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EILE - UNIT 2 KEY Concepts & EXAM Questions

Enseñanza del ingles como lengua extranjera (UNED)

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BASIC POINTS TO STUDY

UNIT 2:
4. Popular methodology (Harmer's book)
- Approach: theories about the nature of language and language learning that provide the
reasons for doing things in the classroom and why they are done like they are. It describes
how language is used and how its constituent parts interlock. It offers a model of language
competence. It also describes how people acquire their knowledge of language and makes
statements about the conditions which will promote successful language learning.
- Method: practical classroom realization of an approach. Decisions that bring the
approach to life. Methods include procedures and techniques
- Procedure: is an ordered sequence of techniques: first you do this, then you do that…
- Technique: single activity (technique of silent viewing, or finger=word)

- Grammar-translation method (19th c)

Explanations of grammar points were given in L1 and then examples in sentences, which
had to be translated from L2 to L1 and vice-versa. Language was treated at the level of
sentence only. Little or none consideration to spoken language. Accuracy was considered
a must. Language is learnt deductively, conscious focus on rules from which language is
produced.

- Direct method (end of 19th c)

Reaction to the restrictions of grammar-translation. Translation was abandoned and
favored students and teachers speaking in conversation. Related the grammatical forms
to objects and pictures to establish their meaning. Grammar is learnt inductively,
students discover the rules from exposure to the language. Dialogues were used to
exemplify conversational style. Only target language was used as a reaction to incessant
translation. It is also to do with the vast number of native speakers who travel to teach
English and couldn’t speak any other language. The direct method created a prejudice
against L1 in language lessons.

- Audiolingualism (beginning of 20th c)

In the States the direct method morphed into audiolingual using stimulus-response-
reinforcement model. Behaviorist positive reinforcement to engender good habits in
language learners. It relied on drills to form habits, substitution was built into the drill
reducing the possibilities of making mistakes. It stayed at sentence level. No real life
context. Accuracy was important it tried to banish mistakes. The purpose was habit
formation through constant repetition encouraged and supported by positive
reinforcement, price or acknowledgement. Deliberate practice, not always meaningful
and mindful.
- Oral-situational approach
British variant of audiolingualism. Spoken language had primacy, nothing should be said
before it was heard and nothing should be read or written before it was spoken. Grammar
structures were graded and sequenced like in audiolingualism, but unlike it, language
items were introduced in situations (post office, hospital...)

- Communicative language teaching. CLT

Communicative revolution in the 70s and 80s: TBL and teaching unplugged. Originally
communicative approach. Main aspect of CLT is a shift away from a focus on how
language is formed to an emphasis on what language is used for. What notions language
express, what communicative functions people perform with language, what purpose
language serves. Concern with spoken functions, written grammar, when and how to say
things. Teachers taught learners to invite, apologize, agree, disagree along with knowing
grammar structures. Syllabuses listed language events and utterances.
A difference with traditional methods is that students be involve in meaning-focused
communicative tasks, language learning will happen. Students involve in activities about
real or realistic communication, the achievement of the communicative task is as

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important as the accuracy of their language use: role play and simulations were very
popular.

- Communicative functions
what people perform : invite, apologize, agree, disagree
what purpose language served, what notions language expressed. Spoken functions and
when and how to say certain things. Communicative language teachers taught how to
invite and apologize, agree or disagree, identifies what people did with language at work
and produced syllabus listing of language events and utterances.
If language is communication, students should be involved in meaning focused
communicative tasks.. Real and realistic communication.
unit 1
Language performs certain functions. The purpose of the language. Performative verbs
that do what the words mean: I promise (function of a promise), I name (function of
naming), I invite (function of inviting), I apologize (function of apologizing), I offer
(function of offering), I suggest (function of suggesting), I disagree (function for
disagreeing). But there are purposes such as “would you like to come for a coffee?”
(function of inviting), “I can’t accept you offer” (function of disagreeing), “why don’t you
try yoga?” (function of suggesting), “I’ll do it for you” (function of offering).
Language functions do not have only one linguistic realization.
Language purpose is a major factor in the choice of syllabus and teaching techniques. The
study of functions and how they are realized in language influence the design of language
teaching materials. There are different possible ways of inviting, apologizing, etc.
depending on the situation. We select language according to the purpose we want to
achieve and who we are communicating with.
The variables governing our choice are:
.the setting=formal/informal.
.the participants=superiors, friends, family, colleagues (equal status)
.gender=men and woman use language differently. women more concessive language and
talk less than men in mixed sex conversations!
.channel=spoken (face to face or telephone)/written
.topic=affects lexical and grammatical choices.
.register=topic based vocab
.tone=formal/informal, polite/impolite
The way language is used is affected by all these variables. language is a social construct
and a mental ability.

- Communicative activities
Desire to communicate and a purpose for doing it (info gap), focus on the content and use
a variety of language rather than in a particular language form. Teacher would not
intervene in the activity and the materials should not dictate specific language forms.
Activities attempt to replicate real communication. Meaning-focus approach to language
use that can include explicit focus on language study when needed.

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- Dogme ELT
Return to core values, return to materials and technology free classrooms.
Language emerges as teacher and students engage in dialogic relationship.
This appropriate language teaching was called teaching unplugged.
Challenged an over-reliance on materials and ICT.
Emphasis on the here and now, focus on the actual learners and the content relevant to
them. Talk is the primary source of language learning. It is conversation-driven,
interactive talk in the classroom st-st st-teacher. Teacher role is to scaffold the language.
Purposefully materials light. Teachers respond to students needs and interests texts. No
prepackaged material or coursebooks.
Focus on emergent language no a prescribed syllabus. Work is with the learners language
and errors are seen as learning opportunities. The teacher role is to respond to language
that comes up, interact with students and help them to say what they want. Unexpected
and unplanned language emerges as ideal opportunities to draw students’ attention to
apparent features of language
It is based on an appreciation of collaborative interaction.
Critics: favors native speaker teachers. Difficult in large classes. Syllabuses are necessary
to organize and books are valued…. Teaching involves more than talking. Not all talking
leads to productive language.

- Task-based learning
It is the realization of CLT philosophy. CLT answers the why, TBL answers the how.
(Nunan)
Performance of meaningful task is the base to the learning process. If students are
focused on a task completion they learn as if they are focus on language forms. The basis
for language development is the learner’s attempt to deploy language for meaning.
The focus is the task not the structure. The language grows out of the task. Only when the
task is completed teachers can discuss the language, correct and adjust it.

- Willis’ TBL framework

1. explore the topic with the class, highlight useful expressions and
phrases, explain the task instructions, students can see or hear
other people doing the same task.
2. perform the task in pairs or small groups, teacher monitors.
Students plan how they will tell what they did and how. Then they
report on the task comparing what happened.
3. students examine and discuss specific features, teacher may give
some practice and offer corrections. The task can be re-planned or
re-delivered after the feedback of the 1st attempt. Task repetition is
seen as an effective way of provoking language practice.

- Nunan’s idea of task sequence

Pre-tasks to build students schema;
Controlled language practice for the vocab they might need;
Listen to native speakers performing a similar task and analyze the language;
After free practice language, reach the pedagogical task where discuss issues and make
decisions.
It is like a focus on forms procedure but leading to a final task-base communicative
activity. Language focus activities lead towards a task, rather than occurring as a result
of it. Learners move from reproductive to creative language use.
It reflects an approach to learning focus on form rather than a sequence of pre-selected
forms.

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What is a task? Holistic activity which engages language use in order to achieve some
non-linguistic outcome while meeting a linguistic challenge with the aim of promoting
language learning through process or production.

- Critics of TBL
Concerns about TBL applicability. Tasks promote the use of specific task solving linguistic
forms and do not include the language expected from discussion, debate or social
interactions.
The attractive language is not work language or transactional communicative tasks but
language of songs, games, humor, religion, etc.
Less effective for the systematic teaching of new language. How appropriate tasks are
when teachers have little time. Teachers make sure students learn the most common and
useful words and chunks as fast as possible. Communicative tasks are a necessary added
component of a structured language based syllabus. It is open to question whether a
program based exclusively on tasks is appropriate.

OLD HUMANISTIC METHODS (70’s-80’s)

- Communicative language learning

A knower stands outside the circle of students and helps them suggesting, translating or
amending. Students utterances may be recorded to analyze later and reflect on how it
felt.

- Suggestopaedia (Lozanov)
Concerned with the physical environment, students need to be comfortable and relaxed so
affective filter is lowered. Child-parent relationship with teacher. Traumatic topics are
avoided and in the 3 part procedure the teacher reads a previously studied dialogue
accompanied of music. There are several minutes of silence.
- Total physical response
Respond physically to commands from teacher, later from other students.

- The silent way

Teacher said as little as possible as learning is best facilitated if the learner discovers and
creates language rather than remembering and repeating. The teacher models first, then
the teacher is silence indicating only by gesture or action. When the word or sound is
correct they move on to the next item. It is up to the students to solve problems and learn
the language.

- PPP
Language is first presented: the teacher shows.
Students practice using reproduction techniques. They repeat the sentence and when is
achieved we model some other in a freer kind of drill.
Later in a production phase they use the new language to make own sentences. It is the
end point of a PPP, production or immediate creativity. When students use language to
talk about themselves is personalisation, a form of meaningful practice.
This was a significant teaching technique from the 60s on. But it has got its drawbacks:
highly teacher centered. Assumes students learn in straight lines (from no knowledge
through sentence based utterances to immediate production. But this does not reflect the
nature of the language nor of learning.
Deep end strategy suggested by Johnson in 1982, encouraging immediate production
starting from the end, you turn the procedure and see where students are having
problems and go to presentation or practice phase. Byrne joined the three phases in a
circle, teachers and students can decide at which stage to enter the procedure.
PPP is a tool used by teachers for one of their many possible purposes. It can be useful in a
focus on forms lesson at lower levels, less relevant in skills lessons where focus on form

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occur as a result of something students hear or read. It is useful in grammar points but no
place in analyzing their own language.
- ESA
different trilogy: Engage: emotionally for effective learning. Study: how something is
constructed. Focus on forms syllabus or out of a communicative task where attention to
form is drawn. Activate: when students are encouraged to use the language they know.
Communicative tasks are designed to activate students’ language knowledge, but it is also
activated when they read for pleasure or interest. Any meaning focused activity where
the language is not restricted provokes students into language activation.
ESA allows for 3 basic lesson procedures:
-straight arrows like PPP: teacher engages students by presenting a pic or situation. Study
where meaning and form are explained, teacher models the language and students repeat
and practice it. Activate new language by using it in sentences on their own.
Engage → Study -→ Activate
-boomerang procedure follows a more task based or deep-end approach.
The order is EAS. Engage and ask students to do something, a task or game and then,
when the activity has finished study some aspect of language.
-patchwork lessons follow a variety of sequences, engaged students may be encouraged to
activate their knowledge before studying and then return to activating tasks after which
the teacher re-engages them before doing some more study, etc.
This trilogy tries to capture the fact that PPP is a tool used by teachers for one of their
many possible purposes.

- Post-method
Sticking to only one set of prescribed procedures is no longer relevant. Taking a method
into a class is limiting. Teachers and students are learning how to learn together. Instead
of one method macro-strategies are suggested: maximize learning opportunities, facilitate
negotiation, foster language awareness, contextualize linguistic input, integrate language
skills, promote learner autonomy, ensure social relevance…
Quality of life in any classroom is more important than instructional efficiency. Teachers
should identify in the exploratory practice, the quality of life in the classroom . Then,
identify a learning puzzle reflect on it and try out ways of solving the puzzle. Reflect in
each step what happens to decide what to do next.
The imposition of a method without taking into account the context is not positive.
Methodology is just one factor in language learning. Teachers should do context analysis
in advance and then develop their own procedures. Reflect and evaluate in order to
decide how to proceed.
A post method wish list reflect cultural values. If a traditional native speaker
methodology is imported into a completely different cultural milieu it will make all feel
uncomfortable and meet student resistance and affect negatively to learning.
Teachers need to learn their students and be sensitive to what is appropriate.
Methodological culture clash occurs when students and teachers have different cultural
backgrounds. Everyone has been heavily influenced by their previous learning
experiences. Teachers have ingrained patterns in the way they teach and these may not
always suit the students. It is important to observe students progress and get their
feedback. Teachers should follow a procedure with the belief that it will achieve the
outcome.

- Principled eclecticism
Having theories about how people learn and transform these theories into beliefs about
which elements from the methods, should teachers incorporate into their classroom
practice.

Rodríguez, B. (2010). History of the didactic development of foreign languages: From the Grammar-
Translation Method to modern approaches. Madrid: UNED.

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The most important information is in these sections:

- Introduction (pp. 3-6) - The triumph of communication (pp. 13-15)
- New tendencies (the nineties) (pp. 24-32) - Conclusion (p. 33)

- Learning vs acquiring
Acquiring is natural process, learning involves effort and conscious process. A first
language is always acquired.
A foreign language is learned through a conscious and carefully designed process which
occurs during school years and lasts forever…?¿ Process involve in language learning is
not the same for everyone.

- Approach vs method
-Approach reflects a certain model or research paradigm, a theory. It is broader.
-Method is a set of procedures, a system about how to teach a language. Methods are more
specific.
Techniques is the narrowest term, classroom device or activity found in different
methods. Some techniques are specific of a given method.
Theories about language and how it is learnt (approach) imply different procedures
(methods) and methods provide different types of classroom devices (techniques)
Methods comprise principles (involve teacher, student, teaching process, learning process
and target language/culture) and techniques (behavioral manifestation of the principles,
classroom activities and procedures derived from the application of the principles)

- Teaching principles of the Communicative Approach

It is a theoretical position about the nature of language and language learning and
teaching. Its basic argument is that learning a FL should be directed to student acquiring
communicative competence, skills which permit him to communicate in common
situations of life. It is not only a method, but several linked together in the
Communicative Language Teaching. It changed from accuracy to fluency better.

Principles:
.become communicatively competent learning linguistic forms, meanings and functions.
.Teacher facilitator, a manager of classroom activities which promotes communication.
Teacher role less dominant, students are responsible managers of their learning.
.three features activities: info gap, choice, feedback
.teacher as initiator but not always interacts with students. Students interact with one
another in pairs, groups…
.students feel more motivated if they feel they are doing something useful and can express
their individuality.
.forms and meanings and language functions are part of the communicative competence.
Culture is the everyday lifestyle of people who use the language.
-students work on all 4 skills from the beginning.
.L2 is used during communicative activities, explaining tasks and assigning homework.
. accuracy and fluency are evaluated.
.errors of form are seen as a natural outcome of the development. Successful
communicators even with limited linguistic knowledge.

- Teaching techniques of the Communicative Approach

Techniques:
.Authentic materials to transfer what they learn in the classroom to the real world, to
expose them to natural language.
.Scrambled sentences teach about cohesion and coherence of language. How sentences are
bound together.
.Language games give valuable communicative practice
.Picture strip story
.role play opportunity to practice.

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.problem solving task as communicative technique. Students share info to arrive at a

solution and practice negotiating the meaning.

- Teaching principles of the Task-based Approach

.New tendencies, student centered methods. Balance between function and form.
Students make mistakes in order to use the language in an effective way. Teacher
provides a safe environment. Mistakes and not knowing are natural aspects of learning.
Students learn better when learning is personalized on their needs.
.Derived form the situational approach and based on communicative approach. Language
acquired as a result of some deeper experience, not a grammar point.
.This approach gives students a formal and working knowledge of the language through
an acting out of tasks. Students learn about the language and do things with the language.
.Tasks are activities of real life. A final task integrates the 4 skills and students develop it
on their own. Enabling activities or facilitating tasks are done beforehand so students get
the formal and practical knowledge to carry out the task.
.formal knowledge is provided by the enabling tasks and working knowledge by the final
and other communicative tasks.
.different kinds of work inside and outside the classroom adapt to the individual needs.
.possible to work on topics from other disciplines o materials suggested by students.
.stress is put on the learner’s autonomy, learning to learn and learning by doing.
.students are evaluated on how they act out the different tasks, their attitudes, and
responsibility taken in group work.
.students do self-evaluation and the whole process evaluation.
Principles:
- Global language acquisition approach. Learning by doing.
- Task is more important than language. Its main objective is the activation of language
which will be studied later on.
- Language learning is organized with the students’ experiences, what they know and
understand, what is meaningful for them.
- The task is the base and the initial point. Tasks generate language needed.
- Language is a necessary instrument to develop the task.
- Teacher as facilitator providing resources and reacts to demands.
- Students responsible for learning.
- value the achievement. Accuracy, complexity, fluency

- Teaching techniques of the Task-based Approach

Techniques:
.problem solving
.creating materials
.follow instructions
.surveys
.role-play
.describe things
.games
.written activities

- Teaching principles of Project-Based Learning

Application of tasks. Humanistic approaches stress cooperation among learners as
motivating interpersonal relationships but also the development of the individual. The
more involve the learner the more likely they are to work to the end. Make projects
amusing and interesting, exposing them and processing large quantities of comprehensible
input and output. Need for challenging tasks concerning content and language.

Principles:

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- Steps in project work: atmosphere, arouse interest, select topics, guidelines for the project,
basic investigation, share results with the class, give feedback, organize the info, present
the project and evaluate the project.
- Tasks must be open, flexible and student centered. Incorporate student previous
knowledge and awake their imagination, creativity and emotion.
- tasks need to include all skills and organization strategies. Global approach to language
based on the needs created by the task.
- teacher and student negotiate objectives, plan together, monitor and evaluate the process
and results.
- project based on autonomous individual work or group work. Availability of basic
materials as resource, not only the teacher.
- the role of the teacher and the student change. Teacher initiates, plans and co-plans,
helps, supplies input, clarifies...coordinate, cooperates…

- Teaching techniques of Project-Based Learning

Techniques:
.data analysis
.project presentation
.oral expositions
.more traditional activities.

- CALL
Computer assisted language learning. Beginning of the 90s. Multimedia to review
weakest points. Students can practice alone no feeling bad for mistakes and repeat as
many times as needed.
It promotes flexible learning, complete, planned progress system, self assessment and
feedback.
Principles:
Internet possibilities useful resources.
Slow access, verbal production is not possible, problem sound. Materials changing.
Growing field.
Techniques: .grammar exercises, searches, meta-sites: resource collections. Connection to
one or several languages. .virtual connections to real environment and discussion forums.

- Action-Oriented Approach
Students as social agents who develop competences. Use different competences in different
contexts under different conditions to perform language activities. Learners have to use
the most suitable strategies to carry out the task.
A new methodology based on the communicative approach: actional approach.
The learner is an agent in society and plays an active role. Actions performed by persons
that develop a range of competences to engage in language activities.
Tasks can be linguistic or non linguistic performed in society.
It is the methodological trend in classrooms and learning materials.

AOA in the CEFR: learners as ‘social agents’, i.e. members of society who have tasks (not exclusively
language-related) to accomplish in a given set of circumstances,
This action-based approach is plurilingual and pluricultural, and concerns the ability to use languages
to communicate and take part in intercultural interaction while promoting the development of
linguistic and communication awareness, and even metacognitive strategies which permit the learners
to become more aware of and in control of their own ‘spontaneous’ ways of handling tasks, and in
particular their linguistic dimension.
-From the cognitive viewpoint, the more language learning is related to content other than the purely
linguistic, the more firmly established it will be.
-Language that is meaningful, relevant, make sense in real life.
-human knowledge is acquired through social and interactive practices.

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-A language is learned to be able to communicate and act, and so the level of competence is measured
by the number of actions that can be performed.
-to learn through action, a student must solve a problem or address a particular situation using
language in a correct and relevant manner, that is to say, learn the language by using it to do
something.

Rodríguez, B. & Pino Juste. M. (2010). Common European Framework of Reference for Languages:
Methodology of teaching and learning in different classroom levels. In B. Rodríguez & R. Varela
(Coord.). Language, Literature and Culture in English studies. Madrid, Alianza Editorial.
- Key concepts of the CEFR methodology
Exercise objective=language proficiency
Activity objective= coding and decoding of messages
Task = any language learning activity done in class. It can be linguistic or not and are
meant to be performed in society. It comprises the actions performed by persons that
draw on competences to engage in language activities using strategies most appropriate
for carrying out the tasks. Strategies are lines of action chosen by a learner to perform a
task, to understand and produce oral and written texts.
To carry out communicative tasks users must perform language activities of
communicative nature.
Activities can be: reception, production, interaction and mediation.
Non-verbal communication accompany language activities, they too convey meaning.
Employ strategies as a means of mobilizing resources. Communication strategies can be
linguistic and non-linguistic imitate language or behaviour to achieve our objective.
The student must learn, acquire or develop the necessary competences and the ability to
use them. Competences are general and communicative: grammatical, discursive,
sociolinguistic, strategic and sociocultural.
Students level of competence is measured in function of the number of tasks they are able
to accomplish.
The context where the task is carried out. Activities need to be conceptualized in 4
domains: public, personal, occupational, educational.

- The Common Reference Levels

3 levels A, B, C so individuals can evaluate their progress.
A1: breakthrough interact in a simple way
A2: waystage social functions
B1:threshold maintain interaction, make oneself understood in different situations.
B2: vantage provide adequate responses to situations
C1: effective operational proficiency. Broad linguistic repertory, fluid and spontaneous
communication. Complex work or study tasks.
C2: mastery degree of precision, correctness and ease of use.
A1 A2= basic users
B1 B2 independent users
C1 C2 proficient users.

- Proposals that correspond to the eight communicative language activities

Actions and tasks in class be meaningful to students, interesting and practical application
outside the classroom in order to motivate the student and involve them in the learning
process using a tool for communication.
1. amusing anecdote about yourself and tell (oral expression)
2. prepare a quiz (written expression)
3. listen to a conversation (listening comprehension)
4. answer a questionnaire about your experiences (reading comprehension)
5. role-play (oral interaction)
6. chat room to find english speaker (written interaction)

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7. explain to someone what other one is saying (oral mediation)

8. read and explain what it says (written mediation)

Rodríguez, B. & Soto, J. (2010). Common European Framework of Reference for Languages: Evaluation in
different class levels. In B. Rodríguez & R. Varela (Coord.). Language, Literature and Culture in English
studies. Madrid, Alianza Editorial.
- Types of assessment (overall idea)
Assessment is an evaluation of the degree of language proficiency. Tests are a form of
assessment, they must be valid, feasible and reliable.
1.- Achievement: at the end of the unit or term. Assessment of what have been taught,
degree to which objectives have been achieved with respect to the content. Internal
perspective, focused on the classroom.
Proficiency: what a learner knows how to do. Ability to apply what is learnt to the real
world. External perspective. It shows results. Scales as illustrative descriptors.

2.- Norm-referencing: student in relation to their peers. Numerical. Used in placement

tests.
Criterion-referencing: Defines the degree of proficiency in relevant domains. Individual
ability of each student. Illustrative descriptors.

3.- Mastery learning criterion: establishes the minimum competence standard and divides
students according to the results.
Continuum criterion referencing: establishes the degrees of competence in a specific area.

4.- Continuous assessment: integrated through a period (school year) covering

performance and completed work. Cumulative and integrated. Describes abilities.
Fixed point assessment: evaluates different activities, examination. Not concerned with
the process, but what is known at a fixed point. Rating scales can be used.

5.- Formative assessment: ongoing process of gathering info of the learning, strengths and
weaknesses. Aims at improving learning, provides feedback. Scales of descriptors.
Summative assessment: sums up progress at the end of a course with a grade.
Assessment of achievement done at a fixed point, not proficiency.

6.- Direct assessment: what the student is really doing, using a criteria grid. Concerned
with skills of speaking, writing and listening in interaction. i.e., an interview. It can use
descriptors
Indirect assessment: a test that evaluates skills. It can evaluate reading comprehension.
Fill in the gaps, multiple choice. Identification of linguistic competences.

7.- Performance assessment: sample of language in speech or writing in a direct test.

Knowledge assessment: answering different types of questions to evaluate knowledge and
linguistic control

8.- Subjective assessment: judgement of the quality of a particular performance

Objective assessment: indirect test in which subjectivity is removed and there can only be
one correct answer. Validity and reliability are fundamental

9.- Rating on a checklist: assessment in relation to a checklist adequate for a particular

level. Horizontal showing personal progress in a level.
Rating on a scale: determines in what level or band within a scale a person is.
Classification is vertical according to level.

10.- Impression: subjective and ongoing, takes into account the experience of the learner’s
performance without specific criteria.

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Guided judgement: less subjective, based on criteria defined in the descriptors of the CEFR.

11.- Holistic assessment: synthetic judgement, intuitive manner.

Analytic assessment: looks at different aspects separately

12.- Series assessment: series of isolated tasks on a scale with defined points.
Category assessment: judges performance in relation to the categories of a scoring grid.

13.- Assessment by others: judgements are made by the teacher or examiner.

Self-assessment: personal judgements about one’s own proficiency. Importance of
motivation and awareness raising, helps students recognize their strengths and
weaknesses and orient their learning in a more effective way.
- Diagnostic assessment
made at the beginning, to find out what the student knows. Find out the abilities of the
student to determine the point of departure and design new lessons.
- Formative assessment
Is ongoing, to observe the student’s learning process, to offer pedagogical support and
modify the strategy as needed.
- Summative assessment
Final or outcome. Determines the degree of proficiency in the objectives and content..
Evaluates the results of the learning process.
- Techniques:
Observation: scale, checklist. Procedures attitudes. Is ongoing done at all times.
Task review: guides for record keeping. Concepts, procedures, attitudes. Done regularly.
Interviews: loosely structured scripts. Procedures and attitudes. Done as required.
Questionnaires: loosely structures scripts. Concepts and procedures. Done as self-evaluation
at the beginning of the course.
Oral tests, exams: systematized questions. Concepts and procedures. Done during the
learning phase.
Written tests, exams: structured, unstructured. Concepts and procedures. Done at the end of
the learning phase.

EXAM QUESTIONS
-Task based learning is the realization of Communicative language
teaching philosophy.
Task based learning is sometimes referred to as task based instruction or
task based language teaching.
- According to Lozanov, Suggestopaedia, students need to be comfortable
and relaxed.
- In the 19th c foreign language learning led to the grammar-translation
method.
- Features of Dogme ELT: conversational driven, intentionally materials-
light and focuses on emergent language.
- Larsen-Freeman: a method of language teaching is a multifactor process
where we have to take into account the teacher, the students, the
teaching and learning process and the culture to be taught together with
the language.
- A foreign language is learnt through a conscious and carefully designed
process which occurs during the school years and lasts forever.
- Foreignising should be avoided when confronted with a new word.
- To motivate students and get them involved in the learning process:
think of an amusing anecdote of their lives.

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- The action base approach promotes the use of metacognitive strategies

to handle the tasks. Contributes to the development of linguistic and
communication awareness.
- In action oriented approach, the tasks can be linguistic and non
linguistic.
- Type of assessment to determine the degree of proficiency is the
summative assessment.
- Observation, task review, questionnaires and tests are techniques of
assessment.
- when acquiring communicative competence, teacher role is not relevant,
fluency is favored over accuracy, linguistic forms, meaning and functions
need to be learned.
- In task based approach, students learn about the contents, enabling
tasks provide the formal knowledge and final tasks provide the working
knowledge, final tasks integrate the four skills.
- One of the basis for communicative language teaching is its emphasis on
what language is used for.
- Some disadvantage of the PPP procedure are that is highly teacher
centered and assumes students learn in straight lines.
-Methodological culture clash is to do with students and teachers having
different cultural backgrounds.

EXAM QUESTIONS
(Task-based learning, Harmer p. 60)
Choose the statement that is incorrect:
a) Task-based learning is the realization of Communicative language teaching philosophy.
b) Task-based learning doesn’t necessarily make the performance of meaningful tasks central to the
learning process.
c) Task-based learning is sometimes referred to as task-based instruction or task-based language teaching.

2. According to Lozanov and the Suggestopedia method:

1. The teacher points to different sounds only by gestures and actions.
2. Students need to be comfortable and relaxed.
3. Spoken language has primacy and students feel desire to communicate.

(Three and a Half Methods, Harmer p.55-56)

In the nineteenth century, moves were made to bring foreign-language learning into school curriculums,
and so something more was needed. This gave rise to ü
a) Audiolingualism
b) The direct method
c) the grammar-translation method

Harmer, p 59
In its description , Dogme ELT, has the following features:ü
a) It is conversational-driven, It is intentionally materials-light and it focuses on emergent language.
b) It is conversational-driven, it is intentionally materials-heavy and it focuses on emergent language.
c) it is drills-driven, it is intentionally materials-light and it focuses on emergent language.

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From Rodríguez, B. (2010). History of the didactic development of foreign languages:

Larsen-Freeman, in his work Techniques and Principles in Language Teaching (1986) states that:
a) A method of language teaching integrates three elements: approach, design and procedure.
b) A method of language teaching is a multifactor process where we have to take into account the
teacher, the students, the teaching and learning process and the culture to be taught together with the
language.
c) A method of language teaching is a set of specific procedures, that is, a system that spells out rather
precisely how to teach a language.

Choose the correct answer:ü

a) A first language can be learnt or acquired, depending on the age and the conditions of the
learning environment.
b) Learning and acquiring a second language reflect the same processes, they are synonyms.
c) A foreign language is learned through a conscious and carefully designed process
which occurs during the school years and lasts forever.

- Which of the following is a strategy that speakers of a foreign language should avoid when confronted with
an unknown word?
1. Improvising
2. Foreignising
3. Paraphrasing
(Harmer, J. (2015). The practice of English language teaching, p. 310) Mónica Gómez

Rodríguez, B. & Varela, R. (Coord.). (2010). Language, Literature and Culture in English studies. Madrid,
Alianza Editorial - Language learning and teaching: practical applications ( Rodriguez, B. & Varela, p.10)
Choose the correct answer: "One of the proposals to motivate the students and get them involved in the
learning process is to make them...
a) Make them teach to their classmates.
b) Think of an amusing anecdote from their lives.
c) Just by studying grammar and vocabulary

Rodríguez, B. & Varela, R. (2010) Language, Literature and Culture in English studies. Madrid, Alianza
Editorial. Methodology of teaching and learning in different classroom levels.
II. An action-oriented approach (p.5)
1.- Choose the statement which is incorrect:
The action-based approach
a) promotes the use of metacognitive strategies to handle the tasks.
b) is concerned with the ability to understand action tasks carried out in class.
c) contributes to the development of linguistic and communication awareness.

III. Key concepts of the CEFR methodology (p. 6-7)

2.- Choose the right statement
In an action-oriented approach, tasks
a) are meant to be carried out in the classroom.
b) are based on language proficiency.
c) can be linguistic or non-linguistic.

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Rodríguez, B. & Varela, R. (2010) Language, Literature and Culture in English studies. Madrid, Alianza
Editorial. EVALUATION IN DIFFERENT CLASS LEVELS.
IV. Types of assessment (p. 10-11)
3.- According to the CEFR, the type of assessment needed to determine the degree of proficiency of
students is:
a) Diagnostic
b) Formative
c) Summative

IV. Types of assessment (p. 11)

4.- Observation, tasks review, questionnaires and tests are
a) instruments of assessment.
b) types of assessment.
c) techniques of assessment.

HISTORY OF THE DIDACTIC DEVELOPMENT OF FOREIGN LANGUAGES: FROM THE GRAMMAR-TRANSLATION

METHOD TO MODERN APPROACHES RODRÍGUEZ, B. (2010). MADRID: UNED
2. Historical development.
The triumph of communication. Communicative approach (p. 14)

5.- Choose the incorrect option:

When acquiring communicative competence
a) fluency is favored over accuracy.
b) the teacher's role is central interacting with students.
c) linguistic forms, meaning and functions need to be learned.

New tendencies. Task-based Approach/Learning (p. 25)

6.- Which statement is not correct:

In a task-based approach
a) students learn about the language.
b) enabling tasks provide the formal knowledge while final tasks provide the working knowledge.
c) final tasks integrate the four skills.

THE PRACTICE OF ENGLISH LANGUAGE TEACHING. JEREMY HARMER (5TH EDITION)

4.3. Communicative language teaching. (p.57-58)

7.- One of the basis of communicative language teaching is

a) its focus on how language is performed.
b) its emphasis on what language is used for.
c) its focus on a particular language form.

4.7. A procedure (PPP). (p. 66)

8.- Some disadvantages of the PPP procedure are

a) that it is highly student centered and leads to immediate production.
b) that it is highly teacher centered and assumes students learn in “straight lines”.
c) that it reflects the nature of language and learning.

4.8.2. Post-method and learning culture. (p. 70)

9.- Methodological “culture clash” is to do with

a) methods researched by authors from different cultures.
b) students and teachers having different cultural backgrounds.
c) getting away from methods focused on culture.

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Approach: People use the term approach to refer to theories about the nature
of language and language learning. These provide the reasons for doing things
in the classroom and the reasons for the way they are done.
An approach describes how language is used and how its constituent parts
interlock – it offers a model of language competence. An approach also
describes how people acquire their knowledge of the language and makes
statements about the conditions which will promote successful language
learning.
Method: A method is the practical classroom realisation of an approach.
The originators of a method have arrived at decisions which will bring the
approach they believe in to life. Methods include various procedures and
techniques (see below) as part of their standard fare.

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