Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Máster > 17MSEC COMPLEMENTARY TRAINING FOR FOREIGN LANGUAGE DISCIPLINE > Flashcards

17MSEC COMPLEMENTARY TRAINING FOR FOREIGN LANGUAGE DISCIPLINE Flashcards

1
Q

Cognitivism

A

In response to behaviourism
Changed focus from things happening outside the S > things happening IN S’s brain
Knowledge is an INTERNAL PROCESS governed by RULES
Info is 1) acquired, 2) processed, and 3) applied
Learner is ACTIVE
Prioritize thinking, problem-solving, language, concept formation, info processing
How learner processes info (INTERNAL)
COMMUNICATIVE APPROACH, CLT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Behaviourism

A

Relationship between child’s behavior and adult’s punishment/reward
Learner is reactive to different STIMULI
Primary concern is stimulating right response (show flashcard (stimulus), say right word (response))
Learner is PASSIVE
T strategies are repetitive and verbal
What learner DOES (EXTERNAL)
AUDIO-LINGUAL METHOD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Constructivism

A

Learners “construct” the meaning from their own experiences
T = assistant in S’s learning
Learner is ACTIVE
How learner processes and applies info (INTERNAL/EXTERNAL)
PROB-BASED LEARNING

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Humanism

A

Emphasis on what makes us human + its relevance to learning
Objective: autonomy/self-actualization
No timetables - learners in charge of education
Montessori / Maslows

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Transformative education

A

See world thru lens of ETHICS
Challenge injustice
Power, privilege, social structure
Dialogue Ts + Ss
Individual + collective transformation
Bell Hooks / Paulo Freire

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Interdisciplinary field

A

Combo of 2+ academic fields for a certain purpose
(Psychology + Linguistics = Psycholinguistics
Sociology + Linguistics = Sociolinguistics
Neurology + Linguistics = Neurolinguistics)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Psycholinguistics

A

How are we able to understand, process, and use language?
Language comprehension, production, + 1st and SLA

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Neurolinguistics

A

Which areas of our brain are related to the
production of language?
Aphasias (difficulties in producing speech), rxn of the brain to input + its production of output

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Sociolinguistics

A

How does SOCIETY influence our language?
Why do we speak differently depending on the social context?
Context, how language is used, cultural
norms…
Variables: age, sex, dialect, social class
REGISTER [formal, informal… depends on
where we are and to whom we are talking]

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Pragmatics

A

The ways in which context and previous knowledge affect meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

CLT

A

Communicative Language Teaching
Emphasis on comm. thru INTERACTION
ENG to communicate (not to repeat structures/vocab)
Fluency > Accuracy
Goal is COMMUNICATIVE COMPETENCE
authentic texts + incorporating Ss’ personal interests/experiences (i.e. fav historical characters)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Communicative Competence

A

Communicative Language Teaching
An ability to choose right verbal and non-verbal medium as well as to take into consideration the specific speaking situation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Register

A

A variety of language used for a specific purpose with a group of language characteristics whose boundaries are usually defined by the context

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Why have we adopted English as the lingua franca?

A
  1. Political, economic and historical reasons [after World War II/ past events related to the British Empire].
  2. Developed countries and their influence on science, technology and economics
  3. Simple grammar
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Anglosphere

A

Countries of the world in which the English language and cultural values predominate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Teacher-centered approach

A
  • Knowledge T -> S
  • Ss are PASSIVE
  • Outside real context
  • T = info-giver + primary evaluator
  • Teaching + assessing are separate
  • Only right answers matter!
  • Assessment = scored tests
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Student-centered approach

A
  • Ss gather info/knowledge thru inquiry, communication, critical thinking + problem solving
  • Ss are ACTIVE
  • Real-life contexts
  • T = facilitator/guide
  • teaching + assessing go hand-in-hand
  • Intxn + learning from errors are important
  • Assessment = papers, portfolios, projects…
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Structural Methods

A

Grammar Translation
Audio-Lingual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Interactive Methods

A

Direct Method, Silent Way, Community Language Learning, Suggestopedia, Total Physical Response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Modern Methods

A

Communicative Language Teaching (CLT), Content + Language Integrated Learning (CLIL)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Grammar Translation Method

A

Aim: develop Ss’ mental ability + discipline,
ability to translate/read literary texts
Use L1 to teach
Grammar drills, translation (L1 > ENG then ENG > L1)
Prioritize form over content (ignore pronunciation/communication)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Direct Method

A

“NATURAL Method”
Aim: Communication! Pronunciation/oral
Use ENG at all times to create “natural” env.
No translation!
No printed materials (less natural)
S participation is key - need to speak to learn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Audio-Lingual Method

A

Aim: provide Ss w/ basic units of communication
ENG at all times
Repeat single sentence/dialogue multiple times
*Speaking + Listening skills
Use native speakers or recordings
T-CENTERED

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

The Silent Way

A

GATTEGNO
Aim: create safe environment so S is comfortable while learning,
improve learning potential of Ss
T silent as much as possible, uses charts (Fidel) and rods (Cuisenaire)
T points to chart + S pronounces sound that color represents
No praise for correct answers, NO ERROR CORRECTION

25
Community Language Learning
CURRAN Class = community, Ss must interact to help each other NO syll/textbook - Ss decide what to learn T = counselor, S = client T must be aware of Ss' feelings, thoughts, + motivation
25
Suggestopedia
LOZANOV Suggestion + Pedagogy AIM: Make Ss feel comfortable + confident in learning environment T-controlled T prepares classroom (classical music, art, etc.) 3 h a day for 24 days Groups of 12, = # boys and girls
26
Total Physical Response (TPR)
ASHER AIM: Mix language learning + movement Listening before speaking; L1 only at beginning Start w/ inx that T gives and Ss must follow
27
CLIL
MARSH Content and Language Integrated Learning Learning other subjects in L2 in a "normalized" environment - use REALIA - T speaks slowly at first, use repetitions, visual aids, demonstrations, etc. - Later T relies on cooperative/ind. learning - Less direct language teaching, more content
28
FLL
Foreign Language Learning When the L2 is NOT an official language i.e. learning Eng in Spain
29
SLA
Second Language Acquisition When the L2 IS an official language Learning Catalán in Cataluña
30
Input
Language data we are exposed to
31
Intake
Input that has been processed by the student (what they actually learn)
32
Output
The production we are able to make Final step, measured in terms of fluency/accuracy
33
Uptake
Output produced by the learner in reaction to the T's feedback
34
Error
When the S produces incorrect output w/ something that have NOT studied yet
35
Mistake
When the S produces incorrect output w/ something they HAVE ALREADY studied
36
ESP
English for Specific Purposes - meets specific needs of learners - uses methodologies/activities from discipline it serves - focus on grammar, lexis, register, study skills, discourse + genre related to discipline
37
Curriculum
Action plan w/ all elements that make up the educational system
38
Competence
a combination of knowledge, skills and attitudes appropriate to the context. Key competences are those which all individuals need for personal fulfillment and development, active citizenship, social inclusion and employment.
39
Threshold Level
Jan A. Van Eyk Intermediate level of knowledge of a language which makes possible our interaction in daily life in a foreign country All 4 skills in every unit
40
Intercultural competence
Sociocultural and cross-cultural knowledge, aiming at the development of cultural mediation competence.
41
Savoirs
1. Interpreting + Relating: (savoir COMPRENDRE) knowing how to interpret documents/events from other cultures 2. Discovery + Interaction: (savoir APPRENDRE/FAIRE) ability to acquire new knowledge of a culture/cultural practices 3. Intercultural Attitudes: (savoir ÊTRE) curiosity + openness to other cultures. 4. Critical Cultural Awareness: (savoir S’ENGAGER) Ability to critically evaluate our own culture + others’.
42
CEFRL
Common European Framework of Reference for Languages Provides a common basis of evaluation, objectives, content + methods in 2nd/foreign language education
43
Critical Literary Model
Literariness of the plot (why is it considered “literary”?) Students have to analyse plot, characters, motivation, psychology… Usually for upper-intermediate levels
44
Stylistic Model
Description + analysis of text (no interpretation)
45
Language-based Model
Similar to stylistic approach (no interpretation) Focuses on vocab, grammar + syntax
46
Culture Model
Introduces cultural aspects of the L2 such as history, geography, politics, etc. Teacher-centred
47
Personal Growth Model
Emphasis on the use of the Ss’ personal experience as a way to engage with literary works
48
Approach
Theories and beliefs that explain the learning process EX: the communicative approach
49
Methodology
A link btwn THEORY and PRACTICE
50
Method
A FIXED teaching system Set of techniques explained by/based on an approach/theory EX: Direct Method, Audio-Lingual Method, TPR, Silent Way...
51
Technique
Each of the means thru which we support the learning process EX: group discussions, immediate feedback, etc.
52
Interlanguage
The learner's current version of the language they are learning
53
COMMUNICATIVE COMPETENCES - LIST
1. Grammatical 2. Discourse (coherence/cohesion) 3. Sociocultural (taking turns, appropriateness) 4. Strategic (resourcefulness) 5. Digital
54
Types of Register
1. Frozen (Bible) 2. Formal (political speech) 3. Consultative (T/S) 4. Casual (friends) 5. Intimate (close friends / fam)
55
Elements of a Curriculum
- Objectives - Competences - Contents - Methodology - Learning standards - Evaluation criteria
56
LOMLOE
Ley Orgánica 3/2020, de 29 de diciembre, por la que se Modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación
57
Self-selected + Sustained Silent Reading
Krashen + Mason Ss choose what literature to read Reading is most effective way to learn language 10-15 mins a day in class
58
4 Language Activities CEFRL
1. reception 2. production 3. interaction 4. mediation

Máster (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions