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Cambridge DELTA Module 1 Paper

This document lists various common assumptions and reasons for language teaching approaches. Some of the approaches mentioned include using an inductive approach to reflect natural language acquisition, providing learner training to increase autonomy, and exposing students to model texts to improve language accuracy. Other approaches discussed are pre-teaching vocabulary, using collaborative learning, recycling vocabulary, and incorporating visuals, contextualization, and the written word.

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Emily James
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2K views1 page

Cambridge DELTA Module 1 Paper

This document lists various common assumptions and reasons for language teaching approaches. Some of the approaches mentioned include using an inductive approach to reflect natural language acquisition, providing learner training to increase autonomy, and exposing students to model texts to improve language accuracy. Other approaches discussed are pre-teaching vocabulary, using collaborative learning, recycling vocabulary, and incorporating visuals, contextualization, and the written word.

Uploaded by

Emily James
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Cambridge DELTA Module 1 Paper 2 Task 2 Part b Common Assumptions and Reasons

Study online at quizlet.com/_1033e5

inductive
approach

deeper processing / increased cognitive


depth / reflects L1 acquisition

learner
training

increased autonomy / more effective


learners

22.

model texts

clear models of correct language /


improves accuracy

real-life / interesting and motivating /


exposure to natural lexis

23.

personalisation

leads to greater cognitive depth / improves


memorisation / improves motivation

benefits of
reading /
listening

focuses ss / activates schemata /


motivation / engages ss

24.

pre-teach
vocabulary

lowers affective filter / prevents blocking of


key words / improves receptive ability
before listening or reading

categorisation of
lexis

efficient / allows focus on use

receptive >
productive

exposure in context / mirrors natural


acquisition / noticing before use

collaborative
learning

increases autonomy / motivating /


efficient for interpersonal learners

recycling
vocabulary

aids memorisations / motivating

collocations /
chunks

efficient (faster production) / reflects


native speakers (fluency) / lexical
approach

27.

visuals

good for visual learners / useful to convey


meaning / engaging

contextualisation

natural / noticing before use / aids


comprehension

28.

written record

writing aids memory / record can be


checked for accuracy

deductive
approach

saves time / more efficient with complex


rules / meets learner expectations

10.

drilling

produce language without thinking /


accuracy of pronunciation / improves
memorisation / improves confidence

11.

error correction

aids noticing / prioritises accuracy /


greater cognitive depth / aids learner
training

12.

fluency

builds confidence / practise TL in reallife situations / activates language /


recycles language

13.

focus on form

improves accuracy / meets learner


expectations / encourages noticing

focus on reading
or listing subskills

may not be transferred from L1 / makes


ss more efficient / break bad habits

functional
language

high surrender value (usable in real-life)


/ motivating

16.

gist > detail

lowers affective filter / stops students


getting stuck on detail

17.

giving ss a choice

motivating / interesting / increased


autonomy

18.

i+1

aids acquisition / challenging / greater


cognitive depth

increase
autonomy

ss wont always have a teacher / take


responsibility / helps outside the
classroom

1.

2.

3.

4.

5.

6.

7.

8.

9.

14.

15.

19.

accuracy >
fluency (PPP)

builds confidence / lowers affective filter


/ build upon known language / meets
learner expectations

activates
schemata

prepares ss for top down processing /


more receptive / lowers affective filter /
cultural help (L1)

authentic
materials

20.

21.

25.

26.

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