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Module 3 Answer

Module 3 Answer

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1
International Faith Theological SeminaryDepartment of Linguistics & English Language StudiesGraduate Program in Teaching English as a Second Language (MChrEd TESL)
Candidate: Amrita Bhandari/NepalDate: December 20, 2010
Exam: Basic Module 3: Learners as a Potential Achiever1-32. Quiz
1.
 
So
cial skills, language acquisiti
o
n, th
o
ught pr 
o
cesses.2.
 
Learning styles, learning disabilities, learning envir 
o
nment.3.
 
Preference, task, way, strategies, h
o
w.4.
 
Impaired, accessing, pr 
o
cessing, general.5.
 
S
etting, supp
o
rtive, c
o
mplicating.6.
 
Preference, intake, pr 
o
cess, st
o
re, certain.7.
 
Preference, study tasks, certain.8.
 
Pr 
o
cessing, st
o
rage.9.
 
Perf 
o
rmance/carrying
o
ut, certain10.
 
Giftedness/pr 
o
 pensity, language11.
 
M
o
tivati
o
n, general intelligence.12.
 
Mem
o
rize well.13.
 
Inherited, c
o
nsci
o
usly, achieve, (A), (C).14.
 
S
tyle, active, articulati
o
n, hands-
o
n.15.
 
Reading, visual.16.
 
Equally well, pr 
o
ficiency.17.
 
Analysis, mem
o
ry, interact/w
o
rk t
o
gether.18.
 
External, mem
o
ry/mem
o
rizing, pr 
o
ficient, internal, analysis19.
 
Left, right20.
 
F
o
ur 21.
 
Expectati
o
ns,
o
wn, c
o
gnitive, ³style wars´, c
o
ngruence, imp
o
rtant, learning.22.
 
Impaired, s
o
cial, language, inhibited, dysfuncti
o
n, nerv
o
us, uneven, skills, abilities.23.
 
Reas
o
ns, learner.24.
 
S
et, teaching, learning, physical, s
o
cial, instructi
o
nal, psych
o
l
o
gical.25.
 
Gl
o
 bal, situati
o
nal, task.26.
 
M
o
tivati
o
n.27.
 
S
et, the
o
retical, learner, success, ³achiever´.28.
 
Instructi
o
n/teaching, teaching, teaching, interacti
o
n, students/learners.29.
 
Preferred, learning, learner/student, direct, indirect.30.
 
Mem
o
rizing, c
o
gnitive, c
o
mpensati
o
n, strategies,
o
verc
o
me, kn
o
wledge.
 
231.
 
S
trategies, direct, meta-c
o
gnitive, affective, s
o
cial, interacti
o
n/c
o
mmunicati
o
n, target.32.
 
Repetiti
o
n, n
o
te-taking, elab
o
rati
o
n, kn
o
wledge, new, inf 
o
rmati
o
n/kn
o
wledge, mem
o
ry.
33-35. Project work 
33.
 
 Presentation on Cognitive Approach to Teaching Vocabulary
 .
 
34. Cognitive and learner styles in the reading materials.
T
he text preparati
o
n has f 
o
cused
o
n the learner¶s kinaesthetic, visual and learning styles.It g
o
es fr 
o
m simplex t
o
c
o
mplex styles with examples and practice exercises.
T
he c
o
urse isdesigned
o
n the basis
o
f learner¶s envir 
o
nment and need.
T
he text c
o
ntains several examples and exercises which make learner easy t
o
c
o
mpletethe assigned task.
T
he learning style helps the students t
o
carry
o
ut the study tasks in a certainway.
T
he text includes kinaesthetic style in which learners prefer learning by active languagearticulati
o
n and hands-
o
n experience. It als
o
includes visual style and audit
o
ry style. In visualstyle, learners feel m
o
st c
o
mf 
o
rtable in reading tasks and relying
o
n visual mem
o
ry likeP
o
werP
o
int Presentati
o
n and in audit
o
ry style; learners are m
o
st effective in listening and relying
o
n the inf 
o
rmati
o
n ³ringing in the ears´.
35. Inductive or deductive grammar method.
Deductive grammar learning is an appr 
o
ach t
o
language teaching in which learners aretaught general rules and given specific inf 
o
rmati
o
n ab
o
ut a language.
T
hen, they apply theserules when they use the language.Deductive grammar learning may be c
o
ntrasted with inductive grammar teaching inwhich learners are n
o
t given grammar rules but they are left t
o
make
o
ut grammar rules bythemselves.
S
tudents can learn best
o
nce they have achieved basic c
o
mprehensi
o
n
o
f learninggrammar.
T
hey can accept feedback in the f 
o
rm
o
f their pr 
o
ducti
o
n in meaningful disc
o
urse.
T
hestudents in the classr 
oo
m sh
o
uld be pr 
o
vided with
o
 pp
o
rtunities t
o
use language t
o
c
o
mmunicate.Just listening t
o
their teachers in the classr 
oo
m d
o
es n
o
t help them in using language f 
o
c
o
mmunicati
o
n.Learning deductively and inductively am
o
ng the c
o
mmunicative appr 
o
aches enc
o
uragesthe students t
o
c
o
mmunicate v
o
lubly.H
o
wever, an inductive meth
o
d inv
o
lves students m
o
re in an analytical study than thedeductive meth
o
d d
o
es in language learning.
36-52 Essay Problems
 
3
36. Communicative Disability. Define
C
o
mmunicative disability refers t
o
a dis
o
rder in c
o
mmunicating with
o
ther pe
o
 ple using b
o
th linguistic and n
o
n-linguistic means
o
f c
o
mmunicati
o
n. M
o
stly, learners gets this disabilitywhile c
o
mmunicate in a f 
o
reign language.In fact, c
o
mmunicati
o
n is the pr 
o
cess
o
f being able t
o
understand and t
o
be underst
oo
d.Pr 
o
 blems with speech, using and understanding language, v
o
ice, and reading, writing
o
r listeningare ass
o
ciated with c
o
mmunicati
o
n disabilities. Vari
o
us cultures, language and ge
o
graphicalregi
o
ns are the fact
o
rs which cause c
o
mmunicative disability in learners.
Who has a communicative disability?
M
o
stly pe
o
 ple have a c
o
mmunicative disability in f 
o
ll
o
wing situati
o
ns:
y
 
the student wants t
o
leave the sch
oo
l because
o
f reading and writing disabilities
y
 
the baby b
o
rn with cleft palate and lip
y
 
the teacher wh
o
se v
o
cal c
o
rds are damaged fr 
o
m inc
o
rrect use
T
hese pe
o
 ple have
o
ne thing in c
o
mm
o
n that they feel hard t
o
understand and t
o
beunderst
oo
d.
T
heir ability t
o
c
o
mmunicate- talk, listen, read and write has br 
o
ken d
o
wn. As aresult, they suffer fr 
o
m frustrati
o
n, anger, embarrassment
o
r grief fr 
o
m time t
o
time.
T
hey try t
o
 c
o
mmunicate their needs, ideas and feelings but c
o
uld n
o
t be able t
o
c
o
mmunicate pr 
o
 perly.A c
o
mmunicative disability affects b
o
th individuals with a c
o
mmunicati
o
n pr 
o
 blem and pe
o
 ple ar 
o
und them. It may last temp
o
rarily
o
r thr 
o
ugh
o
ut life. Even a mild c
o
mmunicativedisability can have seri
o
us effects. F
o
r example: n
o
t being able t
o
say ³s´, ³f´, ³th´
o
r ³r´ may bea mild c
o
mmunicative disability f 
o
r a y
o
ung learner.
H
ow can you tell whether someone has a communication disability?
T
he pe
o
 ple wh
o
have a c
o
mmunicati
o
n disability l
oo
k like any
o
ne else and they mayspeak like
o
ne else. A pers
o
n with a c
o
mmunicati
o
n disability cann
o
t speak clearly
o
r cann
o
tstring a sentence t
o
gether 
o
r is n
o
t intelligent. A pers
o
n with a c
o
mmunicati
o
n disability has
o
ll
o
wing pr 
o
 blems:a.
 
tripping
o
r stumbling
o
ver w
o
rds b.
 
o
ccasi
o
nal l
o
ss
o
f v
o
icec.
 
feeling hard t
o
understand c
o
nversati
o
n and f 
o
ll
o
w itd.
 
 being reluctant t
o
speak t
o
new pe
o
 plee.
 
 bec
o
ming arr 
o
gant because
o
f frustrati
o
nf.
 
difficulty in understanding written materialg.
 
needing directi
o
ns repeatedly
o
n h
o
w t
o
d
o
s
o
mething

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