1. AL New vocabulary isintroduced through lines ofthe dialogue; vocabulary islimited.

The major objective oflanguage teaching shouldbe for students toacquire the structuralpatterns; students will learnvocabularyafterward.

2. AL Students are given nogrammar rules; grammaticalpoints are taught throughexamples and drills.

The learning of a foreignlanguage should be thesame as theacquisition of the nativelanguage. We do not needto memorize rules in orderto use our native language.The rules necessary to usethe target language will befigured out or induced fromexamples.

3. AL The language teacherintroduces the dialog bymodelling it two times; sheintroduces the drills bymodelling the correctanswers; at other times, shecorrects mispronunciationby modelling the propersounds in the target language.

One of the languageteacher's major roles is thatof a model of the targetlanguage. Teachers shouldprovide students with agood model. By listening tohow it is supposed tosound, students should beable to mimic the model.

4. AL The language teacher usesonly the target language in theclassroom. Actions, pictures,or realia are used to givemeaning otherwise.

The native language andthe target language haveseparate linguistic systems.Thev should be kept apartso that the students' nativelanguage interferes as littleas possible with thestudents' attempts toacquire the target language.

5. AL The students reapeat eachline of the new dialogueseveral times.

Language learning is aprocess of habit formation.The more oftensomething is repeated, thestronger the habit and thegreater thelearning.

6. AL The students stumble overone of the lines of the dialog,The teacher uses a backwardbuildup drill with this line.

It is important to preventlearners from makingerrors. Errors lead to theformation of bad habits.When errors do occur, theyshould be immediatelycorrected by the teacher.

7. AL The supermarketalphabet game and adiscussion ofAmericansupermarkets andfootball are included .

Language cannot be separatedfrom culture. Culture is not onlyliterature and the arts, but alsothe everyday behavior of thepeoplewho use the target language. Oneof the teacher's responsibilities isto present information about thatculture.

8. AL The teacherconductstransformation andquestion and answerdrills.

Each language has a finitenumber of patterns. Patternpractice helps students to formhabits which enable the studentsto use thepatterns.

9. AL The teacher does acontrastive analysis ofthe target language andthe students' nativelanguage in order tolocate the places whereshe anticipates herstudents will havetrouble

The major challenge of foreignlanguage teaching is gettingstudents to overcome the habitsof their native language. Acomparison between the nativeand target language will tell theteacher in what areas herstudents will probably experiencedifficulty.

10. AL The teacher initiatesa chain drill in whicheach studentgreets another.

The purpose of languagelearning is to learn how to usethe language to communicate.

11. AL The teacherintroduces a newdialogue.

Language forms do not occur bythemselves; they occur mostnaturally within a context .

12. AL The teacher providesthe students with cues;she calls on individuals;she smilesencouragingly: sheholds uppictures one afteranother.

The teacher should be like anorchestra leader - conducting,guiding and controlling thestudents' behavior in the targetlanguage.

13. AL The teacher says"very good" when thestudents answercorrectly.

Positive reinforcement helps thestudents to develop correcthabits.

14. AL The teacher uses asingle slot and multipleslot substitution drills.

Particular parts of speech occupyparticular 'slots' in sentences. Inorder to create new sentences,students must learn which part ofspeech occupies which slot.

15. AL The teacher usesspoken cues and picturecues.

Students should learn to respondto both verbal and nonverbalstimuli.

Cambridge DELTA: Diane Larsen-Freeman methodologyassumptionsStudy online at quizlet.com/_okwmi

16. AL The teacher writes thedialog on the blackboardtoward the end of theweek. The students dosome limited writtenwork with the dialog andthe sentence drills.

Speech is more basic tolanguage than the written form. The natural order - the orderchildren follow when learningtheir native language - of skillacquisition is: listening,speaking, reading and writing.

17. AL When the studentscan handle it, the teacherposes the questions tothem rapidly.

Students should "overlearn",i.e. learn to respondautomatically without stoppingto think.

18. CB For homework, thestudents are given a map,which they are to labelbased on a descriptivereading they have beengiven.

Communicative competenceinvolves more than usinglanguageconversationally also includesthe ability to read, discuss, andwrite about content from otherfields.

19. CB The class is studyinggeography.

The subject matter content isused for language teachingpurposes.

20. CB The students are giventhe latitude and longitudecoordinates, and theyhave to come to the frontof theclassroom to find the cityon the globe.

Learners work withmeaningful, cognitivelydemanding languageand content within the contextof authentic material and tasks.

21. CB The students call outtheir answersenthusiastically as theteacher writes them onthe blackboard.

When learners perceive therelevance of their language use,they are motivated to learn.They know that it is a means toan end, rather than an end initself.

22. CB The students fill in thevocabulary words in theblanksin the modified clozepassage as they watch thevideo.

Vocabulary is easier to acquirewhen there are contextual cluestohelp convey meaning.

23. CB The teacher asks thestudents what they knowabout a globe.

Teachers should build onstudents' previous experience.

24. CB The teacher providesa number of examplesusing the present passivewith latitude andlongitude co-ordinates.

When they work with authenticsubject matter, students needlanguage support. Forinstance, the teacher mayprovide a numberof examples, build in someredundancy, usecomprehensionchecks, etc.

25. CB The teacherreads the newvocabulary andthen thestudents watch avideo entitled'UnderstandingGlobes.'

Language is learned most effectivelywhen it is used as a medium to conveyinformational content of interest to thestudents.

26. CB The teachersupplies themissing languagewhen the studentshave trouble inexplaining aconcept in thetarget language.

The teacher 'scaffolds' the linguisticcontent, i.e. helps learners say what itis they want to say by building togetherwith the students a complete utterance.

27. CLT After the roleplay is finished, thestudents elicitrelevantvocabulary.

The grammar and vocabulary that thestudents learn follow from thefunction, situational context, and theroles of the interlocutors.

28. CLT A studentmakes an error.The teacher andother studentsignore it.

Errors are tolerated and are seen as anatural outcome of the development ofcommunicative skills. Since thisactivity was working on fluency, theteacher did not correct the student butsimply noted the error, which he willreturn to at a later point.

29. CLT For theirhomework, thestudents ar c rolisten to ade bate on the radio or wa tch iton television.

Students should be given opportunitiesto listen to language as it is used inauthentic communication . They maybe coached on strategies for how toimprove their comprehension.

30. CLT The studentsand asked how theyfeel about thepredictions.

Students should be given anopportunity to express their feelingsand opinions.

31. CLT The studentsare to do a roleplay. They are all toimagine that theyare the employeesof the samecompany.

The social context of thecommunicative event is essential ingiving meaning to the utterances.

32. CLT Thestudentsplay alanguagegame.

Games are important because they have certainfeatures in common with real communicativeevents. There is a purpose to the exchange.Also, the speaker receives immediate feedbackfrom the listener on whether she hascommunicated successfully or not. In this waythey can negotiate meaning. Finally, havingstudentds work in small groups maximises theamount of communicative practice they receive.

33. CLT Thestudentssuggestalternativeforms theywould useto state apredictionto acolleague.

In communicating, a speaker has a choice notonly about what to say, but also how to say it.

34. CLT Thestudentstry to statethereporter'spredictionsin differentwords.

One function can have many different linguisticforms. Since the focus of the course is on reallanguage use, a variety of linguistic forms arepresented together. The emphasis is on theprocess of communication rather than justmastery of the language.

35. CLT Thestudentsunscramblethesentencesof anewspaperarticle.

Students should work with language at thediscourse or suprasentential level. They mustlearn about cohesion and coherence, thoseproperties that bind the sentences together.

36. CLT Thestudentswork with apartner topredictwhat thenextpicture inthe stripstory willlook like.

Communicative interaction encouragescooperative relationships between students. Itgives students an opportunity to work onnegotiating meaning.

37. CLT The teacher distributes ahandout that has a copy of asports column from a recentnewspaper.

Whenever possible,'authentic language' -language as it is usedin a real context -should be introduced.

38. CLT The teacher gives each groupa strip story and a task toperform.

One of the teacher'smajor responsibilitiesis to establishsituations likely topromotecommunication.

39. CLT The teacher gives thestudents the directions for theactivity in the taregt language.

The target language isa vehicle forclassroomcommunication, notjust an object of study.

40. CLT The teacher moves fromgroup to group offering adviceand answering questions.

The teacher acts as afacilitator in setting upcommunicativeactivities and as anadvisor during theactivities.

41. CLT The teacher reminds thestudents that one of them isplaying the role of the boss andthat they should remember thiswhen speaking to her.

Learning to uselanguage formsappropriately is animportant part ofcommunicativecompetence.

42. CLT The teacher tells the studentsto underline the reporter'spredictions and to say whichones they think the reporter feelsmost certain of and which hefeels least certain of.

Being able to figureout the speaker's orwriter's intentons ispart of beingcommunicativelycompetent.

43. DM AII of the lessons of the weekinvolve United Statesgeography.

The syllabus is basedon situations ortopics, not usually onlinguistic structures.

44. DM A proverb is used to discusshow people in the U.S. viewpunctuality.

Learning anotherlanguage also involveslearning how speakersofthat language live.

45. DM Students ask questions aboutthe map.

The purpose oflanguage learning iscommunication(therefore studentsneed to learn how toask questions as wellas answerthem).

46. DM The studentsfill in blanks withprepositionspracticed in thelesson.

Grammar should be taught inductively.There may never be anexplicit grammar rule given.

47. DM The studentsread aloud apassage aboutUnited Statesgeography.

Reading in the target language shouldbe taught from the beginning oflanguage instruction; however, thereading skill will be developed throughpractice with speaking. Language isprimarily speech. Culture consists ofmore than the fine arts (e.g. thestudents study geography and culturalattitudes).

48. DM The teacheranswers thestudents'questions bydrawing on theblackboard orgiving examples.

The teacher should demonstrate, notexplain or translate. It is desirable thatstudents make a direct connectionbetween the target language andmeaning.

49. DM The teacherasks questionsabout the map inthe targetlanguage, to whichthe studentds replyusing completesentences in thetarget language.

Students should learn to think in thetarget language as soon as possible.Vocabulary is acquired more naturallyif students use it in full sentences,rather than memorizing word lists.

50. DM The teacherasks questionsabout the students;students ask eachother questions.

Lessons should contain someconversational activity-someopportunity for students to uselanguage in real contexts. Studentsshould be encouraged to speak as muchas possible .

51. DM The teachercorrects agrammar error byasking thestudents to make achoice.

Self correction facilitates languagelearning.

52. DM The teacherdictates aparagraph aboutUnited Sta esgeography.

Writing is an important skill, to bedeveloped from the beginning oflanguage instruction.

53. DM The teacherpoints to a part ofthe map after eachsentence is read .

Objects (e.g. realia or pictures) presentin the immediate classroomenvironment should be used to helpstudents understand the meaning.

54. DM The teacher usesthe target language toask the students if theyhave a question. Thestudents use the targetlanguage to ask theirquestions.

The native language should not beused in the classroom.

55. DM The teacher workswith the students onthe pronunciation of'Appalachian .'

Pronunciation should be workedon right from the beginning oflanguage instruction.

56. GT Students apply arule to examples theyare given.

Deductive application of anexplicit grammar rule is a usefulpedagogic technique.

57. GT Students are givena grammar rule for theuse of a direct objectwith two-word verbs .

It is important for students to learnabout the form of the targetlanguage.

58. GT Students learn thatEnglish ' ity'corresponds to -dadand -tad in Spanish.

Learning is facilitated throughattention to similarities betweenthe target language and the nativelanguage.

59. GT Students memorizethe paradigm of a setof irregular verbs.

Wherever possible, verbconjugations and othergrammatical paradigms should becommitted to memory.

60. GT Students memorizevocabulary.

Language learning provides goodmental exercise.

61. GT Students translatenew words fromEnglish into Spanish.

It is possible to find nativelanguage equivalents for all targetlanguage words.

62. GT Students translatethe passage fromEnglish to Spanish.

An important goal is for studentsto be able to translate eachlanguage into the other. If studentscan translate from one languageinto another, they are consideredsuccessful language learners.

63. GT Students write outthe answers to readingcomprehensionquestions.

The primary skills to be developedare reading and writing. Littleattention is given to speaking andlistening, and almost none topronunciation.

64. GT The class is readingan excerpt from MarkTwain's Life On theMississippi.

A fundamental purpose of learninga foreign language is to be able toread literature written in it.Literary language is superior tospoken language. Students' studyof the target culture is limited to itsliterature and fine arts.

65. GT The teacher asks students in theirnative language if they have anyquestions. A student asks one and isanswered in her native language.

The ability tocommunicate inthe targetlanguage is not agoal of languageinstruction.

66. GT The teacher asks the students tostate the grammar rule.

Students shouldbe conscious ofthe grammaticalrules of the targetlanguage.

67. GT The teacher decides whether ananswer is correct or not. If theanswer is incorrect, the teacherselects a different student to supplythe correct answer or the teacherherselfgives the right answer.

The teacher is theauthority in theclassroom. It isvery importantthat students getthe correctanswer.

68. LS Prior to the lesson the teacher hasbeen reading the students' learningjournals, where the studentsregularly write about what and howthey are learning. The teacher hasalso been interviewing the students.

The students'prior knowledgeand learningexperiencesshould bevalued and builtupon.

69. LS The students evaluate their ownsuccess in learning the strategy. Theymodify the strategy to meet their ownlearning needs. They share theirinnovations with their classmates.

Students need tobecomeindependent, self-regulatedlearners. Self-assessmentcontributes tolearner autonomy.

70. LS The students practice the newlearning strategy.

For manystudents,strategies have tobe learned. Thebest way to do thisis with 'hands-on'experience.

71. LS The teacher asks the students totry out the new strategy on a differentreading they choose for homeworkthat night .

An important partof learning astrategy is beingable to transfer it,i.e. use it in adifferentsituation.

72. LS The teacher decides to have thestudents work on the strategy ofadvance organization.

Studying certainlearningstrategies willcontribute toacademic success.

73. LS The teacher models theuse of the strategy using athink-alouddemonstration.

The teacher's job is not onlvto teach language, but toteach learning.

74. TBL Students are asked todesign a way to survey theother students about theirfavorite subjects. They areto figure out a way toreport their findings to therest of the class.

Students have input into thedesign and the way that theycarry out the task. This givesthem more opportunity forauthentic and meaningfulinteraction.

75. TBL The students' paperswere marked by theteacher on the basis of thecontent.

Students should receivefeedback on their level ofsuccess incompleting the task. Theoverall focus is on meaning.

76. TBL The students then dothe task in groups,following the teacher'sinstructions. They are eachgiven part of theinformation they need tocomplete the task.

This jigsaw task, wherestudents have to listen todifferent parts of atotal set of information theyneed to complete a task, givesthem plenty of opportunity toengage in authentic speakingand listening and providesopportunities to develop theircomprehension andspeaking skills.

77. TBL The teacher asksabout Saturday. Thestudents reply.'holiday.' The teacherresponds, 'Yes. Saturday'sa holiday.'

The teacher supplies thecorrect target form byreformulating orrecasting what the studentshave said.

78. TBL The teacher asks thestudents if a particularanswer is right.

The teacher needs to seekways of knowing howinvolved the students are inthe process, so she can makeadjustments in light ofthe learn ers' perceptions ofrelevance and their readinessto learn. Such teacher-classnegotiation ensures that asmany students as possible ina mixed ability class grasp thenature of the activity.

79. TBL The teacher asks,'What about Saturday? Dowe have school onSaturday ?'

The teacher does notconsciously simplify herlanguage; she useswhatever language isnecessary to have studentscomprehend thecurrent step in the pre-task.Here she switched from anabbreviatedwh-question to a yes/noquestion. This switch is anatural strategythat proficient speakers usewhen interacting with lessproficientspeakers inside and outside ofthe classroom.

80. TBL The teacher begins byhaving the class help herbegin to fill out a classschedule. This is donethrough whole-classinteraction in the form ofteacher question andstudent response.

A pre-task, in which studentswork through a similar task toone that they will later doindividually, is a helpful wayto have students see the logicinvolved in what they arebeing asked to do. It will alsoallowthe language necessary tocomplete the task to come intoplay.

81. TBL The teacher first hasthe students label the timeperiods and then the days.

The teacher breaks down intosmaller sreps the logicalthinkingprocess necessary to completethe task. The demand onthinkingmade by the activity should bejust above the level whichlearners can meet withouthelp.

82. TBL The teacher tells theclass that they are going tocomplete a timetable.

The class activities have aperceived purpose and a clearoutcome.

83. TPR A few weeks later, astudent who hasn't spokenbefore gives commands.

Students will begin to speakwhen they are ready.

84. TPR A student says "shakehand with yourneighbour".

Students are expected to makeerrors when they first beginspeaking. Teachers should betolerant of them. Work on thefine details of the languageshould be postponed untilstudents have becomesomewhat proficient.

85. TPR Thestudents saynothing.

The students' understanding of the targetlanguage should bedeveloped before speaking.

86. TPR The teacherchanges theorder of thecommands.

Students should not be made to memorizefixed routines.

87. TPR The teacherdirects studentsother than thevolunteers.

Students can learn through observingactions as well as byperforming the actions themselves.

88. TPR The teachergives acommand in thetarget languageand performs itwith thestudents.

Meaning in the target language can oftenbe conveyed through actions. Memory isactivated through learner response.Beginning foreign language instructionshould address the right hemisphere of thebrain, the part which controls nonverbalbehavior. The targetlanguage should be presented in chunks,not just word by word.

89. TPR The teachergives thecommandsquite quickly.

Students can initially learn one part of alanguage quickly by moving their bodies.

90. TPR The teachergives thestudents theyhave not heardbefore.

Students must develop flexibility inunderstanding novel combinations oftarget language chunks. They need tounderstandmore than the exact sentences used intraining. Novelty is alsomotivating.

91. TPR The teacherintroduces newcommands aftershe is satisfiedthat the first sixhave beenmastered.

It is very important that students feelsuccessful. Feelings of success and lowanxiety facilitate learning.

92. TPR The teachersays, 'Jump tothe desk.'Everyonelaughs.

Language learning is more effective whenit is fun.

93. TPR The teachersits down andissuescommands tothevolunteers.

The imperative is a powerful linguisticdevice through which theteacher can direct student behavior.

94. TPR The teacherwrites the newcommands onthe blackboard.

Spoken language should be emphasisedover written language.

95. TPR When the students make an error, the teacher repeats the commandwhile acting it out.

Correction should be carried out in aninobtrusive manner.