Exam practice question one: the crib sheet

In addition to the examples of typical answering language and useful terminology for answering questions of this type that you can find in Exam Guide: 2.2 and 2.3, the following can also be useful when tacking these questions: Further examples of typical answering language 1. For discussing the intended purposes of specified individual activities and stages in the material: To expose students to X (e.g. language within context). To allow students to do X (e.g. familiarize themselves with the meaning of the text before focusing on language; explore the uses of etc) To help learners to do X by doing Y (e.g. discover meaning by matching verb forms to meaning) For learners to get an opportunity to do X (e.g. repeat target structures in order to get some initial practice in form v pronunciation). To provide X practice of Y (e.g. restricted (controlled) practice of the two verb tenses).

2. For identifying key assumptions: Language should be taught.(say how) (e.g. within a meaningful context rather than decontextualised) X should/should not be taught(say how) (e.g. Verb tenses should not be taught in isolation) Doing X helps with (say what) (e.g. Contrasting two features helps with identifying meaning) Doing X helps to do Y (e.g. Talking about language to a partner helps to clarify concepts). (Doing) X add(s) to (doing) Y (e.g. The use of visual aids add to understanding of texts) (Doing) X is important for learning (e.g. Repetition is important for learning). (Doing) X is essential for Y. (e.g. Hearing good oral models is essential for production of appropriate stress / intonation) Learners benefit from X (e.g. explicit focus on form and meaning). Learners can be helped to do X if (e.g. Learners can be helped to notice if features are made salient by bolding / highlighting) Learning is more memorable if (e.g. Learning is more memorable if there is a cognitive challenge present in the task; learning is more memorable if learners discover / associate meaning for themselves ) X activities/exercises/tasks are (e.g. reassuring for learners; provide scaffolding, etc). X activities/exercises/tasks help learners do Y (e.g. Consciousness raising activities help learners fix form/ meaning in their long term memories).

More useful terminology for answering questions of this type Contextualised/decontextualised (presentation)/ Language is presented in a meaningful context Noticing/(guided) discovery/consciousness-raising/awareness-raising/analysis activities/tasks Explicit focus on meaning/form/language functions, etc Scaffolding

How can I get further practice answering these questions? 1. Every piece of material, task, worksheet etc that you use in class is an opportunity for you to practise these two exam questions. Think in an inquisitive sort of way about the purposes of the material, the authors intentions and the methodology used. In particular, you could ask yourself: o What beliefs about learning in general and about how languages are learnt in particular do(es) the author(s) seem to subscribe to? o Are the tasks and activities and the way they are sequenced typical of a specific approach or method? 2. As a group, or in small groups of people within your learning group who feel they need more practice with this question you could agree to create a forum thread to practise these questions in the caf, taking it in turns to upload a worksheet with a sequence of activities, or a page or two from published materials, and to choose a few of the exercises and activities in the material for everybody to try and answer the exam questions, and to compare answers, and comment on each others work.

The following list of assumptions, created by a past participant based on Cambridge examiners reports, might also be useful. Some assumptions about language learning and why these might be considered important for language learning. Generic Assumptions (less impressive to the examiner!) From exam report: Weaker candidates mentioned the more generic assumptions which exist in most material, i.e. personalisation, activating schemata, visual stimuli, language in reading texts, integrated skills, collaborative learning, guided discovery. Assumption personalisation / identification with topic is an effective aid to learning
need to activate interest / schemata visual stimuli / pictures are useful / its important to include different types of input (reading, listening, visuals etc.) need a task to help understand a text need to see language in context need practice in reading skills sufficient to understand only main points of a text / read text without needing to understand everything jigsaw reading / info gap / opinion gap is useful

Reason
Because engages learners / reduces affective filter / is motivating / makes skills and language meaningful / is easier to talk about concrete than abstract Because will help with top-down processing (and make text easier Because recognisable / contain a lot of information / are engaging / may appeal to visual/ a variety of learning styles Because otherwise they wont know which part of the text to focus on. Because it will help with meaning of language and its retention. Because may not transfer skill from L1 Because outside class need to deal with texts where they dont understand every word / will often read texts with particular purpose in mind / gives practice in useful skills to transfer from L1 Because it encourages learners to engage further with the text / collaborate / offers another opportunity for communicative practice / reflects what happens in real life (where we often summarise an article weve read) Because similar to learning L1 / real life Because this is how languages are learnt in the real world Because they reinforce each other in language learning Because they learn from each other. Because gives confidence to speak fluently / extensively Because cognitive involvement enhances the learning process Because it aids acquisition/ helps students notice gap between their own language use and correct forms Raising awareness of pron & IPA will give them good habits & useful tools. Awareness of how a specific grammatical structure is formed should enable them to use the TL accurately for themselves.

reading texts are a good way of introducing/exposing students to language items benefit from moving from receptive to productive important to focus on skills AND systems / a variety of skills / integrated skills benefit of working collaboratively / interaction / communication guided discovery / working out language / inductive approaches are effective learners benefit from noticing / being encouraged to notice language Pronunciation is an integral part of learning a new language and involves both receptive & productive work. Reception needs to precede recognition. Learners benefit from an explicit focus on form

The use of timelines can be useful to clarify concepts associated with time and tense.

Because some learners are more visual and a visual aid helps with understanding/learning.

More advanced assumptions/impressive to the examiner

Stronger Candidates: analysed the material in terms of assumptions which were particular to this sequence of published material, especially in terms of how the grammar is dealt with. So they identified assumptions of prior knowledge, exposure to target language, contrastive analysis , discrete items, explicit grammar rules and scaffolding . Candidates would be advised to look more carefully at how language (or a subskill) is presented/revised and also practised. Assumption can learn from being exposed to / using target language before it is presented / good to move from implicit to explicit language focus need to use language references/metalanguage Reason Because may notice how it is used / may become curious about it. (SS acquire language from exposure to it.) Because this encourages independence / encourages learners to continue learning outside the classroom / motivates learners/gives Ts a quick, easy way to focus on form/structures Because it assists with understanding meaning Because learners will need to understand different aspects of the TL / process the TL at more sophisticated levels as they progress in their learning / this approach allows learners to see the gap in their knowledge Because many learners will expect this / this appeals to certain kinds of learners esp analytical learners Because knowing that there is a system can help learners feel more secure Because gives learners confidence / motivation/ support leads to understanding & success which improves confidence. Because this enables learners to engage with materials and target language Because meaning first provides context for the language. In real life we focus on meaning not on the language. No point SS working with a text if they dont understand its meaning. Because SS are more likely to be in a receptive mood for learning if they have a relaxed start to the lesson. May also give an opportunity to recycle vocab that is useful in this lesson/unit. Because graded texts help learners to focus better on key language without distractions & sidetracking. Fits in with a structural syllabus which prioritises grammar over vocab. Exposure to language just above learners competence aids learning Its useful for SS to use the TL in a controlled way, to help them gain mastery of it, to check understanding of the rules. Overt contrastive analysis allows ss to use any parallel grammar/vocab positively or to be aware that straight translation isnt effective in that case.

analysis of grammar through contrasting items is effective learners have prior knowledge of (some of) the target language / should extend their knowledge of language items previously met

valid to focus on discrete items of grammar useful to give explicit grammar rules benefit from scaffolding / framework

The importance of including contexts from different cultures need to understand meaning of a text before focusing on target language

Believe in using a warmer activity to involve the students

Its valid & useful to grade texts in order to illustrate a language point.

Controlled practice activities help the learners focus on the TL and give them a chance to manipulate it. Translation into L1 can be useful

Assumptions and beliefs tied to methodologies & theories of SLA/FLA

PPP a structural building block approach to learning is effective. Reflects a belief that knowledge of grammar is key to successful language learning and that learners need to master each structure before moving onto the next one. After focusing on the lang and practicing it in a controlled situations, learners will be able to transfer what they know to a freer situation and production will follow. (ppp & other traditional methods) Controlled practice gives opportunity for SS to develop more complex motor skills, to memorise the TL. From this will come more communicative fluency. Language learning is based on imitation, practice, feedback and habit formation. Practice of a language will lead to the formation of habits and the learning of the language. The quality and quantity of the language which learners are exposed to will influence the success of their language learning. Learning formulaic phrases aids automaticity & fluency as they are stored as in the mind as chunks and can be recalled or retrieved quickly as opposed to needing to be reconstructed word by word Because this aids automaticity as language is stored in chunks within the brain and can be quickly retrieved. AND see above Language learning could be based on imitation, practice etc.... Because ss need time to recall language and organise their ideas. Language can be stored as chunks in the mind and having planning time will allow for retrieval of this language. Sometimes in the real world, speakers do have planning time (eg a formal speech) especially if the lang is to be heard by a number of people. Because the writers believe SS acquire language as they are exposed to it (Krashen) Once lang is acquired it is available for fluency. The exposure must be to comprehensible input just above the learners level of competence. Because the writers believe there is an innate order of acquisition or developmental sequence of language Because the writers believe SLA occurs through conversational interaction and modified interactions by other speakers. (Long) Because the writers believe through this interaction, learners co-construct knowledge which aids learning. (Vygotsky)

Out of accuracy comes fluency

Behaviourism/Audio Lingustics eg. repeating & practicing an item, drilling

SS need a model of production/speaking (writing?) Its useful to learn chunks of language rather than just individual words & SS dont need to analyse the grammar of these chunks (lexical approach) Repetition of an exercise/language item is useful

Giving students time to plan their answer will improve the quality and accuracy of their production.

Lexical approach E.g. lots of emphasis on vocabulary, chunks etc...

Introduction of language following a systematic order is appropriate Interactionist - input must be comprehensible graded texts/spoken practice is important Interactionist - Learners need to interact with other, better learners or native speakers