Trinity dip tesol quotes
Terms in this set (46)
Davies and widdowson
Aim is to guide learners in the comprehension of texts, not just in the comprehension of one text.
Extensive reading is the best way to learn new vocab.
Intensive vs extensive reading
Phonics don't help learners recognise new words
We should teach strategies, not skills.
Reasons for reading
Only focus on high frequency vocab, ignore low surrender items.
The Rose Report
Supports teaching of phonics in L1
Supports teaching of phonics because it helps learners read the sound and then recognise it orally.
Against teaching phonics because it doesn't help learners comprehend the text as a whole.
Brown and yule 1983
Interactional and transactional listening
Listening strategies (not skills) socio affective, metacognitive and cognitive.
Meaning building and deciding skills
Roughly and finely tuned input
Shank and abelson
Anderson and lynch
Focus of listening in L1 is meaning, not form.
Should teach decoding skills to reduce reliance on meaning-building skills.
Interactional compensatory hypothesis
Reinforcement writing vs writing for writing
Warns of the genre trap - too prescriptive
Process is pre-writing, writing, revising, evaluating
Writing is about encoding messages
Shouldn't assume learners are skilled writers in l1
No immediate feedback on writing and mistakes are permanent
Implicit (unconscious) and explicit (conscious) vocabulary learning.
There's a point at which learning vocabulary through extensive reading doesn't work any more!
Problem with introducing grammar chapter by chapter is learners feel like they're piecing together an illogical puzzle.
Contemporary teaching isn't linear - students have MET the present perfect, they haven't done it.
Danny Norrington Davis
Most controlled practice tasks are too mechanical. Replication and transposition tasks are more engaging and produce language.
Danny Norrington davis
Most textbooks present grammar at the sentence level and in decontextualised lexis.
Thornbury 1997, brown 2007
Inductive teaching of grammar is better
The e factor - efficacy, economy, ease
The a factor - appropriacy
Corpora have helped write descriptive grammar rules rather than prescriptive ones
Learners benefit most from error correction at the time of trying to produce the language, when they know what they want to say. Delayed error correction is an opportunity for reflection.
Grammatical, lexical, pronunciation, discourse errors
Pre systematic, systematic, post systematic errors. Systematic errors respond best to feedback and intervention.
Don't intervene until you're 100% what the learner wants to say. See mistakes as learning steps.
Taking actions to solve problems is how learning occurs
Neglects the social dimension
Accommodation: learner adapts to environment. Assimilation: learning happens with no changes
Learning takes place in the social dimension
Children will use words without fully understanding them
A word must be met 5 or 6 times before being remembered
Importance of scaffolding
Acquisition of L1 causes a huge cognitive shift
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Dates and names of methods DIPTESOL
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Dip - methodology