| Term | Definition |
|---|
| Cummins | Quadrant of comprehensible input |
| Quadrant a and b | congitively undemanding |
| Quadrant a | face to face conversation |
| Quadrant a | art |
| Quadrant a | music |
| Quadrant a | physical education |
| Quadrant b | drills and exercises |
| Quadarant c and d | congnitively demanding |
| Quadarant c | Role playing |
| Quadarant c | mapping |
| Quadarant c | lower level questioning |
| Quadarant d | reading |
| Quadarant d | writing |
| Quadarant d | math word problems |
| Quadarant a and c | context embedded |
| Quadarant b and d | context reduced |
| Krashen | Language Acquisition hypothesis |
| Krashen Affective Filter Hypothesis | Emotional variables such as anxiety, motivation and self confidence play a part in language aquisition |
| Krashen's Input Hypothesis | Learners must be exposed to messages a little bit beyond proficiency |
| Krashen's- The Monitor | Students need to be given time to correct themselves. Teachers can be optimal (users monitor when to focus on form), overusers (refer to conscious grammer all the time), underusers(do not refer to grammer at all) |
| Krashen's Natural Order Hypothesis | Grammatical structures need not be the center of cirriculum organization. Certain rules are acquired before others. |
| Krashen's Acquisition vs. Learning | Learning is formal knowledge(rules), acquistion- at the subconsious level (child's acquiring his first language). |
| Krashen's stages of second language acquisition | Preproduction, early production, speech emergence, intermediate fluency |
| Total Physical Response (teaching method) | In the classroom the teacher and students take on roles similar to that of the parent and child respectively. Students must respond physically to the words of the teacher. The activity may be a simple game such as Simon Says or may involve more complex grammar and more detailed scenarios |
| Krashen's Natural Approach | Language student's will emerge naturally whey they are given the opprotunity and need (motivation) to speak in a non-coercive/low anxiety situations. |
| The Grammar-translation Approach (teaching method) | You give a list of vocabulary words in L2. Classes are taught in L1. |
| Direct Approach (teaching method) | L1 is never used. Everything is done in target language. |
| Reading Approach (teaching method) | Used for specific uses of the language. People who do not want to travel abroad, but just need to read it. |
| The Audiolingual Method (teaching method) | based on the idea that learning is habit formation (drills) and the best way to learn in memorization taught through repetative drills. Little or no grammatical explanations are provided. Teacher can speak in native language, but students are discouraged. |
| The Silent Way (teaching method) | the teacher remains mainly silent, to give students the space they need to learn to talk. In this approach, it is assumed that the students' previous experience of learning from their mother tongue will contribute to learning the new foreign language. The acquisition of the mother tongue brings awareness of what language is and this is retained in second language learning. The awareness of what language is includes the use of non-verbal components of language such as intonation, melody, breathing, inflection, the convention of writing, and the combinations of letters for different sounds |
| Functional-notional Approach | Need to know o be functionsl |
| CALLA | Cognative Academic Language Learning Approach |
| CALLA | Teaching them know how to learn on their own based on their prior knowledge |
| CALP | Proficiency of the academic Language |
| Lau vs. Nichols | ruled that providing the same access to cirriculum, instruction, and material to students of LEP as is provided to English Dominante |
| Lau Plan | identify ELL's, design an effective program reflective of their needs, employ appropriate ESL or bilingual personell or both, align ELL's to state and local content standards, and to provide ongoing authentic assessment |
| Acculturation Model (Shumann) | The process of adapting a new culture;the new langage is seen as tied to the way the learners community and the target language community view one another. |
| Accommmodation Theory (Giles) | Motivation is the primary determinant of L2 proficiency;The more motivated you are the better you will perform |
| Discourse Theory (Hatch) | the flow and the structures of a conversation or topics within |
| Variable Competence Model (widdowson and ellis) | Learning the lingusitic rules will help you develope competence of the new language |
| The Universal Hypothesis (Chomsky) | Learners find it easier to to acquire patterns that confrom to linguistic universals than those that do not. |
| Neurolinguistics Theory (Lamendella) | There is a connection between language function and neural anatomy, focusing on the right and left hemisphere. There is a focus of specific aspects of SLA: age differences;fossilization;pattern practice in classroom SLA. |
| Model of Second Language Learning and Use | I.Input-----II.Intake------III.Acquisitions------IV.Access------V.Output |
| Input | Refers to language sources that are used to initiate the language process |
| Intake | that subset of the input that is comprehended and attended to in some way. |
| Acquisition | refers to the process by which te learners incorporates new learner incorporates new learning item into his or her developing system or interlanguage. |
| Access | refers to the learner's ability to draw on his or her interlanguage system during communication |
| Output | refers to the observed results of the learners efforts |
Combine with other sets
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