Brown: Study Questions and Answers

Chapter 2 Questions

  1. Grammatical competence is one important component of communicative competence, what are some other components that may often be neglected?
  2. What practices should we avoid if we desire to promote meaningful learning in our classrooms?
  3. What is the most powerful reward in second language acquisition and why?
  4. What is the downside of using rewards in class?
  5. What are some effects that the native language exercises on the target language?
  6. What is the importance of acculturation in language acquisition?
  7. What do the teachers make for every tiny moment of the classroom hour and what can they be justified by?
  8. What can a teacher do to help encourage his or her students to take risks in learning language?
  9. How does the intrinsic motivation principle relate to the principle of anticipation of reward?
  10. What is meaningful learning?
  11. Explain the difference between meaningful learning and rote learning.
  12. What are the significances and components of communicative competence in language teaching? How to achieve communicative competence in the classroom?
  13. How do principles, choices, and teaching relate?
  14. What does Brown mean by "enlightened teaching"?
  15. What are typical characteristics of "master" ESL teachers?
  16. What are the advantages of encouraging students to attempt definitions when dealing with vocabulary?
  17. What productive suggestions could you give to students to help "coax" them to think directly in English?
  18. How important is the language ego principle?
  19. What is the principle of automaticity?
  20. If a student is experiencing depression or discouragement, how would this be manifest in the student's performance in class?
  21. Why do children learn quicker than adults?
  22. What are the positive and negative aspects of the anticipation of reward principle?
  23. What are the positive results of "risk taking"atmosphere in the classroom?
  24. How do you effectively respond to counteract a class which is not intrinsically motivated? (Like jr. high school age children in a "forced"environment)
  25. Teachers should not discourage their students by correcting errors too often. However, we need to correct them. So when do teachers need to correct or not to correct errors?

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1998 © Dr. Lynn E. Henrichsen
Department of Linguistics
Brigham Young University
Last Updated: Saturday, January 24, 1998