Cambridge Distance DELTA Module 1 ASSUMPTIONS

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1.

Advanced learners
benefit from focusing
on many different
forms together.

Presenting the ____ forms together

helps them notice their own
weaknesses.

6.

Because it presents a motivating

challenge.

Form and meaning cannot be

separated so it is useful to
present both together. It is
not necessary to focus
explicitly on the form of this
TL at an advanced level.

Because it allows the teacher to

notice learners' weaknesses.
2.

3.

4.

Advanced learners
need to extend their
lexical repertoire.

So that they can express themselves

more concisely and with more
variety.

Learners need to have

a range of functional
exponents at their
disposal.

So they can sound more like a native

speaker.

Analysis of grammar
through contrasting
items is effective.

Because it assists with

understanding meaning.

Authentic materials
are an important
source of language.

Because they provide language as it

is used-exposure to 'real' language
in 'real' contexts helps learners use
it 'realistically'.

Cognitively engaging
tasks are useful.

7.

Guided discovery/learners
working out language is a
valid form of language input.

Because it will activate

knowledge they already
have and involve them
more in the learning
process (this should
increase the effectiveness
of the learning).

Inauthentic texts are useful

for presenting language.

Because the language can

be controlled.

It is important for target

language to be
contextualized.

Because there is no
defective language.

Because they need to understand a

range of speakers.

8.

Listening texts are a good

way of introducing language
items.

Because the examples of

the target language will be
clear.
Because context provides
meaning.

Because cognitive engagement

encourages them to process the
language forms and leads to greater
retention.
Because it helps learners to notice
the language.

Because they will have

learned the form at
previous levels.
Because it is the subtle
differences in use which
are the key problems with
this area of language.

Because it helps motivate learners

by reminding them there is a real
context for the language they're
learning.
5.

Because advanced learners

will feel patronized if the
material focuses on the
form.

Because it is similar to
learning L1.
9.

10.

11.

It is a good idea for students

to take on a role rather than
having to speak as
themselves

Students find it less

intimidating / they can say
things they may not agree
with and the other
students will know they are
simply acting in a role /
they don't have to think of
ideas

It is a good idea for students

to work collaboratively

They can help each other

with linguistic input / they
will use the language as
they do the task

It is important that learners

leave a lesson with their own
written record of target
language.

Because writing a record

will aid memory.
Because the teacher can
check the correctness of
form student has recorded.

12.

It is important to focus on
discourse/adjacency
pairs/responses.

Because requests on
their own are not so
useful.

16.

It is useful for learners to

use dictionaries.
It is important to
encourage learner
autonomy.

Because learners can

both use them and
respond to them.
Because responses are
part of the use.
13.

It is important to focus on style.

Because learners need to

be aware that language
is appropriate in
different situations.
Because it's part of
knowing the
meaning/use of
language/particularly
relevant to this target
language.

14.

It is important to include
contexts from different
cultures.

It is useful for learners to do

cognitively challenging tasks
when focusing on the target
language/to work out language
patterns.

17.

18.

Because this enables

learners to engage with
materials and target
language.

Because engaging with

the language aids
retention.

It is useful for students to

see a model before they do a
task / learners need
scaffolding/support to
prepare and give a
presentation

It gives them confidence /

they can notice what native
speakers really say /
receptive before
productive / students will be
on track and know what is
expected of them / it will
make the
presentation more effective

It is useful to focus on
form/highlight problems of
form through focused
exercises/focus on
accuracy.

Because students will learn

better if there is an explicit
focus on points of
difficulty/form they need to
consider.
Because it makes students
aware of what they are
learning.
Because many students
expect an explicit language
focus.

19.

Because it allows the

teacher to check how
much learners know.
Because it is motivating
for the learners to check
what they know and
discover what they don't
know.

Because it forces them to take

responsibility for their own
learning.
Because it helps their
learning outside the
classroom.

Because it is important
to present more than one
English (reflects the
many Englishes in the
world).
15.

Because learners will not

always have a teacher on
hand to help them.

20.

It is useful to give learners

complete
sentences/formulaic
language/language in
chunks/collocations

This gives learners

confidence when speaking
because they do not have to
worry so much about
the grammar/ helps with
fluency / it helps to make
students more accurate / it
increases confidence
in receptive skills

It is useful to give learners

explicit grammar rules.

Because these are

fundamental to language
learning and provide
structure for
learning/developing fluency.
Because it's encouraging for
learners to feel there is a
clear system.

21.

It is useful to guide learners

to use reference sources
(grammar references).

Because this encourages

them to work independently
(so they can learn outside
class).

22.

It is useful to have a task

which doesn't focus on
target language even if
the prime reason for the
text is linguistic.
Learners need to
understand meaning of a
text before focusing on
target language.

Because it is important for

learners to have opportunities to
listen as this is often something
which they need practice in.
Because it encourages learners
away from focusing too soon on
language items.

28.

29.

Because it might help activate

their existing knowledge of the
language.
Because an initial focus on
meaning provides a context for
the language.
31.

Ensures the learners process the

text for meaning before they
attend to the language and will
encourage good reading habits
outside the classroom.

24.

25.

26.

It is useful to move from

receptive to productive
work / input to
production

It mirrors how we learn our L1 /

it allows learners to process
input before they have to
produce which
reduces the stress of speaking in
the L2

It is useful to teach
language functions.

Because functional language

has high surrender value for
learners.

It is useful to use a TBL

approach

It allows learners to use the

existing language resources
that they have with language
provided
which is motivating / it
encourages authentic language
use

It is valid to focus on
discrete items of
grammar.

It is valuable to activate
schemata.

Because it will help with topdown processing.

Because it will lower the
affective filter by setting a
context.

Because different learners learn

language in different ways and
it is necessary to cater to all
different learners.

It's important to focus on

both skills and
systems/integrate
different skills.

Because they reinforce one

another in language learning.

A jigsaw reading/info
gap/opinion gap is
useful.

Because it encourages learners

to engage further with the
text/collaborate.

Because it reflects what

happens in real life (where we
often summarize articles we've
read or heard about).
32.

Learners benefit from

categorizing language.

Because it helps them to see

similarities and differences.
Because recording lexis in this
way makes it easier for them to
retrieve.
Because learners are motivated
by such tasks.

33.

34.

27.

It's important to appeal

to learners with a range
of learning styles, in this
case ____.

Because it offers another

opportunity for communicative
practice.

Because many students respond

well as this is what they expect
(previous learning experience).
Because this approach appeals
to certain types of learners.

Because categorizing language

in this way makes it easier to
focus on its use and
appropriacy.
Because it helps learners store
the language efficiently.

30.

23.

It is valuable to
categorize language
according to
meaning/function.

Learners benefit from

knowing and using
metalanguage.

Because this will help them

refer to other sources for
information and encourage
their independence.

Learners benefit from

noticing language.

Because it aids acquisition.

Because it helps learners notice
the gaps between their own
language use and correct forms.

35.

Learners benefit from working

collaboratively/interacting/communicating
with peers.

Because they
feel more
secure
speaking to a
peer
individually
instead of in
front of
whole class
or to teacher.
Because the
confidence of
collaboration
will help
them speak
fluently and
extensively.
Because it
encourages
them to
engage
cognitively
with the
language,
which helps
them retain
the
language.

37.

38.

Learners have studied

these structures before and
should focus on use rather
than form.

Because they need

opportunities to recycle and
build on what they know.

Learners need a task to

focus them on the overall
meaning of the text.

Because it prevents them

from trying to understand
every word.
Because this mirrors real life
use as we usually listen to
something for a specific
purpose.

39.

Learners need a task to

help extract language
examples from a
text/notice the language.

Because it ensures that they

identify the correct TL
quickly.
40.

Learners need a task to

help them understand the
meaning of a text.

36.

Learners can learn from being exposed

to/using target language before it is
presented.
It is good to move from implicit to explicit
language focus.

Because
learners may
then notice
how it is
used.
Because
learners may
become
curious about
the target
language.

Because otherwise they don't

know which part of the text
to pay attention to.
Because otherwise they might
"tune out."

41.

Learners need practice in

skills work.

Because
speaking
helps
retention.
Because they
can learn
from each
other and
promote a
learnercentered
classroom.

Because otherwise they won't

know which part of the text
to focus on.

Because they may not

transfer skills from L1,
teacher intervention is
needed.
Because skills are integrated.
Developing one will help the
others.
Because learners expect this
from a language class.

42.

Learners need receptive

practice before productive
practice.

Because listening/receptive
recognition should precede
production of language.
Because this is how
languages are learned in the
real world.

43.

Learners need to focus on

accuracy before fluency /
learners need to move from
controlled
to freer practice

It will make them feel more

motivated because the final
outcome will be effective / it
prevents errors
from becoming fossilised /
gives learners a sense of
progress

44.

Learners need to hear/see

the language in context.

So that they can see how it

is used.

50.

Because this mirrors how

the L1 is learned.
45.

Learners need to see/hear

language in context.

Learners should be
encouraged to work out
language use themselves/use
guided discovery.

Because it allows learners

to see where the gaps in
their knowledge are.

Because they will better

understand the meaning of
language if it is in context.

Because cognitive
involvement enhances the
learning process.

Because it reflects real-life

language.
46.

Learners need to
understand the
meaning/gist of a text before
focusing on language.
It is sufficient to understand
only main points of a
text/read text without
needing to understand
everything.

Because this will help them

to understand the meaning
of the language.

51.

Because this helps to

develop the listening skill
they need for much of real
life listening.
Because learners will often
read/listen to a text with a
specific purpose in mind.

Learners should be exposed

to natural features of spoken
discourse (e.g. false starts,
[semi]authentic texts)

48.

49.

Learners need to
understand the meaning of a
text before focusing on
specific language.

Because focusing on
meaning first provides the
context for the language
focus.

Learners need/want
idiomatic expressions.

Because it is important to
understand common native
speaker chunks of
language/learners feel
motivated by learning these.

Learners should be
encouraged to respond
personally to texts.
Identification with the topic
is an effective aid to
learning.

Because this generates

interest.
Because listening is an
interactive process.
Because this reduces the
affective filter.
Because it is motivating.
Because this makes skills
and language meaningful.
Because it is easier to talk
about concrete things than
it is to talk abu abstract
things.

Because they may not have

exposure to these features if
they are not learning in an
L1 environment.
Because they provide good
models for learners whose
use of the L2 sounds a little
unnatural.

52.

Learners should develop the

skills necessary for
independent learning.

Because guessing the

meaning of unknown
expressions from context is
a key strategy to be
encouraged.

Learners should extend their

knowledge of language items
previously met.

Because learners will need

to understand different
aspects of the TL.

Because it is a useful skill to

transfer from L1.
47.

Because they can utilize the

knowledge that they
already have which is
motivating.

53.

Because learners will need

to process the TL at more
sophisticated levels as they
progress in their learning.
Because this approach
allows learners to see the
gap in their knowledge.
54.

Learners should learn lexical

chunks/phrases/idiomatic
language especially in
spoken functional language.

Because it helps them to

retrieve language more
easily/quickly.
Because it has high
surrender value outside the
classroom.

55.

Learners should learn lexical

chunks without
deconstructing them.

Because this may be how

L1 is learnt (i.e. through
recall of prescribed chunks
of language).
Because pre-fabricated
chunks will increase the
speed of production.

63.

64.

Because fluency reflects the

way native speakers use
lexis.
56.

57.

58.

59.

Learners will benefit from

moving from receptive to
productive skills.

Because this may reflect

how languages are learned
outside the classroom.

Learners will benefit from

scaffolding or a framework,
e.g. filling the gaps and filling
the table.

Because support gives

learners confidence/they
won't feel overwhelmed.

Learners will benefit from

selecting language items to
fill the gaps or fill the gaps or
fill the table/seeing
distinctive formatting.

Because they will notice the

language if it is flagged up.

Listening texts are a good

way of introducing language
items.

Because it is similar to
learning in L1 or 'real life.'

66.

67.

Because listening provides

a model for learners of
what they might eventually
be expected to produce.
60.

Listening texts are a good

way of presenting functional
language.

Providing
prompts/examples of a
language/a written record is
helpful.

Because it provides
scaffolding during
activities.
Because it allows learners
to revise what they have
learned.

62.

Reading texts are a good way

of introducing/exposing
students to language items.

68.

They reflect what learners may

have to in their own lives /
they are reassuring because
they reflect
what learners are familiar
with

Students benefit from

cognitively challenging
tasks

They will be more motivated to

do the exercises / find the
exercises engaging / feel that
they are
being treated as adults

Students need a focus on

features above sentence
level (e.g. organisation)
are as important
as at sentence level

It may be different from in

their cultures / successful
language use requires
attention to discourse level features / they can focus
on staging of a presentation as
well as language

Students need a written

record of language

It helps them to review the

lesson later / it encourages
them to be independent

Students need different

exponents for the same
function. Upper
intermediate students
already have knowledge of
basic exponents.

Because students need

different/more sophisticated
ways of expressing the same
function to deal with more
complex situations/make
them more native-like.

Students need to be
sensitive to the style of a
text.

The level of informality may be

very different in their cultures /
learners may think that
presentations
have to be formal / part of the
knowledge of genre

Students need to prepare

before they are expected to
speak / rehearsal time

They are likely to be more

accurate / confident / focussed
/ fluent / the final product will
be of a better
standard / they will be better
able to deal with questions at
the end of the presentation if
they have
had time to think things
through in more depth / it
mirrors what happens in a
real life situation

Because this reflects what

happens in real life.
Because this may
encourage them to become
'language' detectives'
outside the classroom.

61.

65.

Simulation/role play
activities / real life tasks
are useful

Because it is similar to
learning L1/real life.
Because it provides a link to
written form and meaning
of
language/lexis/vocabulary.

69.

Students should produce the handouts / visuals /

materials they intend to use in a
presentation / role play

It is what they would have to do in real life / it gives the students a

chance to use the teacher as a
resource to answer any questions (re layout / genre / language) they
may have about these / it helps
raise students' awareness of what the key points are in the
presentation and encourages them to
avoid redundant information

71.

Teacher should act to facilitate learner independence.

Because this helps them to learn outside the classroom.

72.

Visual stimuli/pictures are useful.

Because they are engaging.

70.

Because they appeal to visual learners.

Because they are a useful way of conveying meaning.
Because they are recognizable.
Because they contain a lot of information.