Study Guides (380,000)
CA (150,000)
Brock U (1,000)
LING (6)
Study Guide

LING 3P91 Study Guide - Fall 2019, Comprehensive Midterm Notes - Vocab (Song), Grammar, Ford Focus


Department
Applied Linguistics
Course Code
LING 3P91
Professor
Glen Ewing
Study Guide
Midterm

This preview shows pages 1-3. to view the full 21 pages of the document.
LING 3P91

Only pages 1-3 are available for preview. Some parts have been intentionally blurred.

Exposure to word leads to the opportunity to acquire it. In that opportunity, u either acquire it or
forget it and go back to step 1.
Receptive vocab is when learner can understand when they hear or see it
Productive vocab learner can use reasonably well in speaking/writing
Vocab teaching
Part of reading or listening lesson usually
Introduce vocab
In context of authentic text
Highlighted in some way for student
allow them to guess the meaning
Ask if anyone knows what it means
Partial guesses are ok (maybe they guess part of speech)
Discover the meaning (guessing from context)
Match targets to pictures, definitions, synonyms
Fill in the blanks
Practice spelling or pronunciation
Practice use of word
Or a vocab learning strategies lesson
Vocab review/connection lesson
Brainstorming
Mindmaps
Matching
Flash cards
Sometimes writing and speaking lesson
Learn how to use sequence markers or transition phrases
find more resources at oneclass.com
find more resources at oneclass.com

Only pages 1-3 are available for preview. Some parts have been intentionally blurred.

Grammar is a system for using a languages syntax and morphology and sometimes phonology
and semantics
Rules vs Patterns
There are rules that can explain why *read tom a lot* is wrong (word order) but
sometimes it is more a pattern that describes things we don’t say “we did not talk about if
she was going” but instead say “we did not talk about whether she was going”
Prescriptive grammar
Set of rules and examples dealing with the syntax and word structure of a language.
Intended as an aid in learning the language. How certain people think a language should
be used.
Descriptive grammar
Study of how grammar is actually used by speakers
Two parts of grammar lesson
The structure and the function of that structure
Grammar teaching method
Explain and practice (deductive approach)
Explain the grammar target and then students practice
Discover and practice (inductive approach)
Through examples in context, students figure out aspects of grammar (they
notice them)
Research and practice
Consciousness raising
find more resources at oneclass.com
find more resources at oneclass.com
You're Reading a Preview

Unlock to view full version

Only pages 1-3 are available for preview. Some parts have been intentionally blurred.

Conversaton strategies
Rules and structure
Turn taking
Discourse markers (ummm, well, anyway
Openers, closers, interrupting, topic shift
Survival and repair strategies
Paraphrasing “its like….”
Asking for help “what do you call…”
Real talk
Must expose students to real conversation
Reluctant students
Preparation (let them rehearse)
Repetition
Grouping
Role of teacher
Prompter
Participant
Feedback provider
Types of speaking
transactional/interactional
Transactional - facilitating an exchange of goods/services or information
Interactional - facilitating relationship maintenance
Expository (non-opinion, describing)
Evaluative (opinion, judging)
Negotiation of meaning
Value of classroom interaction
Comprehensible input hypothesis
Learners may acquire language fastest when forced to make many conversatinal
adustments
You want students to become fully engaged in the communicative task so they
are no longer focusing on the language
Speaking tasks
1 way
Static (describing something that doesn’t change)
Describe and draw
Describe and place
Describe photograph to partner
Dynamic
Storytelling with picture
find more resources at oneclass.com
find more resources at oneclass.com
You're Reading a Preview

Unlock to view full version