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Midterm Examination > SEE 15 > Flashcards

SEE 15 Flashcards

1
Q

What are the five important component of Language Teaching?

A

Students, Teachers, Materials, Teaching Methods, and Evaluation

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2
Q

He states that teaching materials are often the most substantial and observable components of the pedagogy.

A

Nunan (1992)

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3
Q

It must also be with a touch of creativity and innovation; Manifest your styles including the needs and interest of the learner.

A

Materials

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4
Q

Includes anything which can be used to facilitate the learning of a language.

A

Materials

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5
Q

This aids the instruction.

A

Materials

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6
Q

Materials can be what according to Tomlinson, 2012?

A

Linguistic, Visual, Auditory, or Kinaesthetic

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7
Q

Aside from what Tomlinson said, materials can also be…?

A

Instructional, Experiential, Elicitation, and Exploratory

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8
Q

This deals with the selection, adaptation, and creation of teaching materials.

A

Materials Development

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9
Q

What are the 5 Macro-Skills?

A

Listening, Reading, Speaking, Writing, and Viewing

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10
Q

These are receptive skills that requires the learners to discern the language communicated.

A

Listening and Reading

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11
Q

These are productive skills that requires learners to communicate.

A

Speaking and Writing

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12
Q

This macro skill refers to perceiving, examining, interpreting, and construct meaning to improve comprehension.

A

Viewing

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13
Q

This principle should arouse the interests of the learner.

A

Materials should achieve impact

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14
Q

How can the materials achieve impact?

A

Novelty, Variety, Attractive Presentation, Appealing Content, and Achievable Challenge

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15
Q

This principle refers to the materials that are suited to the level of learners comprehension, presented in a way that learners can understand the discussion easily, and uses simple words and illustrations.

A

Materials should help learners feel at ease.

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16
Q

In this principle, Tomlinson stated that relaxed and self-confident learners learn faster.

A

Materials should help learners to develop confidence.

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17
Q

In this principle, it is said that simulations are effective in providing communicative activities.

A

What is being taught should be perceived by learners as relevant and useful.

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18
Q

This promotes concept attainment through experiential practice.

A

Simulations

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19
Q

The principle that states that learners profit most if
they invest interest, effort, and attention in the learning activity.

A

Materials should require and facilitate learner self-investment

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20
Q

The principle where Tomlinson stated that certain structures are acquired only when learners are mentally ready for them.

A

Learners must be ready to acquire the points being taught

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21
Q

The principle where it is stated that learners should be aware of a gap between a particular feature of their interlanguage and the equivalent feature in the target
language.

A

The learners’ attention should be drawn to linguistic features of the input

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22
Q

The principle where learners should be given opportunities to use language for communication
rather than just to practice it.

A

Materials should provide the learners with opportunities to use the target language to achieve communicative purposes

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23
Q

Activities that can be done for interaction will be achieved.

A

Information or Opinion Gap Acts, Post-listening and Post-reading Acts, Creative Writing and creative speaking acts, and Formal Instruction.

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24
Q

This exposes learners to features that are not the focus of the lesson.

A

Formal Instruction

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25
Q

The principle that states that it is important for materials to recycle instruction and to provide frequent and ample exposure to the instructed language features in communicative use.

A

Materials should take into account the positive effects of instruction are usually delayed

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26
Q

The principle that states that different learners have different preferred learning styles.

A

Materials should take into account that learners differ in learning styles

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27
Q

What are the different styles of learning

A

Visual, Auditory, Kinesthetic, Studio, Experiential, Analytic, Global, Dependent, and Independent

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28
Q

A style of learning where learners prefer to see the language written down

A

Visual

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29
Q

A style of learning where learners prefer to hear the language

A

Auditory

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30
Q

A style of learning where learners prefer to do something physical, such as following instructions for a game

A

Kinesthetic

31
Q

A style of learning where learners like to pay conscious attention to the linguistic features of the language and want to be correct.

A

Studio

32
Q

A style of learning where learners like to use the language and are more concerned with communication than with correctness.

A

Experiential

33
Q

A style of learning where learners prefer to focus on discrete bits of the language and to learn them one by one

A

Analytic

34
Q

A style of learning where learners are happy to respond to whole chunks of language at a time and to pick up from them whatever language they can.

A

Global

35
Q

A style of learning where learners prefer to learn from a teacher and a book.

A

Dependent

36
Q

A style of learning where learners are happy to learn from their own experience of the language and to use autonomous learning strategies.

A

Independent

37
Q

The principle that states to diversify language
instruction as much as possible based upon the variety of cognitive styles.

A

Materials should take into account that learners differ in
affective attitudes

38
Q

The principle that states that it is extremely valuable to delay second language (L2 ) speaking for beginners of a language until they have gained sufficient confidence
in understanding it.

A

Materials should permit a silent period at the beginning of instruction

39
Q

The principle that states that materials should stimulate thoughts and feelings in the learners.

A

Materials should maximize learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left
brain activities

40
Q

The principle that states that controlled practice
appears to have little long term effect on the accuracy.

A

Materials should not rely too much on controlled practice

41
Q

The principle that states that feedback is important which is focused first on the effectiveness of the outcome rather than just on the accuracy of the output.

A

Materials should provide opportunities for outcome feedback

42
Q

What are the factors to consider in preparing language materials

A

Learners, Curriculum and Content, Resources and Facilities, Personal Confidence and Competence, Copyright Compliance, and Time

43
Q

This is the first and most important factor to consider when preparing language learning materials.

A

Learners

44
Q

These are the variables that will significantly
impact on decisions about teaching materials.

A

Curriculum and Context

45
Q

This factor will impact on decisions in materials design.

A

Resources and Facilities

46
Q

These are the factors that will determine an individual teacher’s willingness to embark on materials development.

A

Personal confidence and competence

47
Q

A less exciting, but important factor to consider in designing materials.

A

Copyright Compliance

48
Q

This is a disadvantage for teachers who wish to design their materials.

A

Time

49
Q

The view that materials and methods cannot be seen in isolation, but are embedded within a broader professional context.

A

The Framework: Context and Syllabus

50
Q

A contextual factor that will particularly affect topics chosen and types of learning activity, such as the suitability of games or role-play.

A

Age

51
Q

As with age, this may help in the specification of topics and learning activities.

A

Interests

52
Q

Teachers will wish to know this even where
their classes are based on a ‘mixed proficiency’ principle rather than streamed according to level.

A

Level of proficiency in English

53
Q

Something that learners might show themselves to be ‘good at’.

A

Aptitude

54
Q

This may affect, for instance, the treatment of errors or
the selection of syllabus items – areas of grammar or vocabulary, and so on.

A

Mother Tongue

55
Q

This helps to determine intellectual content, breadth of topic choice, or depth to which material may be studied.

A

Academic and Intellectual Level

56
Q

This is directly related to the Motivation.

A

Attitudes to learning, to teachers, to the institution, to the target language itself and its speakers.

57
Q

A whole range of factors will affect this.

A

Motivation

58
Q

With school-age pupils, this may be less significant than with many adult learners, where it is often possible to carry out quite a detailed analysis of needs.

A

Reasons for Learning

59
Q

This will help in the evaluation of the suitability of different methods, for instance, whether problem-solving activities could be used, or whether pupils are more used to ‘rote learning’, where the material is learned by heart.

A

Preferred Learning Styles

60
Q

This can affect methodological choices such as a willing acceptance of role-playing and an interactive classroom environment, or a preference for studying alone, for example.

A

Personality

61
Q

This is the whole teaching and learning environment, in a wide sense.

A

Setting

62
Q

This is the overall organizing principle for what is to be taught and learned.

A

Syllabus

63
Q

Three distinct levels of Rodgers (2001)

A

Approach, Design, and Procedure

64
Q

A level from Rodgers that is the most general level, and refers to the views and beliefs– or theories – of language and language learning on which planning is based.

A

Approach

65
Q

A level from Rodgers where the principles of the
first level are converted into the more practical aspects of syllabuses and instructional materials.

A

Design

66
Q

A level from Rodgers that refers to techniques and the management of the classroom itself.

A

Procedure

67
Q

Six Broad Types of the Syllabus

A

Grammatical or Structural, Functional-Notional, Situational, Skills-based, Topic-based, Task-based

68
Q

This type of syllabus is organized according to a list of grammatical structures.

A

Grammatical or Structural

69
Q

This type of syllabus based on the communicative and interpersonal uses to which language is put and, in contrast to the formal structural system of the first type, highlights what people do through language.

A

Functional-Notional

70
Q

This type of syllabus presents a set of everyday situations or ‘settings

A

Situational

71
Q

This type of syllabus focuses on language skills, and is
concerned with what learners do as speakers, listeners, readers, writers.

A

Skills-based

72
Q

This type of syllabus uses topics or themes as its starting point.

A

Topic-based

73
Q

This type of syllabus invokes the concept of the task.

A

Task-based

Midterm Examination (10 decks)

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