Cambridge DELTA: Diane Larsen-Freeman methodology

assumptions
Study online at quizlet.com/_okwmi
1.

2.

3.

4.

5.

6.

AL New vocabulary is
introduced through lines of
the dialogue; vocabulary is
limited.

The major objective of

language teaching should
be for students to
acquire the structural
patterns; students will learn
vocabulary
afterward.

AL Students are given no

grammar rules; grammatical
points are taught through
examples and drills.

The learning of a foreign

language should be the
same as the
acquisition of the native
language. We do not need
to memorize rules in order
to use our native language.
The rules necessary to use
the target language will be
figured out or induced from
examples.

AL The language teacher

introduces the dialog by
modelling it two times; she
introduces the drills by
modelling the correct
answers; at other times, she
corrects mispronunciation
by modelling the proper
sounds in the target language.

One of the language

teacher's major roles is that
of a model of the target
language. Teachers should
provide students with a
good model. By listening to
how it is supposed to
sound, students should be
able to mimic the model.

AL The language teacher uses

only the target language in the
classroom. Actions, pictures,
or realia are used to give
meaning otherwise.

The native language and

the target language have
separate linguistic systems.
Thev should be kept apart
so that the students' native
language interferes as little
as possible with the
students' attempts to
acquire the target language.

AL The students reapeat each

line of the new dialogue
several times.

AL The students stumble over

one of the lines of the dialog,
The teacher uses a backward
buildup drill with this line.

Language learning is a
process of habit formation.
The more often
something is repeated, the
stronger the habit and the
greater the
learning.
It is important to prevent
learners from making
errors. Errors lead to the
formation of bad habits.
When errors do occur, they
should be immediately
corrected by the teacher.

7.

8.

9.

10.

11.

12.

13.

14.

15.

AL The supermarket
alphabet game and a
discussion of
American
supermarkets and
football are included .

Language cannot be separated

from culture. Culture is not only
literature and the arts, but also
the everyday behavior of the
people
who use the target language. One
of the teacher's responsibilities is
to present information about that
culture.

AL The teacher
conducts
transformation and
question and answer
drills.

Each language has a finite

number of patterns. Pattern
practice helps students to form
habits which enable the students
to use the
patterns.

AL The teacher does a

contrastive analysis of
the target language and
the students' native
language in order to
locate the places where
she anticipates her
students will have
trouble

The major challenge of foreign

language teaching is getting
students to overcome the habits
of their native language. A
comparison between the native
and target language will tell the
teacher in what areas her
students will probably experience
difficulty.

AL The teacher initiates

a chain drill in which
each student
greets another.

The purpose of language

learning is to learn how to use
the language to communicate.

AL The teacher
introduces a new
dialogue.

Language forms do not occur by

themselves; they occur most
naturally within a context .

AL The teacher provides

the students with cues;
she calls on individuals;
she smiles
encouragingly: she
holds up
pictures one after
another.

The teacher should be like an

orchestra leader - conducting,
guiding and controlling the
students' behavior in the target
language.

AL The teacher says

"very good" when the
students answer
correctly.

Positive reinforcement helps the

students to develop correct
habits.

AL The teacher uses a

single slot and multiple
slot substitution drills.

Particular parts of speech occupy

particular 'slots' in sentences. In
order to create new sentences,
students must learn which part of
speech occupies which slot.

AL The teacher uses

spoken cues and picture
cues.

Students should learn to respond

to both verbal and nonverbal
stimuli.

16.

17.

18.

19.

20.

21.

22.

23.

24.

AL The teacher writes the

dialog on the blackboard
toward the end of the
week. The students do
some limited written
work with the dialog and
the sentence drills.

Speech is more basic to

language than the written form
. The natural order - the order
children follow when learning
their native language - of skill
acquisition is: listening,
speaking, reading and writing.

AL When the students

can handle it, the teacher
poses the questions to
them rapidly.

Students should "overlearn",

i.e. learn to respond
automatically without stopping
to think.

CB For homework, the

students are given a map,
which they are to label
based on a descriptive
reading they have been
given.

Communicative competence
involves more than using
language
conversationally also includes
the ability to read, discuss, and
write about content from other
fields.

CB The class is studying

geography.

The subject matter content is

used for language teaching
purposes.

CB The students are given

the latitude and longitude
coordinates, and they
have to come to the front
of the
classroom to find the city
on the globe.

Learners work with

meaningful, cognitively
demanding language
and content within the context
of authentic material and tasks.

28.

CB The students call out

their answers
enthusiastically as the
teacher writes them on
the blackboard.

When learners perceive the

relevance of their language use,
they are motivated to learn.
They know that it is a means to
an end, rather than an end in
itself.

29.

CB The students fill in the

vocabulary words in the
blanks
in the modified cloze
passage as they watch the
video.

Vocabulary is easier to acquire

when there are contextual clues
to
help convey meaning.

CB The teacher asks the

students what they know
about a globe.

Teachers should build on

students' previous experience.

CB The teacher provides

a number of examples
using the present passive
with latitude and
longitude co-ordinates.

When they work with authentic

subject matter, students need
language support. For
instance, the teacher may
provide a number
of examples, build in some
redundancy, use
comprehension
checks, etc.

25.

26.

27.

30.

31.

CB The teacher
reads the new
vocabulary and
then the
students watch a
video entitled
'Understanding
Globes.'

Language is learned most effectively

when it is used as a medium to convey
informational content of interest to the
students.

CB The teacher
supplies the
missing language
when the students
have trouble in
explaining a
concept in the
target language.

The teacher 'scaffolds' the linguistic

content, i.e. helps learners say what it
is they want to say by building together
with the students a complete utterance.

CLT After the role

play is finished, the
students elicit
relevant
vocabulary.

The grammar and vocabulary that the

students learn follow from the
function, situational context, and the
roles of the interlocutors.

CLT A student
makes an error.
The teacher and
other students
ignore it.

Errors are tolerated and are seen as a

natural outcome of the development of
communicative skills. Since this
activity was working on fluency, the
teacher did not correct the student but
simply noted the error, which he will
return to at a later point.

CLT For their

homework, the
students ar c ro
listen to a
de bate on the rad
io or wa tch it
on television.

Students should be given opportunities

to listen to language as it is used in
authentic communication . They may
be coached on strategies for how to
improve their comprehension.

CLT The students

and asked how they
feel about the
predictions.

Students should be given an

opportunity to express their feelings
and opinions.

CLT The students

are to do a role
play. They are all to
imagine that they
are the employees
of the same
company.

The social context of the

communicative event is essential in
giving meaning to the utterances.

32.

33.

34.

35.

36.

CLT The
students
play a
language
game.

Games are important because they have certain

features in common with real communicative
events. There is a purpose to the exchange.
Also, the speaker receives immediate feedback
from the listener on whether she has
communicated successfully or not. In this way
they can negotiate meaning. Finally, having
studentds work in small groups maximises the
amount of communicative practice they receive.

CLT The
students
suggest
alternative
forms they
would use
to state a
prediction
to a
colleague.

In communicating, a speaker has a choice not

only about what to say, but also how to say it.

CLT The
students
try to state
the
reporter's
predictions
in different
words.

One function can have many different linguistic

forms. Since the focus of the course is on real
language use, a variety of linguistic forms are
presented together. The emphasis is on the
process of communication rather than just
mastery of the language.

CLT The
students
unscramble
the
sentences
of a
newspaper
article.

Students should work with language at the

discourse or suprasentential level. They must
learn about cohesion and coherence, those
properties that bind the sentences together.

CLT The
students
work with a
partner to
predict
what the
next
picture in
the strip
story will
look like.

Communicative interaction encourages

cooperative relationships between students. It
gives students an opportunity to work on
negotiating meaning.

37.

38.

39.

40.

41.

42.

43.

44.

45.

CLT The teacher distributes a

handout that has a copy of a
sports column from a recent
newspaper.

Whenever possible,
'authentic language' language as it is used
in a real context should be introduced.

CLT The teacher gives each group

a strip story and a task to
perform.

One of the teacher's

major responsibilities
is to establish
situations likely to
promote
communication.

CLT The teacher gives the

students the directions for the
activity in the taregt language.

The target language is

a vehicle for
classroom
communication, not
just an object of study.

CLT The teacher moves from

group to group offering advice
and answering questions.

The teacher acts as a

facilitator in setting up
communicative
activities and as an
advisor during the
activities.

CLT The teacher reminds the

students that one of them is
playing the role of the boss and
that they should remember this
when speaking to her.

Learning to use
language forms
appropriately is an
important part of
communicative
competence.

CLT The teacher tells the students

to underline the reporter's
predictions and to say which
ones they think the reporter feels
most certain of and which he
feels least certain of.

Being able to figure

out the speaker's or
writer's intentons is
part of being
communicatively
competent.

DM AII of the lessons of the week

involve United States
geography.

The syllabus is based

on situations or
topics, not usually on
linguistic structures.

DM A proverb is used to discuss

how people in the U.S. view
punctuality.

Learning another
language also involves
learning how speakers
of
that language live.

DM Students ask questions about

the map.

The purpose of
language learning is
communication
(therefore students
need to learn how to
ask questions as well
as answer
them).

46.

47.

48.

49.

DM The students
fill in blanks with
prepositions
practiced in the
lesson.

Grammar should be taught inductively.

There may never be an
explicit grammar rule given.

DM The students
read aloud a
passage about
United States
geography.

Reading in the target language should

be taught from the beginning of
language instruction; however, the
reading skill will be developed through
practice with speaking. Language is
primarily speech. Culture consists of
more than the fine arts (e.g. the
students study geography and cultural
attitudes).

DM The teacher
answers the
students'
questions by
drawing on the
blackboard or
giving examples.

The teacher should demonstrate, not

explain or translate. It is desirable that
students make a direct connection
between the target language and
meaning.

DM The teacher
asks questions
about the map in
the target
language, to which
the studentds reply
using complete
sentences in the
target language.

Students should learn to think in the

target language as soon as possible.
Vocabulary is acquired more naturally
if students use it in full sentences,
rather than memorizing word lists.

DM The teacher
asks questions
about the students;
students ask each
other questions.

Lessons should contain some

conversational activity-some
opportunity for students to use
language in real contexts. Students
should be encouraged to speak as much
as possible .

DM The teacher
corrects a
grammar error by
asking the
students to make a
choice.

Self correction facilitates language

learning.

DM The teacher
dictates a
paragraph about
United Sta es
geography.

Writing is an important skill, to be

developed from the beginning of
language instruction.

DM The teacher
points to a part of
the map after each
sentence is read .

Objects (e.g. realia or pictures) present

in the immediate classroom
environment should be used to help
students understand the meaning.

54.

55.

56.

57.

58.

59.

60.

61.
50.

51.

52.

53.

62.

63.

64.

DM The teacher uses

the target language to
ask the students if they
have a question. The
students use the target
language to ask their
questions.

The native language should not be

used in the classroom.

DM The teacher works

with the students on
the pronunciation of
'Appalachian .'

Pronunciation should be worked

on right from the beginning of
language instruction.

GT Students apply a
rule to examples they
are given.

Deductive application of an
explicit grammar rule is a useful
pedagogic technique.

GT Students are given

a grammar rule for the
use of a direct object
with two-word verbs .

It is important for students to learn

about the form of the target
language.

GT Students learn that

English ' ity'
corresponds to -dad
and -tad in Spanish.

Learning is facilitated through

attention to similarities between
the target language and the native
language.

GT Students memorize
the paradigm of a set
of irregular verbs.

Wherever possible, verb

conjugations and other
grammatical paradigms should be
committed to memory.

GT Students memorize
vocabulary.

Language learning provides good

mental exercise.

GT Students translate
new words from
English into Spanish.

It is possible to find native

language equivalents for all target
language words.

GT Students translate
the passage from
English to Spanish.

An important goal is for students

to be able to translate each
language into the other. If students
can translate from one language
into another, they are considered
successful language learners.

GT Students write out

the answers to reading
comprehension
questions.

The primary skills to be developed

are reading and writing. Little
attention is given to speaking and
listening, and almost none to
pronunciation.

GT The class is reading

an excerpt from Mark
Twain's Life On the
Mississippi.

A fundamental purpose of learning

a foreign language is to be able to
read literature written in it.
Literary language is superior to
spoken language. Students' study
of the target culture is limited to its
literature and fine arts.

65.

66.

67.

68.

69.

70.

71.

72.

GT The teacher asks students in their

native language if they have any
questions. A student asks one and is
answered in her native language.

The ability to
communicate in
the target
language is not a
goal of language
instruction.

GT The teacher asks the students to

state the grammar rule.

Students should
be conscious of
the grammatical
rules of the target
language.

GT The teacher decides whether an

answer is correct or not. If the
answer is incorrect, the teacher
selects a different student to supply
the correct answer or the teacher
herself
gives the right answer.

The teacher is the

authority in the
classroom. It is
very important
that students get
the correct
answer.

LS Prior to the lesson the teacher has

been reading the students' learning
journals, where the students
regularly write about what and how
they are learning. The teacher has
also been interviewing the students.

The students'
prior knowledge
and learning
experiences
should be
valued and built
upon.

LS The students evaluate their own

success in learning the strategy. They
modify the strategy to meet their own
learning needs. They share their
innovations with their classmates.

Students need to
become
independent, selfregulated
learners. Selfassessment
contributes to
learner autonomy.

LS The students practice the new

learning strategy.

For many
students,
strategies have to
be learned. The
best way to do this
is with 'hands-on'
experience.

LS The teacher asks the students to

try out the new strategy on a different
reading they choose for homework
that night .

An important part
of learning a
strategy is being
able to transfer it,
i.e. use it in a
different
situation.

LS The teacher decides to have the

students work on the strategy of
advance organization.

Studying certain
learning
strategies will
contribute to
academic success.

73.

74.

75.

76.

77.

78.

LS The teacher models the

use of the strategy using a
think-aloud
demonstration.

The teacher's job is not onlv

to teach language, but to
teach learning.

TBL Students are asked to

design a way to survey the
other students about their
favorite subjects. They are
to figure out a way to
report their findings to the
rest of the class.

Students have input into the

design and the way that they
carry out the task. This gives
them more opportunity for
authentic and meaningful
interaction.

TBL The students' papers

were marked by the
teacher on the basis of the
content.

Students should receive

feedback on their level of
success in
completing the task. The
overall focus is on meaning.

TBL The students then do

the task in groups,
following the teacher's
instructions. They are each
given part of the
information they need to
complete the task.

This jigsaw task, where

students have to listen to
different parts of a
total set of information they
need to complete a task, gives
them plenty of opportunity to
engage in authentic speaking
and listening and provides
opportunities to develop their
comprehension and
speaking skills.

TBL The teacher asks

about Saturday. The
students reply.
'holiday.' The teacher
responds, 'Yes. Saturday's
a holiday.'

The teacher supplies the

correct target form by
reformulating or
recasting what the students
have said.

TBL The teacher asks the

students if a particular
answer is right.

The teacher needs to seek

ways of knowing how
involved the students are in
the process, so she can make
adjustments in light of
the learn ers' perceptions of
relevance and their readiness
to learn. Such teacher-class
negotiation ensures that as
many students as possible in
a mixed ability class grasp the
nature of the activity.

79.

80.

81.

82.

83.

84.

TBL The teacher asks,

'What about Saturday? Do
we have school on
Saturday ?'

TBL The teacher begins by

having the class help her
begin to fill out a class
schedule. This is done
through whole-class
interaction in the form of
teacher question and
student response.

TBL The teacher first has

the students label the time
periods and then the days.

The teacher does not

consciously simplify her
language; she uses
whatever language is
necessary to have students
comprehend the
current step in the pre-task.
Here she switched from an
abbreviated
wh-question to a yes/no
question. This switch is a
natural strategy
that proficient speakers use
when interacting with less
proficient
speakers inside and outside of
the classroom.
A pre-task, in which students
work through a similar task to
one that they will later do
individually, is a helpful way
to have students see the logic
involved in what they are
being asked to do. It will also
allow
the language necessary to
complete the task to come into
play.
The teacher breaks down into
smaller sreps the logical
thinking
process necessary to complete
the task. The demand on
thinking
made by the activity should be
just above the level which
learners can meet without
help.

TBL The teacher tells the

class that they are going to
complete a timetable.

The class activities have a

perceived purpose and a clear
outcome.

TPR A few weeks later, a

student who hasn't spoken
before gives commands.

Students will begin to speak

when they are ready.

TPR A student says "shake

hand with your
neighbour".

Students are expected to make

errors when they first begin
speaking. Teachers should be
tolerant of them. Work on the
fine details of the language
should be postponed until
students have become
somewhat proficient.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

TPR The
students say
nothing.

The students' understanding of the target

language should be
developed before speaking.

TPR The teacher

changes the
order of the
commands.

Students should not be made to memorize

fixed routines.

TPR The teacher

directs students
other than the
volunteers.

Students can learn through observing

actions as well as by
performing the actions themselves.

TPR The teacher

gives a
command in the
target language
and performs it
with the
students.

Meaning in the target language can often

be conveyed through actions. Memory is
activated through learner response.
Beginning foreign language instruction
should address the right hemisphere of the
brain, the part which controls nonverbal
behavior. The target
language should be presented in chunks,
not just word by word.

TPR The teacher

gives the
commands
quite quickly.

Students can initially learn one part of a

language quickly by moving their bodies.

TPR The teacher

gives the
students they
have not heard
before.

Students must develop flexibility in

understanding novel combinations of
target language chunks. They need to
understand
more than the exact sentences used in
training. Novelty is also
motivating.

TPR The teacher

introduces new
commands after
she is satisfied
that the first six
have been
mastered.

It is very important that students feel

successful. Feelings of success and low
anxiety facilitate learning.

TPR The teacher

says, 'Jump to
the desk.'
Everyone
laughs.

Language learning is more effective when

it is fun.

TPR The teacher

sits down and
issues
commands to
the
volunteers.

The imperative is a powerful linguistic

device through which the
teacher can direct student behavior.

TPR The teacher

writes the new
commands on
the blackboard.

Spoken language should be emphasised

over written language.

95.

TPR When the students make an error, the teacher repeats the command
while acting it out.

Correction should be carried out in an

inobtrusive manner.