Brandl. CLT in Action. Ch 1

Question 1

What is CLT?

Answer 1

Communicative Language Teaching

Question 2

What has emerged from the post-method era?

Answer 2

A variety of CLT methodologies

Question 3

What are two generalized characteristics of the post-method era?
(Key words: eclectic, range of theories, 3 research areas)

Answer 3

1. They encompass eclectic ways of teaching
2. They are rooted in a range of theories
3. They are motivated by research findings in SLA & cognitive and educational psychology

Question 4

When was the grammar-translation method in vogue?

Answer 4

19th century

Question 5

Which method was a counter response to the grammar-translation method?

Answer 5

The Direct Method or Natural Method, also known as the Berlitz Method

Question 6

Which method replaced the grammar translation method and when?

Answer 6

The Audiolingual Method, 1950’s and 1960’s

Question 7

On which school of thought was the audiolingual method based? (two numerals)

Answer 7

1. Behaviorism in psychology

2. Structuralism in linguistics

Question 8

What is the underlying assumption in the Aural-Oral Method?

Answer 8

Language is basically a process of habit formation and automatization

Question 9

What are three typical activities in the Aural-Oral Method?0

Answer 9

1. Substitution drills
2. Translation drills
3. Response drills

Question 10

What happened in the 1970’s, initiated in Europe by Van Ek (1973) and Wilkins (1976), that generated new ways of creating teaching materials?

Answer 10

The development of a functional-notional syllabus

Question 11

What was one consequence of the functional-notional syllabus?

Answer 11

It laid the groundwork that ultimately led textbook writers to organize the materials in terms of communicative situations

Question 12

What are alternative approaches to the CLT methodologies?

Answer 12

1. TPR
2. The Silent way
3. Suggestopedia

Question 13

According to Canale and Swain 1980; Celce-Murcia et al. 1995; and Hymes 1972, communicative competence is defined as the ability to (.) and (.) appropriate social behaviors, and it required the active involvement of the learner in the (.) of the the target language.

Answer 13

interpret
enact
production

Question 14

What abilities does the communicative competence encompass?

Answer 14

Linguistic competence
Discourse competence
Strategic competence

Question 15

CLT has spawned (.)-based and (.)-based instruction

Answer 15

proficiency

standard

Question 16

According to Wesche and Skehan (2002), there is some degree of consensus regarding the qualities to justify the label CLT. This includes (1) activities that require (..) among learners with other interlocutors to (..) and (..); (2) Use of (..) and communicative activities linked to “(.-.)” contexts, and (3) approaches that are (..)

Answer 16

frequent interaction
exchange information
solve problems
authentic texts
real-world
leaner centered

Question 17

“The emphasis of the Audiolingual Method was on eradication of (.) and accurate (.) of the target forms, not on (.)” (Willis, 2004 p4). Due to overcorrection of students’ errors by the teacher, (.) levels were quite high among students.

Answer 17

errors
production
communication
anxiety

Question 18

As Willis (2004) describes it, “[Chomsky] believed that a basic (..) that underpins all languages is (.) and that, given exposure to a specific language, children will naturally create the (..) of that language for themselves. Learning is thus seen as a process of (.) determined by internal processes rather than external influences” (pp.4-5)”

Answer 18

rule system
innate
specific rules
discovery

Question 19

Traditionally, syllabi had been organized around grammatical structures and vocabulary units. The notional-functional syllabus attempted to show what learners need to (.) with the language and what (.) they needed to communicate, and organized the syllabus around (.) and (.).

Answer 19

do
meanings
functions
notions

Question 20

(.) are communicative speech acts such as “asking,” “denying,” “arguing,” “describing,” or “requesting.”

Answer 20

Functions

Question 21

Notional categories includes concepts such as (.) or (.).

Answer 21

time

location

Question 22

In the 1970s and 80s a set of alternative approaches and methods emerged. Some of these include comprehension -based methods such as (…), the (.) Approach, The () Way, or (.)

Answer 22

Total Physical Response
Natural
Silent Way
Suggestopedia

Question 23

The proficiency-based movement focused on measuring what learners can do (.) terms.

Answer 23

functional

Question 24

Who (author and year) defines methodological principles as a list of design features that can be generally regarded as being (.) to SLA

Answer 24

Doughty and Long, 2003

facilitative

Question 25

With CLT methodologies..., the development of (..) is placed at the forefront, while (.) is now introduced only as much as needed to support the development of these skills.

Answer 25

communicative skills | grammar

Question 26

Principle 1: The use of communicative tasks as central units that form the basis of daily and long-term lesson plans. What is this called?

Answer 26

Task-based instruction (TBI)

Question 27

TBI is based on contemporary theories of language learning and acquisition, which claim that (..) is the driving force of language development (Long 1989; Prabhu 1987). Advocates of such theories (ie. Pica, Kanagy, and Falodun 1993) suggest that, as Norris et al. (1998) put it "the best way to learn and teach a language is through (..) [...They] allow student to work toward a clear (.), share (.) and (.), negotiate (.), get the interlocutor's help in (.) input, and receive (.) on their language production. In the process learners not only use their (.) but also modify it, which in turn promotes (.)" (p.31)

Answer 27

``` language use social interaction goal information opinions meaning comprehending feedback interlanguage acquisition ```

Question 28

Based on the examples provided in the textbook, taks-based instruction as a model of syllabus design has an emphasis on (.)

Answer 28

performance

Question 29

Principle 2: Promote Learning by (.). "New knowledge is better integrated into long-term (.), and easier (.), if tied to (.-.) events and activities." (Long and Doughty, 2003 p. 58)

Answer 29

doing memory retrieved real-world

Question 30

In research on SLA, the "learning by (.)" principle is strongly supported by an active approach to using language (..)

Answer 30

doing | early on

Question 31

Principle 3: Input needs to be (.)

Answer 31

rich

Question 32

Corollary 1 of Principle 3: Materials need to (.) to reflect (.-.) situations and demands.

Answer 32

authentic | real-life

Question 33

Corollary 2 of Principle 3: The teacher needs to (.) the use of the target language. The exclusive or nearly exclusive use of the TL has been justified under what has come to be called a "(..)" hypothesis.

Answer 33

maximize | maximum exposure

Question 34

Principle 4 (meaningfulness): Input needs to be (.), (.), and (.). Information being presented must be clearly relatable to (..) that the learner already possesses.

Answer 34

meaningful Comprehensible Elaborated existing knowledge

Question 35

Principle 5 (collaboration): Promote (.) and (.) learning

Answer 35

cooperative | collaborative

Question 36

Principle 6: Focus on (.)

Answer 36

form

Question 37

Principle 7 (errors): Provide (.) corrective (.)

Answer 37

error | corrective

Question 38

Principle 8 (emotions): Recognize and respect (.) factors of learning.

Answer 38

affective