CHAPTER 5: TEACHING APPROACHES AND INSTRUCTIONAL ISSUES
I. KEY TERM SUPPLY
Supply one appropriate key term corresponding with the following descriptions. The first
letter of each key term is given. Write your answers on the lines provided.
1.
(A) is a teaching perspective that reflects a theoretical
view or model.
2.
(M) a specific set of procedures that are consistent with a
given approach.
3.
(T) refers to a specific classroom tool used in teaching
the target language, such as the use of dialogues, or
language drills.
4.
(A) is based on behaviorist principles, this method
attempted to develop good language habits through
repetitive drills and patterns practices.
5.
(S) is an L2 teaching approach developed by Georgi
Lozanov that promoted a relaxed stress-free
environment for language learning in small groups.
6.
(T) is an approach developed by Asher that allows
learners to wait until they are ready to speak, but asks
them to carry out actions.
7.
(I) is a various means of drawing attention to aspects of
the target language, such as underlining or using bold
type, so that students will notice and learn them.
8.
(I) is about exposing learners to substantial amounts of
input, or examples of a given linguistic feature.
9.
(P) is an approach to L2 teaching based on Input
Processing which draws learners’ attention to
grammatical forms through various means.
10.
(C) is about providing feedback to the learner, explicitly
or implicitly, that an utterance is not entirely correct.
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II. MULTIPLE CHOICES
Choose the correct answer for each of the followings.
1. The L2 teaching approach that most emphasizes learning through oral repetitions and drills.
a) Grammar Translation Method
b) Suggestopedia
c) Direct Method
d) Audiolingual Method
2. Task-based instruction is most closely associated with the following teaching approach:
a) Audiolingual Method
b) Communicative language teaching
c) Suggestopedia
d) Direct Method
3. The view that gives the language teacher a critical role in developing context-appropriate
instruction is mostly closely linked with:
a) Total Physical Response
b) Postmethod perspective
c) Suggestopedia
d) Direct Method
4. The Processing Instruction approach was developed largely by:
a) M. Long
b) R. Schmidt
c) B. VanPatten
d) G. Lozanov
5. The term that best describes “the teacher’s reformulation of all or part of a student’s
utterance minus the error” is:
a) Elicitation
b) Recast
c) Uptake
d) Explicit correction
6. Activities to reinforce a certain explicit concept.
a) Focus on meaning
c) Corrective feedback
b) Negative feedback
d) Drilling Activities
7. Drawing attention to forms through meaningful activities.
a) Negative feedback
b) Focus on forms
c) Focus on meaning
d) Form-focused instruction (FFI)
8. Lack of information exercises that emphasize communication (Map activity)
a) Negative feedback
b) Gap activities
c) Focus on forms
d) Input Flooding
9. This refers to using the computer and computerized resources in L2 learning.
a) Computer-assisted language learning (CALL)
b) Computer-mediated communication (CMC)
c) The Grammar Translation Method (GTM)
d) Uptake (compare with input and intake)
10. Exposing learners to substantial amounts of input, or examples of a given linguistic feature.
a) Gap activities
c) Focus on meaning
Write your answers here.
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b) Input Flooding
d) Focus on forms
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III. COMPREHENSION QUESTIONS
Based on the information in the presentation, answer the questions that follow.
1. What are the major differences between Grammar Translation Method and Direct Method?
2. What are the shared roles of teachers who use Audiolingual Method, Suggestopedia and
Total Physical Response?
3. What are strengths and weaknesses of Communicative Language Teaching?
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4. What are the differences between “Focus on forms” and “Focus on form/ form-focused
instruction (FFI)?
5. Why is corrective feedback significant?
IV. APPLICATION QUESTIONS
Based on your opinion, answer the questions that follow.
1. What L2 classroom correction techniques do you think would be most useful to you as a
teacher? Why?
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2. Do you think language teachers should restrict themselves to using the target language only
in the classroom? Why or why not?
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The End!
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