19. How is language seen according to the Structural View?

It views language as a system of structurally related element.

20. What schools (Approach or method) is the Structural View related to?
The Audiolingual Methods, the Total Physical Response, and the Silent Way
21. How is language seen according to the Functional View?
Its seen as a vehicle for expression of functional meaning, emphasizes the semantic
and communicative dimension rather than merely the grammatical characteristics of
language, and leads to a specification and organization of language teaching
content by categories of meanin and function rather than by elements of structure
and grammar.
22. What movement is an example of the Functional View?
English for specific purposes.
23. How is language seen according to the Interactional View?
It sees language as a vehicle for the realization of interpersonal relations and for the
performance of social transactions between individuals. Its seen as a tool for the
creation and maintenance of social relations.
24. What schools (Approach or method) is the Interactional View related to?

Task-Based Language Teaching also draws on an interactional view of

language, as to some extent do Whole Language, Neurolinguistic
Programming, Cooperative Language Learning and Content Based
Instruction.

Theory of language learning

25. What are the two questions underlying an approach or method?
What are the psycholinguistics and cognitive processes involved in language
learning?
26. What learning processes are process-oriented theories built on?
Habit-formation
Induction
Inferencing
Hypothesis-testing
Generalization
27. What do Condition-oriented theories emphasize?
Condition-oriented language theories emphasize the human and physical contect in
which language learning takes place.
28. Fill out the chart with the school, theory, approach or method that corresponds.
Process-oriented theories
Condition-oriented theories

Natural Approach
Total Physical Response

Natural Approach
Counseling Learning
Silent Way
Total Physical Response

29. What did the linking of structuralism to behaviorism produce?

It produces Audiolingualism
Design
30. What are the six components of Design?
Objectives
A syllabus model
Learning and teaching activities
Learner roles
Teacher roles
Role of instructional material

Objectives
31. What is the objective a product of?

The specification of particular learning objectives is a product of design,

not of approach.

Content choice and organization: The syllabus

32. What are the two matters that influence the choice of language content?
Subject matter (What to talk about)
Linguistic matter (How to talk about it)
33. Brown(1995) proposed seven taxonomies of syllabus types. Fill out the chart with
the syllabus types and their matching approaches or methods.
Syllabus
School/Approach/Method
Type
Structural
Audiolingualism
Situational
Oral/situational
Topical
Counseling Learning. ESP (English for Specific Purposes) Communicative
Functional
Language Teaching
Notional
Communicative Language Teaching
Skills-based
Structural-functional syllabus
Task-based
Task-based Learning
Types of learning and teaching activities
34. Fill out the chart with the learning activities corresponding to the following
approaches and methods
Approach or Method
Activity

Audiolingualism
Silent Way
Communicative language teaching

Dialogue and pattern practice

Problem-solving activities with
charts and colored rods. Tasks
with "information gap" and
information transfer"

Learner roles
35. Fill out the chart with learners roles in the given schools.
Approach or Method
Learners roles
Learners as seen as stimulus-response mechanisms
Audiolingualism
Individualized approach to
language learning

Counseling learning

whose learning was a direct result of repetitive practice

(a) Learner plan their own learning program
(b) Learners monitor and evaluate their own progress
(c) Learners are members of a group and learn by
interacting with others;
(d) Learners tutor other learners;
(e) Learners learn from the teacher, from other students,
and from other teaching sources.
Five stages, extending from total dependency on the
teacher in stage 1 to total independence in stage 5.

Teacher roles
36. What are the four teacher role issues in language teaching?

a) The types of functions teachers are expected to fulfill, whether that of

practice director, counselor, or model, for example;
b) The degree of control the teacher has over how learning takes place;
c) The degree to which the teacher is responsible for determining the
content of what is taught; and

d) The interactional patterns that develop between teachers and

learners.
The role of instructional materials
37. The role of instructional materials within a method or instructional system will reflect
decisions concerning:
The primary goal of materials
To present content, to practice content, to
facilitate communication between learners,
or to
enable learners to practice content without
the
teachers help
The form of materials
textbook, audiovisuals, computersoftware
The relation of materials to other sources of Whether they serve as the major source of
input
input
or only as a minorcomponent of it
The abilities of the teacher
Their competence in the language or degree
of
training and experience
Procedure
38. What are the three dimensions of a method at the level of procedure?

(a) The use of teaching activities (drills, dialogues, information-gap

activities, etc.) to present new language and to clarify and demonstrate
formal, communicative, or other aspect of the target language;
(b) The ways in which particular teaching activities are used for
practicing language
(c) The procedures and techniques used in giving feedback to learners
concerning the form or content of their utterances or sentences