Term for Meth Test

8/12/2019 Term for Meth Test

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Teaching speakingtopic-based and task-based activities

The topic-based activities ask participants to talk about a topic, the main objective being clearly the

discussion process itself. The task-based asks them actually to perform a task, where the objective is the

production of some kind of clear result

characteristics of a successful speaking activity

Learners talk a lotpair or groupwork should be used, interesting topics and/or tasks should be given

Equal participationpairwork or in groupwork the teacher could designate a discussion leader

Motivation is highinteresting/motivating topic or task

Acceptable level of Lpre-taught items, L1 monitors, based on easy language, clear guidelines

possible problems of speaking activities

Shyness and inhibitions (speaking requires some degree of real-time exposure to audience)

Finding things to say (students dont always have something relevant to say, even if the topic is interesting)

Low participation (only one student can talk at a time and sometimes there are dominant students)

L1 use (students often fall back on their L1 because it feels more comfortable)

Teaching writingFluent writing

Fluent writing aims to improve students ability to compose written text for communicative purposes. The

main focus is on writing meaningful texts. To make these activities successful, they have to raise the Ss

interest, have to be at an appropriate level and relevant with some personal appropriateness.

Process writing

Process writing is one of the ways to improve students writing skills. It is done through the process-

writing cycle: the students write a first draft, hand it in, get feedback and rewrite the text again. Every

student (best or worst) can benefit from this process.

Creative writing

Creative writing tasks are those that require imagination and creativity, they are mostly easy and

pleasurable to compose if based on appropriate stimulus. Such as: poems, stories, anecdotes.

Discourse-level writing task

Interpersonal communication

These tasks are more suitable for older teenagers and adults because they require knowledge of formal

English and interpersonal ethics. These activities require students to perform real-life communication in

writing. These tasks can be: blogs, emails, letters.

Teaching grammarthe self-directed approach

Students discover knowledge and work out rules without guidance, developing their own understanding.

The role of instruction is merely to provide a suitable environment in ordet to facilitate understanding.

teachability hypothesis

According to Pienemanns (1984) research, there is a certain fixed orded in which grammatical structures

are acquired by the learners. Thus the teaching of a grammatical item for which the learner is not

developmentally ready will not result in learning.


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the inductive way of grammar teaching

The inductive way means that the teacher gives a set of examples to students and then asks them to work

out the rules for themselves. The deductive is the other way around, when the students are taught the

rules but have to come up with examples.

guided discovery

An alternative to giving explanations would be to create activities that allow - learners to generate their

own discoveries and explanations. Tasks at just the right level will draw attention to interesting languageissues. Teacher questions (and use of other techniques) will 'nudge' the learners towards key points. In this

way, long explanations can be avoided and learners take a more active role in their own progress.

controlled drills

Students produce examples of the structure. These examples are predetermined by the teacher or materials

and have to conform to very clear, closed-ended cues. They can often be done without understanding.

Eva likestea butshe doesnt likecoffee. Eva likesEnglish but she doesnt like Spanish.

controlled activities --> free activities

Controlled drillsSs produce examples but their choice of words is given by the teacher thus making

it very close-ended

Meaningful drillsSs produce examples but they can make a limited choice

Guided, meaningful practiceSs form sentences according to a pattern but they can choose the

words they want to use

Free sentence compositionSs are provided with a situational cue and are asked to compose their

own responses, they are also directed towards using a certaing grammatical item

Discoures compositionStudents hold a discussion or write a passage according to a task. They are

directed to use some examples of the gram. structure

Free discourseNo specific direction to use a structure

meaningful drillsThe students give responses that are very controlled but the students can make a limited choice and needs

to understand in order to answer. She likesice-cream. Sheenjoysplaying tennis. She lovesdrinking wine.

gradual deletion

The teacher writes up a number of sentences with the grammatical structure to be presented. Step-by-step

one word from each sentence is deleted but the students have to remember the sentences. After a while

only the first letters of each word is given, so the students really have to focus to remember the sentences.

explicit and implicit grammar teaching

Explicit teaching means that the teacher explicitly provides explanations of each grammatical structure.

Implicit teaching means that the teacher implicitly tries to provide plenty of opportunity for the students tohear, read and use correct forms but not explain them, thus leaving it up to the students to work out the

rules.

situational presentation

A method in grammar teaching when the teacher first provides a context (a situation) in which the

students can use the new item. The teacher then explains or elicits the meaning of the target item basd on

the situation. The item is then introduced and explained explicitly, after which the students produce more

sentences based on the situation.


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Teaching vocabularythe Lexical Approach

The basic concept on which this approach rests is the idea that an important part of learning a language

consists of being able to understand and produce lexical phrases as chunks. Students are thought to be

able to perceive patterns of language (grammar) as well as have meaningful set uses of words at their

disposal when they are taught in this way.

concept questions

aspects of vocabulary knowledgethe burden of a word

formpronunciation and spelling of the word

grammar (if not covered by grammatical rules, e.g.ing or to)

meaningwhat the word denotes in the real world

collocationwords that co-occur with the given word

connotationemotional, positive-negative associations with the word moistdamp

appropriatenesstaboo words, formal and informal words weepcry

mnemonic devices

A mnemonic device is any learning technique that aids information retention. Mnemonics aim to translate

information into a form that the brain can retain better than its original form.

closed set/open set

Lexical items (or content words) are open sets, because items are constantly added, lost or changed.

Grammatical items (or function words) are closed sets, because it is highly unlikely that the language will

acquire new grammatical items.

pre-teach vocabulary

hyponyms

In linguistics, a hyponym is a word or phrase whose semantic field is included within that of another

word. Hyponyms are items that serve as specific examples of a general concept. For example, dog, lion and

mouse are hyponyms of animal.

word formation

Word formation includes every way in which a word can be formed: morphological (derivation,

conversion, inflection), blending, acronym, calque, back-formation, neologism etc.

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Term for Meth Test