Exam 1

Question 1

Input

Answer 1

The language, either written or spoken, which a learner is exposed to in the environment

Question 2

Comprehensible input (Krashen)

Answer 2

Language that is understandable to a learner, either because it’s changed to the learner’s level of proficiency, or because the learner uses contextual clues or schematic knowledge to understand.

Question 3

Contextual clues

Answer 3

Clues in a text which a reader can use to deduce the meaning of unknown words

Question 4

Schematic knowledge

Answer 4

Knowledge, gained from experience, of the way the world is organised which is held as mental representations in mind

Question 5

Acquire a language

Answer 5

Internalise second language rules and vocabulary which are then used to communicated in the language.

Language is acquired when learners receive input from “messages” which contain language a little above their current level of understanding and from which they can infer meaning.

Question 6

Operating strategy

Answer 6

A cognitive strategy used in dealing with and trying to make sense of new language

Example: paying attention to the endings of words

Question 7

Intake

Answer 7

Language in the input learners are exposed to which they notice and internalise.

Question 8

Comprehensible output (Swain)

Answer 8

Language produced by learners which they have attempted to make understandable to listeners/readers.

Question 9

Negotiation of meaning

Answer 9

The adjustments made by speakers in interaction, by means of techniques such as clarification/confirmation checks/correction/completion, in order to make themselves understood and to understand each other.

Question 10

Cognitive style/learner style

Answer 10

A characteristic and preferred way of approaching learning and processing information

Question 11

Extrovert learners

Answer 11

Learners who prefer to work in groups and who like to discuss. They are assertive, more willing to experiment and take risks, and to make social contact.

Question 12

Introvert learners

Answer 12

Learners who prefer working on their own and in quiet. They listen, watch, reflect, and might not speak out loud until they have thoroughly revised their thoughts.

Question 13

Ethnocentricity

Answer 13

The belief in the inherent superiority of one’s own ethnic group or culture

Question 14

Affective filter

Answer 14

A “raised” or “lowered” affective filter (caused by eg. anxiety, attitude, competitiveness, motivation) effects the learning process. Can prevent the processing of input.

Question 15

What are the two kinds of motivation for learning English?

Answer 15

Instrumental motivation and integrative motivation.

Question 16

Instrumental motivation

Answer 16

Learning a language because of its values as a tool or instrument for doing something else successfully

Question 17

Integrative motivation

Answer 17

Learning a language because of its value in helping to integrate with speakers of that language

Question 18

Role

Answer 18

The functions that teachers and learners perform during the course of a lesson.

Question 19

Communicative competence (Hymes)

Answer 19

Knowledge of language rules, and knowledge of how these rules are used to understand and produce appropriate language in a variety of sociocultural settings.

Question 20

Communicative language ability

Answer 20

Knowledge of language form and the ability to use in communication

Question 21

Illocutionary competence

Answer 21

Knowing how to use language in order to achieve certain communicative goals or intentions.

Question 22

Sociolinguistic competence

Answer 22

Ability to use language in ways appropriate to contexts of use, role relationships, and communicative purposes.

(To be contextually appropriate: to know when to speak, when not, what to talk about with whom, when, where, and in what manner”

Question 23

Context of use

Answer 23

The social, psychological, and physical setting in which a communicative event takes place

Question 24

Achievement strategy

Answer 24

A strategy used by a learner who lacks the necessary language to express something but perseveres with trying to express it

Question 25

Reduction strategy

Answer 25

A strategy used by a learner who lacks the necessary language to express something and changes the message to avoid the forms he/she is uncertain about

Question 26

Authenticity

Answer 26

Working materials and exercises in the classroom should be as realistic as possible to motivate learners and make their knowledge more useful outside the classroom

Question 27

Self-directed learning/learner autonomy

Answer 27

The ability of the learner to take responsibility for his or her own learning, and to plan, organise, and monitor the learning process independently of the teacher.

Question 28

The self-directed learner

Answer 28

A learner who can take responsibility for learning: an ability to define one's own objectives; awareness of how to use language materials effectively; careful organisation of time for learning, and active development of learning strategies

Question 29

Learner training

Answer 29

A classroom process organised by teacher which prepares learners for moves towards learner autonomy

Question 30

Learner strategies

Answer 30

What learners DO learn and DO TO REGULATE their learning. Any set of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval and use of information...

Question 31

Examples of cognitive strategies (5)

Answer 31

Analogy (deducts reasoning - looking for rules in the second language on the basis of existing knowledge about language) Memorisation (visual and auditory memory) Repetition Writing things down Inferencing (making guesses about the form of meaning of a new language item)

Question 32

Metacognitive strategies (& examples)

Answer 32

What learners DO TO REGULATE their learning. Ex: Planning for learning, thinking about learning and how to make it effective, self monitoring during learning, and evaluation of how successful learning has been after working on language in some way.

Question 33

Communication strategies (& examples)

Answer 33

Strategies used to communicate when the learner lacks the pessary language knowledge (keep learners involved in conversations through which they practice their language) Ex. Gesture, mime, synonyms, paraphrases, cognate words.

Question 34

Socio-affective strategies (& examples)

Answer 34

Provide learners with opportunities for practice Ex. initiating conversations with native speakers, using other people as informants about the language, collaborating on tasks, listening to the radio, or watching TV programs in the language, or spending time in a language laboratory.

Question 35

Self-determination

Answer 35

The individual learner can reflect, make choices and arrive at personally constructed decisions.

Question 36

The Hidden Curriculum

Answer 36

Stands in contrast to the overt curriculum; refers to the learning which goes on in covert ways beneath the surface of what the teacher sets out to teach. (It encompasses the shaping of learners' perceptions about learning, their own role in it, the nature of the subject they are studying, their teachers, other cultures etc. Think about what kind of material you choose!)

Question 37

Psychological preparation

Answer 37

A change in perception about what language learning involves and a change in the expectation that language can only be learned through the careful control of a specialist teacher

Question 38

Practical preparation

Answer 38

Acquiring a range of techniques with which learners can enhance their learning.

Question 39

the CEFR (when it refers to "domains" and "reference levels")

Answer 39

The CEFR's reference = not to be considered as grades, and should not be used for that purpose. The reference levels cover everything from basic to individual to advanced levels, stretching from A1-C2. It also talks about how different domains shapes the education and the lesson. Depending on what domain (personal, societal, work related, educational) the learners plan to partake in, the teacher should adapt his/her lesson plan to fit the learner's future needs.

Question 40

HEDGE'S FIVE COMPETENCE COMPONENTS

Answer 40

``` LINGUISTIC PRAGMATIC DISCOURSE STRATEGIC FLUENCY ```

Question 41

Linguistic Competence

Answer 41

Knowledge of spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and linguistics semantics.

Question 42

Pragmatic Competence

Answer 42

Knowing how to use the language in order to achieve certain communicative goals or intentions. To use stress and intonation to express attitude and emotion. To learn the scale of formality. To select language forms appropriate to topic, listener, etc.

Question 43

Discourse Competence

Answer 43

How discourse works in terms of the common cohesive devices used in English. How to perform turns in discourse; how to maintain the conversation, how to develop the topic.

Question 44

Strategic Competence

Answer 44

How to cope in an authentic communicative situation and how to keep the communicative channel open. To be able to take risks in using both spoken and written language. To learn the language needed to engage in some of these strategies, e.g. "What do you call a thing that..."

Question 45

Fluency

Answer 45

(Normally reserved for speech). The ability to link units of speak together with facility and without strain or inappropriate slowness, or undue hesitation.

Question 46

Spolky's three periods of language testing

Answer 46

1. The pre-scientific period 2. The psychometric-structuralist period 3. The psycholinguistic-sociolinguistic period or the integrative approach

Question 47

The pre-scientific period (3 methods). When? What?

Answer 47

#1 The 19thC. The traditional classic or Grammar-Translation Method, used for learning greek and latin. Main focus: grammar and translation exercises. #2 Early 20thC. The Direct Method. Based on the belief that L1 and L2 are learned in the same way. Only the target language used in classroom. #3 US 1930's. The Reading Method. During a period where languages were only studied for a short period. Focus on reading the new language. Not for communication, only reading.

Question 48

Testing and assessment for the pre-scientific period

Answer 48

Teachers constructed their own tests from general principles of testing. Relied on the judgement of the teacher. No standardization.

Question 49

The Psychometric-Structuralist Period ( methods). When? What?

Answer 49

1940s and early 1950s. Influenced by structural/descriptive linguists (e.g. Sapir), and behavioristic psychologists (e.g. Watson and Skinner) #1 WW2. The Audio-Lingual Method. US military in need of quickly acquiring good comprehension and speaking skills. Lang. should be heard and spoken rather than read and written. Language learning = seen as a process of pattern formation. Focus on imitation. "Teach the language, not about the language". The Language Laboratory!

Question 50

Cognitive Constructivist view of learning

Answer 50

Language learners reconstructs language rules for themselves, trying them out and altering them according to degree of success.

Question 51

The generativetransformational school of linguistic analysis

Answer 51

Chomsky. Distinction between deep and surface structures of language. Language is not a habit structure. Theory of Universal Grammar and an innate ability to acquire language with the Language Acquisition Device.

Question 52

Prodedual vs Declarative knowledge

Answer 52

Can perform it vs Can say why