ELT CUỐI KÌ (TOTAL PHYSICAL RESPONSE + COMMUNICATIVE LANGUAGE TEACHING + CBLT - COMPETENCY-BASED)

TPR

Theory of language

structural view

TPR

Theory of language learning

behaviorism

TPR - Approach

- Focus on ________ rather than the content of communication

- Views the verb, and particularly the ___________________, as central to language use and learning

form

verb in the imperative

TPR can also be linked to the _______________ of memory in psychology, which holds that the more often or the more intensively a memory connection is traced, the stronger the memory association will be and the more likely it will be recalled.

trace theory

In TPR, memory retracing is best done via associating ________________ to ____________________.

verbal rehearsal / motor activity

TPR

Asher views 1st language and 2nd language learning as ________________________.

⇒ 2nd language teaching and learning should reflect the ______________________ of first language learning

parallel process

naturalistic processes

TPR is designed based upon the way that children learn their mother tongue

⇒ In other words, ___________________________ is the foundation for the development of other language abilities

listening competence

Objectives of TPR

- The general objectives of TPR are to teach ______________________ at a beginning level.

- ___________________ is a means to an end, and the ultimate aim is to teach basic speaking skills.

- A TPR course aims to produce learners who are capable of an uninhabited communication that is __________________ to a native speaker ~ to produce learners with an uninhibited intelligible communication.

- Specific instructional objectives depend on ______________________.

oral proficiency / comprehension / intelligible / learners' needs

Syllabus of TPR

- A __________________ syllabus, with grammatical and ______________ criteria being primary in selecting items

- TPR requires initial attention to meaning rather than to the form of items ⇒ grammar is thus taught _________________

- A fixed number of items be introduced at a time → to facilitate ease of differentiation and assimilation

- Item progression: concrete → _________________

- Grammatical features and vocabulary items are selected not according to their frequency of needs or use in the target situations, but according to the _________________ in which they can be used in the classroom.

sentence-based / lexical/ inductively / abstracts / situations

Learning activities of TPR

- ______________________ are the major classroom activity in TPR → used to elicit physical actions and activity on part of the learners

- ____________________ are delayed until after about 120 hours of instruction

- Role plays & slide presentations

imperative drills /conversational dialogues

Learner's roles of TPR

- 2 primary roles: ________________ &____________________

⇒ receptive

listeners / performers

Learners of TPR:

+ listen attentively and respond physically to ______________ given by the teachers

+ _________________ and respond to novel combinations of previously taught items

+ ________________ novel combinations of their own

+ ________________ and ____________ their own progress

+ are encouraged to speak when they feel ready to speak (when a sufficient basis in the language has been internalized)

commands / recognize / produce / monitor / evaluate

Teachers' roles of TPR

- Play an _______________ and ______________ role in TPR

active / direct

Teacher of TPR:

+ decides what to _____________.

+ _________________ and _________________new materials

+ selects/provides supporting materials for classroom use / provide language exposure ~ input

+ Ts provide opportunities for learning = having the responsibility of providing the best kind of exposure to language so that Ss can internalize the basic rules of the target language.

+ Giving feedback: should follow the example of ______________ giving feedback to their children

+ Not too much correction in the early stages ~ ___________________ too much correction and should not __________________ to correct errors = inhibit students ⇒ later on: more _________________ (Ss' speech becomes fine-tuned)

teach

models / presents

parents

refrain from

interrupt

intervention

Materials of TPR

+ No basic (1) ______________

+ Materials and realia play an increasing role in later learning stages

+ For absolute beginners: no materials because T's voice, actions, and (2) _____________ may be a sufficient basis

+ Later - common classroom objects (books, pens, ....)

+ Then: T may make or collect supporting materials such as pictures, (3) _________________, slides and word charts

text / gestures / realia

Procedure of TPR

- Activities: mostly (1) ________________-based drills

- Meaning communicated gesture, mime & demonstration

- Written & spoken form presented at the same time

- Individual work + group work

- Errors allowed & NOT corrected initially

- Comprehension before (2) ________________________

command / production

TPR emphasizes the role of a ______________ learning environment which resembles that of first language learning.

stress-free

True/False

TPR aims to develop oral proficiency for learners across a wide range of levels

False (only for beginning levels)

True/False

The learning goals in the TPR lesson are often constrained in the regard that such a goal must be realizable via action-based activities.

~ Whatever goals are set must be attainable through the use of action-based drills in the imperative form

True

True/False

The most common TPR syllabus is action-based or, in other words, task-based.

False (sentence-based)

True/False

Classroom activities in the TPR lesson typically centre around a conversational dialogue with a view for students to produce the same dialogue by the end of the lesson.

False (conversational dialogue --> imperative drills. Conversational dialogues are delayed until after about 120 hours of instruction)

In the TPR lesson, students are not forced to _____________ if they are not ready for this.

speak

TPR (DONE)

Theory of language of CLT

Functional view

Interactional view

Socio-cultural view

Characteristics of this communicative view of language (CLT):

- Language is a system for the expression of (1) _____________

- The primary function of language is to allow _______________ and __________________

- The structure of language reflects its (2) __________________ and communicative uses

- The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse

meaning

interaction/ communication

functional

- Communicative competence entails knowing how to use language for a range of different purposes and functions as well as the following dimensions of language knowledge:

+ knowing how to vary use of language according to the setting and the (3) ________________ (knowing when to use informal or formal speech or when to use language for written appropriately as opposed to spoken communication)

+ knowing how to produce and understand different types of (4) ______________ (reports, interviews, conversations)

+ knowing how to (5) ______________ _________________ despite having limitations in one's language knowledge

participants / texts / limitations / maintain communication

Communicative competence has 4 dimensions:

1. Grammatical Competence: refers to grammatical and lexical (1) __________________ (using words and grammar to realize communication in speech or writing)

2. Sociolinguistic competence: refers to the understanding of the ____________ ___________________ of the communication (role relationships, the shared information of the participants, and the (2) ________________ purpose for their interaction) and how to express message appropriately

3. Discourse competence: refers to the interpretation of individual message elements in terms of their _________________________ and of how meaning is represented in relationship to the entire discourse or text and the ability to arrange ideas into a (3) ____________ and unified text

4. Strategic competence: refers to the (4) ______________ that communicators employ to initiate, terminate, maintain, repair, and redirect communication

capacity / social context / communicative / interconnected / coherent / coping strategies

The CLT approach views language as a medium/system for (1) _____________________/meaningful communication. To this end, language users (including language learners) need to draw on (2) ____________________ of language such as grammatical structure and functional/communicative meaning as the main materials for their language use. At the same time, they also need to exercise their abilities to identify the communication (3) __________, the target audience, the context in which communication occurs as well as the strategic competence in order to compensate for (4) _______________ in their L2 resources

expression of meaning / units / purpose / limitations

Theory of language learning of CLT

- (1) _________________: acquisition of communicative competence = skill development

- Creative construction hypothesis: process of creative construction and involves trial and error

- Interactional theory: interactive process between learners and users of the language, negotiation of (2) ______________

- Constructivism: learners actively participate in their own learning process (learner-centered), teachers as facilitators and guides

- Socio-cultural learning theory: collaborative creation of meaning, (3) ________________

skill learning / meaning / scaffolding

Characteristics of language learning processes in CLT

+ ___________________ between the learner and users of the language

+ __________________ creation of meaning

+ Create meaning and purposeful interaction through language

+ Negotiation of meaning as the learner and his or her interlocutor arrive at understanding

+ Learning through attending to the (2) ______________ learners get when they use the language

+ Paying attention to the language one hears (the input) and trying to incorporate new forms into one's developing communicative competence

+ Trying out and experimenting with different ways of saying things

+ Learning as social mediation between the learner and another during which socially acquired knowledge becomes internal to the learner

+ Learning facilitated through __________________ by an expert or fellow learner

+ Learning through collaborative ________________ centering on structured cooperative tasks

interaction

collaborative

feedback

scaffolding

dialogue

Objectives of CLT

- The ultimate goal of the CLT approach is to develop in the target learners the (1) ________________ competence, which, in turn, consists of grammatical, (2) _____________, sociolinguistic and strategic competence.

- Objectives will normally seek to (3) _________________ the notion of communicative competence into more specific descriptions of _________________________.

communicative / discourse / operationalize / learning outcomes

Syllabus of CLT

- Notional Syllabus

(1)______________ is organized in terms of notions (i.e. concept, idea)

General: size, quantity, frequency, emotion, motion, location, etc.

Specific: vocabulary items, structural items

Notions depend on the topic, the functions and the situation

- (2) _____________ syllabus

Content is organized communicative functions (e.g. describing, requesting, suggesting, complaining, expressiing agreements)

- Skill-based syllabus

Content is organized around the four language skills (reading, listening, writing, speaking)

- (3) _________________ syllabus:

Content is organized around tasks

Focus on using the target language in real world

content

functional

task-based

Principles of activities in CLT:

- Make (1) ___________________ the focus of language learning

- Provide opportunities for learners to (2) ________________ and try out what they know

- Be tolerant of learners' (3) ___________ as they indicate that the learner is building up his or her communicative competence

- Provide opportunities for learners to develop both _____________ and _____________

- Link the different skills such as speaking, reading, and listening together, since they usually occur together in the real world

- Let students (4) ___________ or discover grammar rules

- Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to (5) ________________ (speakers arrive at a shared understanding of meaning and to interact meaningfully), and that developed fluency in language use were required.

real communication

experiment

errors

accuracy / fluency

induce

negotiate meaning

Types of learning and teaching activities IN CLT

1. Functional communication activities vs. Social interaction Activities (còn nữa)

- Functional Communication Activities: Activities to develop the ability to use language to ______________ an intended meaning effectively in a specific situation (compare sets of pictures and finds similarities,...)

- Social interaction activities: Activities to develop NOT ONLY the ability to use language to convey meanings effectively BUT ALSO the ability to choose appropriate language to the _______________ (role plays, debates, ...)

convey

social situation

2. Activities focusing on fluency & accuracy

- Fluency is natural language use occurring when a speaker engages in meaningful interaction and maintains (1) ______________ (a) and ongoing communication despite (2) _______________ in his or her communicative competence.

- >< accuracy practice (which focuses on creating correct examples of language use)

- Activities focusing on fluency

Reflect (3) __________ use of language

Focus on achieving communication through (4) ______________

Require meaningful use of language

Require the use of communication strategies

Produce language that may not be (5) _____________

Seek to link language use to context

- Activities focusing on accuracy

Reflect (6) __________ use of language

Focus on the formation of correct examples of language

Practice language out of context

Practice small samples of language

Do not require meaningful communication

(7) _________ choice of language

(1) comprehensible

(2) limitations

(3) natural

(4)negotiation of meaning

(5) predictable

(6) classroom

(7) control

Common activity types in CLT include:

1. Jig-saw activities: The class is divided into groups and each group has part of the information needed to complete an activity. The class must fit the pieces together to complete the whole.

2. Task-completion activities

3. Information-gathering activities: Students conduct ____________, interviews, and searches in which students are required to use their linguistic resources to collect information.

4. Opinion-sharing activities: Activities where students compare values, opinions, beliefs, such as ranking tasks in which students list six qualities in order of importance when choosing a date or a spouse.

5. Information transfer activity

6. Reasoning gap activities: Deriving some new information from given information through the process of ___________, practical reasoning, etc.

7. Role play

surveys / inference (suy luận)

Learner's roles in CLT

- Active participant

- (1) _____________

- Collaborator

- Students had to become comfortable with listening to their peers in group work and pair work tasks, rather than relying on the teachers for a model.

- They were expected to take on a greater degree of (2) ______________ for their own learning - students are expected to interact primarily with each other rather than with the teacher

- Correction of errors may be (3) ________ or infrequent

- CLT recommend that learners learn to see that failed communication is a (4) _________ responsibility and not the fault of speaker or listener ~ successful communication is an accomplishment jointly achieved and acknowledged

negotiator / responsibility / absent / joint

Teacher's roles in CLT

Primary roles:

- Facilitator and (1) m____________

- (2) I____________ participant

- Researcher and a learner

Secondary roles:

- Organizer of (3) ______________

- A resource

- A guide

Other roles:

- Needs analyst

- Counsellor

- Group process manager

monitor / independent / resource

Instructional materials in CLT

- CLT views materials as a way of influencing the quality of classroom (1) i _______________ and language use

⇒ Materials have the primary role of promoting communicative language use

- not a (2) __________

- Types of materials:

+ text-based materials

+ task-based materials

+ (3) r_____________-based materials (magazines, pictures, .....)

+ technology-supported materials

interaction / must / realia

Procedure of CLT

- No (1) ____________ typical classroom procedure

→ Communicative principles can be applied to the teaching of any, at any level with a wide variety of classroom activities

- Classroom techniques are various in nature

- Teaching points are often introduced in dialogue forms + grammatical items are isolated for (2) c_________ practice + and then freer activities are provided + pair and group work is suggested to encourage students to use and practice functions and forms

- Pre-communicative activities ( (3) s _______________ activities + Quasi-communicative activities: dialogues/drills or relatively simple activities in which students interact under highly controlled conditions.)

=> Communicative activities (Functional communication activities + Social interaction activities)

feasible / controlled / structural

CONCLUSION OF CLT

- CLT is best considered an (1) ___________ rather than a method

- Have some certain principles:

+ Learners learn a language through using it to (2) ____________

+ Authentic and meaningful communication should be the goal of classroom activities

+ Fluency is an important dimension of communication

+ Communication involves the (3) _____________ of different language skills

+ Learning is a process of creative construction and involves trial and (4) ___________

approach / communicate / integration / error

CLT (DONE)

CBLT: INTRODUCTION

- An example of CBE (Competency-based Education)

- An educational movement that focuses on the (1) _______________ or outputs of learning in the development of language programs

- Advocate defining educational goals in terms of precise measurable descriptions of the knowledge, skills, and (2) b_____________ students should possess at the end of a course of study

⇒ outcome-based and adaptive to the changing needs of students

- Difference: they describe the student's abilities to apply basic and other skills in situations that are commonly encountered in everyday life.

⇒ CBE is based on A SET OF OUTCOMES that are derived from an analysis of (3) t________ typically required of students in life role situations.

- Quality of education will be enhanced thanks to the clear (4) s________ of expected outcomes and the continuous (5) ___ that competency-based assessment can offer

outcomes / behaviors / tasks / specification / feedback

Introduction. Features of CBLT:

- A focus on successful functioning in society: The goal is to enable students to become (1) a________________ individuals capable of coping with the demands of the world.

- A focus on life skills: Rather than teaching language in isolation, CBLT teaches language as a function of communication about (2) c_________ tasks. Students are taught just those languages forms/skills required by the situations in which they will function. These forms are determined by "empirical assessment of language required"

- Task or performance-centered orientation: What counts is what students can do as a result of instruction. The emphasis is on overt behaviors rather than on knowledge or the ability to talk about language or skills.

autonomous / concrete

Introduction. Features of CBLT (cont.):

- Modularized instruction: "Language learning is broken down into manageable and immediately meaningful chunks". Objectives are broken into narrowly focused sub-objectives so that both teachers and students can get a clear sense of (1) p____________.

- Outcomes that are made explicit a priori: Outcomes are public knowledge, known and agreed upon by both learner and teacher, they are specified in terms of behavioral objectives so that students know exactly what behaviors are expected of them.

- Continuous and ongoing (2) a____________: Students are pre-tested to determine what skills they lack and post-tested after instruction in that skill. If they do not achieve the desired level of mastery, they continue to work on the objective and are re-tested. Program evaluation is based on test results and, as such, is considered objectively (3) q______________.

progress / assessment / quantifiable

Introduction. Features of CBLT (cont.):

- Demonstrated mastery of performance objectives: assessment is based on the ability to demonstrate pre-specified (1) b____________

- Individualized, (2) s___________ instruction: In content, level, and pace, (3) o _____________ are defined in terms of individual needs; and prior learning and achievement are taken into account in developing curricula. Instruction is not time-based; and students develop L2 competency at their own rates and concentrate on just those areas in which they lack competence.

behaviors / student-centered / objectives

Theory of language in CBLT (competency-based language teaching)

- Functional and Interactional theory

- Language is a means of achieving personal and social (1) n__________ .

- occurs as a medium of interaction and communication between people for the (2) a______________ of specific goals and purposes

⇒ CBLT has been used as a framework for language teaching in situations where learners have specific needs and are in particular (3) r___________ and where the language skills they need can be fairly accurately predicted or determined

cũng có trường hợp sử dụng cho general aims

needs / achievement / roles

Theory of language learning in CBLT (Competency-based Language Teaching)

- Language learning is skill-based ⇒ CBLT reflects a skill-based view of learning

- skills are integrated sets of (1) b____________ that are learned through practice.

- They are made up of individual (2) c___________ that may be learned separately and that come together as a whole to constitute skilled performance.

- Skill learning theory suggests that complex behaviours are made up of a hierarchy of skills

- Successful language performance depends upon (3) p_____________: Central to the notion of skill-based learning is the notion of PRACTICE. (refers to repeated opportunities to use language over time - normally accompanied by (4) f____________, allowing the learner to gradually improve his/her performance

behaviors / components / practice / feedback

Objectives of CBLT

- CBLT courses are developed as a response to perceived learner' specific goals and (1) n__________.

⇒ (2) n_________________ (interviews, questionnaires, observation, test, ...) is the STARTING POINT in developing objectives for a CBLT-based course.

needs / needs analysis

Syllabus of CBLT

- The syllabus for a CBLT language course consists of a (1) d_______________ of learning outcomes in terms of "(2) c_______________"

- Competencies consist of a description of the essential skills, knowledge, attitudes, and behaviors required for (3) e________________ c______________ of a real-world task or activity

description / competencies / effective communication

Types of learning and teaching activities in CBLT

- CBLT is an approach to designing courses but does not imply any particular methodology of teaching

- The teacher is ___________ to choose any set of activities or to make use of any methods that will enable the learning outcomes to be achieved and the individual competencies to be acquired

free

Types of learning and teaching activities in CBLT

9 guidelines to choose activities (cont):

- Instructional activities (1) i____________ the four language skills to emphasize the holistic nature of language

- Language tasks in the classroom consist of meaningful interchanges that enhance students' communicative competence

- Instructional activities focus on the acquisition of communication skills necessary for students to function in real-life situations

- Insruction focuses on the development of the (2) r____________ skill (listening and reading) (3) ___________ the development of the productive skills (speaking & and writing)

- A variety of grouping activities are used in the classroom to facilitate (4) s______________ instruction

- Instructional activities are varied to address different (5) l ____________________ (oral, visual, kinesthetic) of the students

integrate / receptive / before / student-centered / learning styles

Types of learning and teaching activities in CBLT

9 guidelines to choose activities (cont):

- Instructional activities integrate language and (1) c___________ so that students learn about the US culture in terms of significant and subtle characteristics that compare and contrast with those of their own cultures

- Learning activities develop the language necessary for students to access higher level (2) t__________________ (analysis, synthesis, and evaluation)

- Instructional activities require students to take (3) a__________ roles in the learning process, transferring (4) c_________________ to real problem-solving situations in their everyday lives.

culture / thought processes / active / critical thinking

Learner roles in CBLT

- Active participants

- To (1) m____________ their learning in reference to the target competencies

- To (2) ______________ a range of learning strategies

- To be able to (3) t__________ knowledge and skills to new situations

monitor / develop / transfer

Teacher roles in CBLT

- (1) N_____________ (required to conduct a needs analysis of his/her students ⇒ select suitable competencies based on learner's needs)

- Materials developer/materials resource assembler

- (2) Ass____________

- Coach (guide students toward use of appropriate learning strategies + provide guidance and support)

needs analyst / assessor

Instructional materials in CBLT

- form the ___________ for the design of published courses as well as teacher-developed materials and technology-supported materials

- a wide range of published courses are available on CBLT (work-related + social-survival là nhiều nhất)

basis

Procedure of a CBLT lesson

1. Warm up/review

2. Introduction

3. Presentation

4. Comprehension Check

5. ______________________

6. Communicative Practice

7. Evaluation

8. Application

guided practice

In the Communicative Language Teaching approach, meaningful interaction is a means to an end and also an end in itself. In this interaction, students have the opportunity to expose themselves to a new lexical or grammatical item in the given input and then ___________ the form or the meaning of this item with their interlocutor with a view to rendering this input more comprehensible.

negotiate