Escuela Superior de Lenguas
Extranjeras
Didáctica de
la Lengua Extranjera I
These exercises and questions are meant to bring
into the light what you know and what you
still need to study in your preparation
for the midterm-test. It does not mean you will encounter the same questions on the mid term.
Feel free to send me a
message if there is something you feel you do not know
A. Choose the
right answer
1) How do you think children learn their first
language?
a)
By imitating
adults
b) By experimenting and trying out hypotheses about how language works
c) Both of the above
2) Do children with a high intelligent quotient (IQ) score learn to speak foreign languages quicker and better than others?
a) IQ is a crucial factor
b) IQ is not a crucial factor
c) Setting and context are more important
3) How important is high motivation in successful language learning?
a) Not really important
b) The most important factor
c) An important factor but not the only one
4) Is it better for pupils to learn a foreign language when they are below the age of puberty?
a) Definitely yes.
b) Probably yes
c) It depends on all sorts of factors
5) The younger the learner, the more physical activity they tend to need and the more they need to make us of all the senses
a) Definitely yes.
b) Probably yes
c) It depends on all sorts of factors
6) 6 to 9 year –old children share some common characteristics. Select the one that applies to this age group.
1. Their thought is subjective and egocentric
2. They cannot conserve operations
3. They open up to the outside world
7) 5 to 7 year –old children share some common characteristics. Select the one that applies to this age group.
1. They are accepting and tend not to analyze
2. They learn thorough hands on experience
3. All of the above
b) By experimenting and trying out hypotheses about how language works
c) Both of the above
2) Do children with a high intelligent quotient (IQ) score learn to speak foreign languages quicker and better than others?
a) IQ is a crucial factor
b) IQ is not a crucial factor
c) Setting and context are more important
3) How important is high motivation in successful language learning?
a) Not really important
b) The most important factor
c) An important factor but not the only one
4) Is it better for pupils to learn a foreign language when they are below the age of puberty?
a) Definitely yes.
b) Probably yes
c) It depends on all sorts of factors
5) The younger the learner, the more physical activity they tend to need and the more they need to make us of all the senses
a) Definitely yes.
b) Probably yes
c) It depends on all sorts of factors
6) 6 to 9 year –old children share some common characteristics. Select the one that applies to this age group.
1. Their thought is subjective and egocentric
2. They cannot conserve operations
3. They open up to the outside world
7) 5 to 7 year –old children share some common characteristics. Select the one that applies to this age group.
1. They are accepting and tend not to analyze
2. They learn thorough hands on experience
3. All of the above
B. These concepts relate to different teaching methods or approaches
seen in class. State the name of the
approaches or methods on the line below the concepts.
1. In this method, the teacher serves as knower/ counselor and the
and the students as regarded as clients.
…………………………………………………………………………………………………………………………………………………………………………………………
2. The atmosphere in this method emphasizes, students’ relaxation through
the use of soft lights, baroque music, comfortable seating and dramatic
techniques.
…………………………………………………………………………………………………………………………………………………………………………………………
3. The goal is that members of the group become genuinely interested in each
others’ opinions, feelings, interests, and feel comfortable expressing themselves on the topic of discussion.
…………………………………………………………………………………………………………………………………………………………………………………………
4.
Its primary purpose was to enable students to access and appreciate great
literature, , through extensive analysis
of the grammar of the TL and
translation.
…………………………………………………………………………………………………………………………………………………………………………………………
5.
Students learn language through a stimulus-response technique. Pattern
drills are to be taught initially without explanation.
…………………………………………………………………………………………………………………………………………………………………………………………
6.
Understanding and retention is best achieved through the movement of
students’ bodies in response to
commands.
…………………………………………………………………………………………………………………………………
C. Match
the concepts on the right-hand column with the definitions on the right.
| It is an overall plan for learning a second language. It involves the
design of a syllabus for the course, which in turn consists of learning
objectives. | ||
| It is an explicit procedure or stratagem used to accomplish a
particular learning objective or set of objectives. | ||
It refers to theories
about the nature of language and language learning that serve as the source
of practices and principles in language teaching
| ||
| It is a meaning making resource. |
- D. Answer these questions
- 1) What are the stages in the TBL cycle?
- 2) What is the goal of each step in the cycle?
- 3) What affective factors might hinder language learning?
- 4) Which age group is more like to suffer from inhibition and anxiety? Why?
- 5) What can teachers do to lower the affective filter?
- 6) What is the affective filter?
- 7) What does i+1 stand for?
- 8) What are the consequences of providing input that can be described as “i+3”?
- 9) Choose a role teachers perform and describe it. Relate it to a particular moment in the class or a particular activity.
- 10) What is the difference between learning styles and multiple intelligences?
E. What are the
main tenets of the communicative approach. Mention at least five.
F. What are the
implications of Krashen’s i+1 hypothesis.
G. What would
be considered good ESL teaching practice nowadays?
H. What is the
cycle suggested by Nation for the teaching of vocabulary?
I.
What activities would be considered more
appropriate for each stage in the cycle?
1 comentario:
We had some doubts as regards the differences between "learning styles" and "multiple intelligences" (question 10). Here I have found a nice explanation:
Learning styles are not intelligences
Learning styles and multiple intelligences are quite different. Although Multiple Intelligences (MI) is a modern developmental psychology theory closely linked to learning styles and constructivist theories (Battro, 2009), it differs from learning styles in that learning styles speak of the way a certain person learns, for example an “auditory” second language learner wants to participate in discussions, conversations, and group work (Oxford, 1995), whereas “musical intelligence” actually leads to a discipline that is valued by a certain culture in a certain time period, such as a concert violinist. Krechevsky & Seidel (1998) give an example, “One can be a tactile or auditory learner and still become an accountant or a botanist. However, if one has not developed strong logical-mathematical or naturalist intelligences, success in those professions will be limited.” Different than a ‘style’, an ‘intelligence’ is a biological potential situated in the brain of every human being which can be developed in a trajectory valued in a culture. Howard Gardner, the progenitor of MI Theory, has defined an intelligence (1999) thus: “the bio-psychological potential to process information that can be activated in a cultural setting to solve a problem or fashion a product that is valued in one or more cultural settings.” However, the implications for the EAP or ESP teacher are the same: learner-centered classroom experiences.
(Taken from "The Multiple Intelligences Entry Point Approach: Engaging Language Learners into Any Topic"
Josh Lange, UK)
Publicar un comentario