Sentence based syllabus with grammatical and lexical criteria being primary, but focus on meaning, not form. |
| The Silent Way | Syllabus Basic structural lessons planned around grammatical items and related vocabulary. Items are introduced according to their grammatical complexity. |
| Community Language Learning | Syllabus No set syllabus. Course progression is topic-based. Learners provide the topics. Syllabus emerges from learners' intention and the teacher's reformulations. |
| The Natural Approach | Syllabus Based on selection of communicative activities and topics derived from learner needs. |
| Suggestopedia | Syllabus Ten unit courses consisting of 1.200-word dialogues graded by vocabulary and grammar. |
| Communicative Language Teaching | Syllabus Will include some/all of the following structures: Functions, notions, themes, tasks. Ordering will be guided by learner needs. |
| Audiolingual | Activity type Dialogues and drills, repetition and memorization, pattern practice. |
| The physical Response | Imperative drills to elicit physical actions. |
| The Silent Way | Learner responses to commands, questions, and visual cues. Activities encourage and shape oral responses without grammatical explanation or modeling. |
| Community Language Learning | Combinations of inovative and conventional. Translation, group work, recording, transcription, reflection and observation, listening, free conversation. |
| The Natural Approach | Activities allowing comprehensive input, abot things in the here-and-now. Focus on meaning, not form. |
| Suggestopedia | Initiatives, question and answer, role-play, listening exercises under deep relaxation. |
| Communicative Language Teachinh | Engage learners in communication, involve processes such as information sharing, negotiation of meaning and interaction. |
| Audiolingual | Learner role Organisms that can be directed by skilled training techniques to produce correct responses. |
| The Physical Response | Learner role Listener and performer, little influence over the the content of learning. |
| The Silent Way | Learner role Learning is a matter of personal growth. Learners are responsible for their own learning and must develop independence, autonomy and responsibility. |
| Community Language Learning | Leaner role Learners are members of a community. Learning is not viewed as an individual accomplishment, but but something that is achieved collaboratively. |
| The Natural Approach | Learner role Should not try to learn language in the usual sense, but should try to lose themselves in activities involving meaningful communication. |
| Suggestopedia | Learner role Must maintain a passive state and allow the materials to work on them. |
| Communicative Language Teaching | Learner role Learners as negotiators, interactors, giving as well as taking. |
| Audiolingual | Teacher role Central and active. Teacher dominated method. Provides model, controls directions and pace. |
| The Physical Response | Teacher role Active and direct role. The director of the stage play with students as actors. |
| The Silent Way | Teacher role Teachers must teach, test, get out of the way. Remain impassive, resist temptation to model, remodel, assist, direct, exhort. |
| Community Language Learning | Teacher role Counsoling/parental analogy. Teacher provides a safe environment in which students can learn and grow. |
| The Natural Approach | Teacher role The teacher is the primary source of comprehensive input. Must create positive low-anxiety climate. Must choose and orquestrate a rich mixture of classroom activities. |
| Suggestopedia | Teacher role To create situations in which the learner is mos suggestible and present material in a way most likely to encourage positive reception and retention. Must exude authority and confidence. |
| Communicative Language Teaching | Teacher role Facilitator of the communication process, participants' tasks and texts; Needs analyst, counselor, process manager. |
| Audiolingual | Roles of materials Primarily teacher-oriented. Tapes and visuals, language lab often used. |
| The Physical Response | Roles of materials No basic text; Materials and media have an important role later. Initially voice, action, and gestures are sufficient. |
| The Silent Way | Roles of materials Unique materials: Colered rods, color coded pronunciation and vocabulary charts. |
| Community Language Learning | Roles of materials No texbooks, which would inhibit growth. Materials are developeded as course progresses. |
| The Natural Approach | Roles of materials Materials come from from realia rather than textbooks. Primary aim is to promote comprehension and communication. |
| Suggestopedia | Roles of materials Consists of texts, tapes, classroom fixtures, and music. Texts shoul have force, literary quality, and interesting characters. |
| Communicative Language Teaching | Roles of materials Primary role in promoting comminicative language use; task-based materials; authentic... |
| Audiolingual | Failure to teach long-term communicative competence |
| Community Language Learning | Non directive method. Depended on the translation expertise of the teacher. |
| Suggestopedia | Not supported by research. Seemed more of a memorization technique than of a method |
| The Silent Way | Teacher was too distant. No corrective feedback. Rods are not enough. |
| The Physical Response | Effective in the beginning.Materials limited by student's oral production. Students' needs for spontaniety were not met. |
| The Natural Approach | Heavy emphasis on the silest period. What is comprehensive input? |