Methodology 20 questions

Deductive grammar teaching:

-it is in grammar translation method: it is a carefully planned rational approach to teaching
based on intelligence and understanding with language as a SYSTEM
- it is a from rules to text approach
Accuracy vs. Fluency:
Accuracy is the ability to use the language correctly
Fluency is the ability to use the language spontainously and effectively
Learning styles:
-perceptual: visual, auditory, kinaestetic(haptic)
-cognitive: analytic, global
-right or left brain learner
Unconditional positive regard: (by Rogers)
Teachers core quality as a facilitator. It means acceptance, prizing the learner, prizing the
learners feelings, opinions. A belief that the other person is fundamentally trustworthy. It
implies basic trust.
Group norms:
norms which describe behaviour that is essential for the effective functioning of the group
- setting groundrules, establishing the code of conduct (compulsory)
- creating, signing learning contracts (optional)
- re-negotiating rules during process if necessary (optional)
Modern views of errors:
Teacher must have a strategy how to deal with errors: what, when, how, how often to correct
Two currents:
-Errors are deviations from the norm. Teachers feel they have to correct and feel guilty if they
dont.
-Errors are stepping stones to learning. They show that the language learner is creative, an
individual thinker, has his/her own system
What makes a good test?
validity: measures what is intended to measure
practicality: financial limitation, time constraint, ease of administration, scoring,
interpretation
reliability: score is the same if taken at an other time or corrected by an other person
consistent, dependable
advance preparation: T can help Sts prepare for test, can raise awareness of test taking
strategies, can lower anxiety
face validity: Sts feel the test measures what it is supposed to measure
the principle of authenticity:the language used in test is natural, authentic, provides a familiar
context
washback effect: positive or negative effect the text has on learners

formative assessment:
a kind of assessment which helps the teachers planning of further classroom work
It is part of the learning process, gives feedback to learners in order that they may improve
their performance. Helps to form the learner.
Ethnocentrism:
The 1st stage in acculturation.From a travellers view it is an at home-wont go stage.From a
language learners view it is when recognises the music of the language the difference
between US and British English
Fast track program:
Launched in 1991/1992. CET (Center of English Teaching?) Training shorter, single subject.
Provided a very practical approach. Teaching practice lasted a full academic year. Democratic
leadership style, gave free hand in dealing with professional issues.
Transfer theory:
Behaviorist view: Learning is forming habits through practice and drills. L1 habits affect L2
habits (transfer). Transfer theory: what was learnt earlier is the basis for further learning. It
always takes place. There is positive transfer when it produces correct stuff, but there is
negative transfer when it produces errors.
Maintaining a group:
It is a process of 4-6 years in school. In this period learners go through significant individual
changes and group changes as well. The aim is to achieve group cohesion ( provide mutual
support, make one another welcome in the group)
Function and form:
Function is the purpose for which a language utterance is used in speech or writing
Form is the means by which a language utterance is used in speech or writing
What makes a good achievement test?
If it measures how sucessfully individual Sts or groups of Sts or the courses themselves have
been achieving objectives
Continuous assessment:
it keeps track of learners progress on a regular basis
Linguistic acculturation:
a learning process leading to adjustment to the culture and system of a foreign language
NYEK:
An optional year of intensive language instruction. Started in 2003 in grade 9 (an extra year )
with 11 or 12 language lessons a week and later from year 10 with enough (usually 5 )
lessons to prepare Sts for advanced level exams in L1 but preferably in L2 as well.
Rationale: a European ideal, a life long learning model, an opportunity for Sts from
disadvantaged background
Reality: most Sts quit after intermediate language exam. At present: new regulations under
construction

Inductive grammar teaching:

Unlike deductive(from rules to text) approach it is the opposite:from text to rules. It originates
from the reform movement of language teaching.
Core qualities of the facilitator:
a, genuineness: be yourself, be authentic
b, acceptance: prize learners, his/her feelings, opinion, personality, show basic
trust(unconditional positive regard)
c, empathy, empathic understanding: be able to put yourself in someone elses shoes