Brown: Chapter 7 Questions
How does student creativity vary among the different proficiency levels?
Answer
----------
Beginning:
Can be creative within confines of a highly
controlled repertoire of language.
Intermediate:
Recognizing creativity is a positive sign
of language development. Can do more
"unrehearsed language."
Advanced:
Very creative but help them stay fixed
on the goals of language.
What is the difference between beginning and intermediate levels?
Answer
----------
Beginning level:
little or no prior knowledge of English on
which to build
Intermediate:
sustain basic communicative tasks, minimal
fluency, able to deal with a few unrehearsed
situations, and generally "get along" in
language beyond mere survival.
What should be some goals for student at an intermediate level in reading and writing?
Answer
----------
1. Increase complexity of reading length,
grammar, and discourse.
2. Practice skimming and scanning.
3. Writing is the same - teach genres of writing.
What are the ten criteria for considering differences across proficiency levels?
Answer
----------
1. students' cognitive learning processes
2. role of teacher
3. teacher talk
4. authenticity of language
5. fluency and accuracy
6. student creativity
7. techniques
8. listening and speaking goals
9. reading and writing goals
10. grammar
How does the teacher's role change throughout levels?
Answer
----------
teacher moves from initiator and teacher-
centered work to mediator and direction-giver
as activities become more student-centered
(p. 104-5, 112, 115)
When is it appropriate to use the students' native language? What are the advantages of using the students' native language in the EFL classroom?
Answer
----------
ok at beginning level, but should be brief and
used only when there is some advantage to be
gained by the use of the L1; as students advance
in proficiency, native language use should be
less and less, and only in situations that
really demand it
Advantages of using the students' native language
in the EFL classroom:
1. negotiation of disciplinary and other
management factors
2. brief descriptions of how to carry out a
technique
3. brief explanations of grammar points
4. quick pointers on meaning of words that
remain confusing after students have had a try
at defining something themselves
5. cultural notes and comments
What is the place of the automaticity principle in beginning, intermediate, and advanced levels?
Answer
----------
beginning:
virtually all language is controlled, and
students are highly dependent on teacher
for language models
intermediate:
some automatic processing has begun through
previous practice of language forms; one of
teacher's principle goals at this level is to
get students to continue to atomize
advanced:
more and more forms are being atomized;
attention if focused on interpretation and
negotiation of meaning, conveying thoughts,
feelings, etc.
What methods would you utilize with beginning students and why?
Answer
----------
p. 104
What should be foremost in the teachers' minds when teaching beginning students?
Answer
----------
presentation of material in simple segments
that don't overwhelm students
What makes teaching beginning level ESL students so different from intermediate and advanced levels?
Answer
----------
teacher becomes the central determiner in
whether or not students accomplish their
goals; however, this level can also be the
most rewarding since one can see students'
proficiency increase in a matter of weeks
Time & Place
|
Instructor
|
Textbook & Materials
|
Course Objectives
|
Basic Principles
|
Major Learning Activities
|
Course Requirements & Grading Scheme
|
Students with Disabilities
|
Course Calendar
1998 ©
Dr. Lynn E. Henrichsen
Department of Linguistics
Brigham Young University
Last Updated: Saturday, January 24, 1998
