Fluency: delivering information quickly with knowledge. fluency and accuracy are continuum of language learning.
Accuracy : delivering information with no mistake.
The Silent Way: The teacher is silent and provides little help. Students are supposed to learn by doing and discover on their own.
Total Physical Response: Kids do a lot of listening and acting with little pressure to speak. the teacher directs the kids in action with imperative sentences.
The Natural Approach: The teacher provides comprehensible input and speech emerges when it is ready after a silent period.
Choral repetition: a kind of language drill to repeat a short phrase or sentence as a group.
Substitution drill : replacing practice. ex) I like chicken. I like pizza. I like spaghetti....
Syllabus: a written plan for a course.
Lexical approach: Words and words combinations are the essential factors in language learning. This approach emphasizes the vocabulary learning and collocations.
Task based learning : Tasks such as project, puzzle. problem-solving are the core of the learning. Through Students solve the task by themselves communicative goals can be achieved.
Language ego: the identity a language learner develops in reference to he or she speaks. Language ego is so fragile the teacher should show a supportive mood to students.
extrinsic motivation : anticipation of rewards from outside such as money, prize, grades, positive feedbacks.
intrinsic motivation: There's no apparent rewards except the activity itself. This is opposite to extrinsic motivation.
cognition: Cognition refers to the intellectual brain power. ↔ emotion
Automaticity: Ability to do something easily and quickly. This is related to the language fluency.
Meaningful learning: A process of relating new information to learner's background, intersets, and effective for long term retention. This is opposite to rote learning.
Behavioral motivation : To change Students action use rewards and punishment.
Drive theory of motivation: Motivation stems from basic innate drives. Those are explanation, manipulation, activity, stimulation, knowledge, ego enhancement.
Language culture connection: When the treacher teaches a languages he(she) also teaches cultural customs, values, and ways of thinking.
feedback : a useful information given from the teacher. it can be positive or negative.
Deductive learning: is a teacher centered learning. The teacher directly teaches language rules. ↔ inductive learning
Inductive learning : is a students centered learning. Students learn by doing. Discovery learning is a type of inductive learning. ↔ deductive learning
Strategic investment: Successful language learning depends on the students time and effort.
autonomy: Students take charge in their own learning. This involves language practice beyond the classroom situation.
Content based instruction : Teaching subjects(science, arts, math...) in English
Constructivist theory of motivation: Motivation derives from interactions with others as well as learner's self determination.
Willingness to communication: The intention to initiate communication through the target language. This needs risk taking.
interlanguage: language system that has an intermediate status between native and target language.
Realia : Objects from real life used for classroom instruction. ex) puppets, chart, money, menu, etc.)
PPP : A technique to teach dialogues, PPP is composed of 3 stages.
Present - the teacher introduces new dialogue
Practice - repetition & drilling under the teacher's control
Produce - students' production using what they learned
A balanced
language course should consist of four equal parts as below.
Meaningful focused input (Listen and Reading):
The features are receptive
learning, main focus is understanding the message, most of material is already
familiar to students, students must be interested in the material.
For examples:
Extensive reading with graded readers, listening to stories, information gap
fill activities, being a listener in a conversation.
Receptive learning
is good but progress is slow and not sufficient by itself.
Meaningful focused output (Speaking and Writing):
The features are
productive, not receptive, main focus is understanding the message, most of
material is already familiar to students, students must be interested in the
material.
For example: Role
play, conversations, writing a diary or stories, a book report, grammar,
pronunciation, vocabulary, spelling, telling a story, making a speech.
Language focused learning (Direct teaching) :
The features are
explicit and learning of language items, focused on age and level appropriate
items.
Direct teaching
requires explicit noticing, thoughtful processing by students and frequent
review.
Fluency development:
Students use what
they already know to communicate messages at natural speeds.
The features are
teacher helps student process language in real time with time pressure, send
and receive messages and ideas with less hesitation, student encouraged to go
faster.
For examples,
speed reading, skimming, timed repeated reading, 4/3/2, repeated telling,
games, listening to easy stories.
Fluency activities
should not require new vocabulary or language development.
