A grupa:

1. WHAT IS APPLIED LINGUISTICS AND HOW DOES IT FIT INTO GLOTTODIDACTICS?

Applied linguistics is a branch of linguistics where the primary concern is the application of linguistic

theories, methods, findings to the elucidation of language problems which have arised in other areas of

experience.

2. AUDIOLINGUAL METHOD IS BOTH STRUCTURALIST AND BEHAVIOURALIST. EXPLAIN.

It is structuralist because it sees language as a system of structurally related elements for the coding of

meaning, with the target of language learning being the mastery of this system.

Learning a language includes mastering the elements or building blocks of the language and learning

the rules by which these elements are combined, from phoneme to morpheme to word to phrase to

sentence.

It is also behaviourist because behaviourism – like structural linguistics, another anti-mentalist approach, sees

the human being as an organism capable of wide repertoire of behaviours. The occurrence of these

behaviours depends on three crucial elements in learning: a stimulus, which serves to elicit behaviour; a

response which is triggered by a stimulus and reinforcement, which serves to mark response as being

appropriate.

Language learning is according to behaviourists, habit formation.

Language is a system of verbal habits – learner can acquire those habits through repetition, imitation and drill.

3. PARADIGM SHIFT – ELABORATE!

The period from 1970s through the 1980s witnessed a major paradigm shift in language teaching. The quest

for alternatives to grammar based approaches and methods led in several different directions:

mainstream language teaching: embraced the growing interest in communicative approaches to language

teaching.

alternative approaches: developed outside of mainstream language teaching

Total Physical Response, Silent Way, Suggestopedia, CLL.

4. COMMUNICATIVE COMPETENCE – EXPLAIN IT AND ITS COMPONENTS.

- underlying system of knowledge and skill required for communication.

- knowing when and how to say what and to whom.

- knowledge and skill in using this knowledge when interacting in actual communication.

5. WHO IS THE AUTHOR OF CLL AND WHAT ARE THE STAGES OF CLL? EXPLAIN.

The author of CLL is Charles A. Curran.

CLL – the use of Counselling-Learning theory to teach languages.

(Counselling – Learning: application of psychological counselling techniques to learning; teacher = the

counsellor, student = client).

5 interaction stages – compared to raising a child, teacher – parent:

1) dependent („birth“ stage) – teacher translates students' sentences. Feelings of security and belonging are

established.

- the learner tells the knower what he or she wishes to say in the target language and the knower tells the

learner how to say it.

2) self-assertive – the students gradually learn the phrases they heard from the counselor; they are not afraid

to use them because of the warm and accepting atmosphere in the classroom.

3) resentful and indignant („puberty“) – Students speak independently and may need to assert their identity.

Students also rejecet the advice that's unasked-for.

4) tolerant – Students use the FL freely, they are secure enough to take criticism. Teacher, on the other hand,

provides idioms and more compley grammar items.

5) independent – improving style and knowledge of linguistic appropriateness. Students know everything,

they can become new teachers-knowers for new students.

6. WHO IS THE AUTHOR OF THE SILENT WAY? EXPLAIN THE PREMISE THAT THE SILENT WAY IS

BASED ON.

Author of the Silent Way is Caleb Gattegno. This method is based on the premise that the teacher should be

silent as much as possible in the classroom but the learner should be encouraged to produce as much language

as possible.

1.) It is also believed that learning is facilitated if the learner discovers or creates rather than remembers and

repeats what is to be learned: the Silent Way belongs to the tradition that views learning as problem-solving,

creative activity – “discovery learning”. Learners have to make use of what they know (previous knowledge),

they have to actively participate in the learning process and they have to give full attention to the task.

Learning is a personal responsibility of the learner. Teaching should be subordinated to learning.

2.) Learning is facilitated by accompanying (meditating) physical objects – such as pronunciation charts and

rods – provide physical foci for student learning and also create memorable images to facilitate student recall

3.) Learning is facilitated by problem solving involving the material to be learned

7. LEARNER ROLES IN SUGGESTOPEDIA?

Learner’s roles are carefully prescribed. Their mental state is critical to success.

Learners must maintain a pseudo – passive state in which the material “rolls over and through” them; they

shouldn’t try to study or manipulate the material.

They are also expected to tolerate and in fact encourage their own “infantilization”

They are expected to acknowledge the absolute authority of the teacher.

8. TBLT ASSUMPTIONS?

Several assumptions about the nature of language underlie current approaches to TBLT:

1.) Language is primarily a means of making meaning.

2.) Multiple models of language inform TBI (structural, functional, interactional)

3.) Lexical units - central in language use and language learning

4.) “Conversation” – central focus of language and the keystone of language acquisition – Speaking and trying

to communicate with others through the spoken language drawing on the learner’s available linguistic and

communicative resources is considered the basis for second language acquisition in TBLT; the majority of

tasks within TBLT involve conversation.

9. TPR LEARNING HYPOTHESES?

1.) First and second language learning are parallel processes.

- children develop listening competence before they develop the ability to speak

- children are required to respond physically to spoken language in the form of parental commands – this

develops their listening comprehension. Once a foundation in listening comprehension has been established,

speech evolves naturally and effortlessly out of it (parallel to the processes of first language learning, the

foreign language learner should first “internalize“ a “cognitive map” of the target language through listening

exercises; listening should be accompanied by physical movement; speech and other productive skills should

come later)

2.) Child language learner acquires language through the motor movement - a right hemisphere activity.

- When a sufficient amount of right-hemisphere learning has taken place, the left hemisphere will be triggered

to produce language and to initiate other, more abstract language processes. (child language learner acquires

language through motor movement – a right hemisphere activity; right-hemisphere activities must occur

before the left hemisphere can process language for production; similarly, the adult should proceed to

language mastery through right-hemisphere motor activities, while the left hemisphere watches and learns;

when a sufficient amount of right-hemisphere learning has taken place, the left hemisphere will be triggered to

produce language and to initiate other, more abstract language processes)

3.) The absence of stress is an important condition for successful language learning.

The key to stress free learning: to recapture the relaxed and pleasurable experiences that accompany first

language learning.

10. WHY IS NATURAL SERIES METHOD IMPORTANT?

?

B grupa

11. THEORETICAL VIEWS OF LANGUAGE.

1) The structural view:

Language is a system of structurally related elements for the coding of meaning. The target of language

learning is the mastery of this system.

- the Audiolingual Method, TPR, Silent Way

2) The functional view:

Language is the vehicle for the expression of functional meaning – in different situations different structures

perform different functions.

3) The interactional view:

Language is the vehicle for the realization of interpersonal relations and for the performance of local

transactions between individuals. It is a tool for creation and maintenance of social relations.

- TBLT, CBI

12. GRAMMAR TRANSLATION METHOD.

The object of Grammar-Translation Method was to know everything about something rather than the thing

itself. It is also called the Classical Method, while in the United States it goes under the name of the Prussian

Method.

The goal of foreign language study:

a) to learn a language in order to read its literature

b) in order to benefit from the mental discipline and intellectual development resulting from foreign language

study.

GTM is a way of studying a language that approaches the language through detailed analysis of grammar

rules, followed by translating sentences and texts into and out of the target language. Language learning

consists of memorizing rules and facts in order to understand and manipulate the morphology and syntax of

the foreign language.

- Most important skills are reading & writing; no attention is paid to speaking and listening!

- Sentence: basic unit of teaching and practice – much of the lesson is devoted to translating sentences into

and out of the target language

- Vocabulary selection: based on the reading texts used; words are taught through bilingual word lists,

dictionary study and memorization

- Accuracy is emphasized – students are expected to attain high standards in translation.

- Grammar is taught deductively, by presentation and study of grammar rules, which are then practiced

through translation exercises.

- The first language = medium of instruction – it is used to explain new items and to enable comparisons to be

made between the foreign language and the student’s native language.

This method dominated FL teaching from the 1840s to 1940s.

13. DIRECT METHOD

Direct Method – the most widely known of the natural methods! – it is about the natural language learning

principles (making second language learning more like first language learning, oral approach, no translation,

only everyday vocabulary and sentences were taught, grammar was taught inductively, both speech and

listening comprehension were taught, meaning conveyed through demonstration and action).

14. AUDIOLINGUALISM: LEARNING PRINCIPLES?

1.) Foreign language learning is basically a process of mechanical habit formation: good habits are

formed by giving correct responses, not by making mistakes. By memorizing dialogues and performing

pattern drills the chances for the production of mistakes are minimized.

2.) Language skills are learned more effectively if the items to be learned in the target language are

presented in spoken form before they are seen in written form. Emphasis is on oral-aural training – oral

skills precede other skills.

3.) Analogy provides a better foundation for language learning than analysis. Explanations of rules are

not given until students have practiced a pattern in a variety of contexts and are thought to have acquired a

perception of the analogies involved. The approach to grammar is inductive, not deductive: drills can enable

students to form correct analogy (example of a drill) – so rules are given after the students have practised a

sufficient number of drills/patterns.

The meanings that the words of a language have for the native speaker can be learned only in a linguistic and

cultural context and not in isolation. Very important: teaching a language thus involves teaching aspects of the

cultural system of the people who speak the language.

15. COMMUNICATIVE LANGUAGE TEACHING: STAGES AND AUTHOR.

?

16. COMMUNICATIVE COMPETENCE: DEFINITION AND DIMENSIONS. EXPLAIN ONE.

Communicative competence: - underlying system of knowledge and skill required for communication. /

Knowledge and skill in using this knowledge when interacting in actual communication. (knowing when and

how to say what and to whom.)

There are 4 dimensions of communicative competence:

1. Grammatical competence:

- mastery of the language code (features and rules of the language)

- knowledge and skill required to understand and express accurately the literal meaning of utterances.

- vocabulary, word formation, seics, sentence formation, pronounciation, spelling, linguistics, semantics.

2. Sociolinguistic competence:

- sociocultural rules of use

- the extent to which utterances are produces and understood appropriately in different sociolinguistic contexts

(depending on contextual factors: status, purposes, norms).

- appropriateness of both meaning and form

3. Discourse competence:

- mastery of how to combine grammatical forms and meanings to achieve a unified spoken or written text in

different genres.

- unity of text is achieved through cohesion and coherence.

- business letter, argumentative essay

Cohesion – how utterances are linked

Coherence – relationship among different meanings in a text

4. Strategic competence:

- mastery of verbal and non-verbal communication strategies that may be called into action: - to compensate

for breakdowns in communication / - to enhance the effectiveness of communication

17. SUGGESTOPEDIA: PRINCIPLES, EXPLAIN ONE.

1.) Authority - people remember best and are most influenced by information coming from an authoritative

source. The teacher is an authority in the classroom. In order for the method to be successful, students must

trust and respect him/her.

2.) Infantilization - authority is also used to suggest a teacher-student relation like that of parent to child. The

students should regain self-confidence, spontaneity and receptivity of the child.

3.) Double-planedness - the learner learns not only from the effect of direct instruction but from the

environment in which the instruction takes place.

the conscious plane – learners attend to the language & the linguistic message

the subconscious plane – factors influencing the linguistic message (the environment: the classroom, the

musical background, the shape of the chairs, the personality of the teacher)

4.) Intonation, rhythm and concert pseudo-passiveness - varying the tone and rhythm: helps to avoid

boredom and to give meaning to the linguistic material. Intonation and rhythm are coordinated with the

musical background.

Concert pseudo-passiveness: a relaxed attitude. This state: optimal for learning

18. TPR: TEACHER AND LEARNER ROLES.

Learner roles – listener and performer. Learners listen attentively and respond physically to commands given

by the teacher; learners are expected to respond also to new combinations of previously taught items. They are

encouraged to speak when they feel ready to speak.

Teacher roles – teacher plays an active and direct role. He/she decides what to teach; he/she should write a

detailed lesson plan and should provide opportunities for learning.

He/she should also allow speaking abilities to develop at the learner’s own natural pace.

In giving feedback to the learners, the teacher should follow the example of parents giving feedback to their

children: the teacher should refrain from too much correction in the early stages – this is what parents do: at

first, parents correct very little, but as the time goes on, parents tolerate fewer mistakes in the speech – this is

what a teacher should do!

19. NOTION OF TASK AND APPLICATION IN TBLT.

TBLT is an approach based on the use of tasks as the core unit of planning and instruction in language

teaching;

Task – a central unit of planning and teaching; an activity which has meaning as its primary focus. Success in

task is evaluated in terms of achievement of an outcome. Tasks bear resemblance to real-life language use.

1.) Tasks provide both input and output processing necessary for language acquisition

2.) Task activity and achievement are motivational – tasks are said to improve learner motivation and

therefore promote learning.

3.) Learning difficulty can be negotiated and fine-tuned for particular pedagogical purposes – tasks can be

designed in such a way that learners can work on tasks that enable them to develop both fluency and an

awareness of language forms.

20. CBI: THEORY OF LANGUAGE AND WHY IS IT CALLED A “METHOD WITH MANY FACES”.

CBI is an approach to second language teaching in which teaching is organized around the content or

information that students will acquire, rather than a linguistic or other type of syllabus.

It is called a method with many faces because the students “get two for one”, they learn the language and the

content from other subjects, the students learn the language as the “by-product” of learning about the real-

world content.