QUIZ STRUCTURED QUESTIONS Question 1

The Input Hypothesis attempts to answer what is perhaps the most important question in our field, and gives an answer that has a potential impact on all areas of language teaching. (Stephen D Krashen, 2009)

1a. i)

One of the main elements of Input Hypothesis is i + 1. Explain what is meant by i + 1 as suggested by Krashen. (2 marks)

ii)

Using your own creativity, suggest how i + 1 can be applied in an ELT classroom. (4 marks)

iii)

Based on your own knowledge of Input Hypothesis, identify TWO evidence in support of the hypothesis (4 marks)

 The Universal Grammar approach claims that all human beings inherit a universal set of principles and parameters... (Mitchell, R., Myles, F., 1998).

1b

i) In your own words, demonstrate your understanding of Universal Grammar by defining what it means. (2 marks)

ii)

With reference to the quotation given above, explain what principles and parameters mean and give an example for each. (4 marks)

iii)

Identify and briefly elaborate one weakness and one strength of Universal Grammar in relation to second language acquisition. (4 marks)

Question 2
About four decades ago Edward Anthony (1963) gave us a definition that has admirably withstood the test of time. His concept of method was the second of three hierachical elements, namely approach, method, and technique. (Brown, H.D., 2001)

2a i) Based on the definitions given by Edward Anthony; illustrate the difference between approach, method and technique.
By the decade of the 1970s. as we increasingly recognized the

importance of the effective domain, some innovative methods took a distinctly effective nature. Community Language Learning is a classic example of an affectively based method. (Brown, H.D., 2001)

ii) With reference to the above text, briefly explain FOUR common steps applied in Community Language Learning(CLL) (4 marks)
The Grammar- Translation Method is not new. At one time it was called Classical Method since it was first used in the teaching of the classical languages, Latin and Greek. Earlier this century, this method was used for the purpose of helping students read and appreciate literature.
(Diane-Larsen Freeman. 1986)

iii) Based on the text above, identify three characteristics of Grammar Translation Method(GTM) (3 marks)

The Communication approach is the name which was given to a set of beliefs which included not only a re-examination of what aspects of language to teach, but also a shift in emphasis in how to teach. (Harmer, J., 2001)

Based on your understanding of the text above, expalin the meaning of communicative approach and state its goal. (2 marks) Definition: (1 mark) Goal:(1 mark) ii) Identify and briefly describe two concepts of learning associated with communicative approach. (4 marks) iii) Differentiate between Audiolingual Method and Communiactive Language Teaching by giving TWO comparisons between these two methods. (4 marks)

 The acquisition-learning distinction is erhaps the most fundamenntal of all the hypotheses to be presented here. It states that adults have two distinct and independent ways of developing competence in a second language.
Stephen, D., Krashen, Principles and Practice in Second Language Teaching, First Internet Edition, July 2009, University of California.

3a i) with reference to the quotation above, show a clear distinction between language acquisition and language learning as outlined by Stephen Krashen. (2 marks) ii) Based on your knowledge on the development of language, explain how language acquisition and language learning occur in an ESL classroom. ( 4 marks) Answer: a) Language learning: b) Language acquisition: iii) Based on your knowledge on the development of language, explain how language acquisition and language learning occur in an ESL classroom? (4 marks) Suggested answer: a) Making no choice either acquisition / learning / both b) Giving valid reason c) Elaboration of the reason d) Example to support reason

ESSAY QUESTION Question 1:

Behaviourism Cognitivism Social Constructivism Humanism

Compare the differences of the main principle of all types of Language Learning Theories above. Then show how the elements of at least three of them can be applied in a single ELT lesson.
A good answer for question 1 should contain the following: The answer should consist of two parts; outline of main prinnciple of each theory and also how the elements of these theories can be applied in a single lesson. i) Describe the main principle of the four language learning theories to show the difference among them. For example: a. Bahaviourism: - Brief history of behaviourism: Pavlovs experiment, skinners operant conditioning, etc. - The main principle: Learning is basically a habit formation Eg: Repetition and drilling may condition the mind

b. Cognitivism: - Brief history of behaviourism: Noam Chomsky, criticism to bahaviourism - Cognitive thinking

- The main principle: Places emphasis on the leraners and how they organise their knowledge . Social constructivism Brief history of social consructivism: Jean Piaget, Traditioal view, Piagets alternative view The main principle: a theory of knowledge that argues humans generate knowledge and meaning from an interaction between their experiences and their ideas

d. Humanism - Brief history - The main principle: Places great importance on affecttive and emotional factors

ii) How the elements of these theories can be aplied in a single lesson Decide on a lesson eg: a grammar lesson

Step 1: Start by showing example of sentences to students (inductive teaching). Ask students to look at the examples and try to recognise the patterns in the patterns in the examples (cognitivism) Step 2: Show students the patterns in the examples if the students fail to recognise the patterns. Explicitly explained the rules and drill more examples to avoid errors (Behaviourism) Step 3: Get students to form groups and in the group discuss for more examples. Encourage the above average students to help the below average students to understand better and to come up with more examples (Social constructivism)

Step 4: Throughout the lesson give encouragement to students to ask questions, give assurance that making errors is part of learning and not be scared of, give emotional assurance, be accommodating to students requests, etc (Humanism)