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Transformational-generative grammar |
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a common set of rules that generates diverse languages people speak |
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Canale and Swain - 4 competencies |
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Grammatical Strategic Sociolinguistic Discourse |
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Four skills of Proficiency Guidelines |
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Context/Content Text/Type Global Tasks and Functions Accuracy |
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Four areas where you measure performance |
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Reading Writing Speaking Listening |
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Able to narrate and describe in major timeframes and deal with unanticipated complication |
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Learning is a process of habit formation - understanding in unimportant |
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Learning must be meaningful in order to be permanent |
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Acquisition Natural Order Input (i + 1) Monitor Affective Filter |
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Grammar translation results in... |
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Lack of oral fluency, but knowing both native and L2's grammars well |
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reading vocab words first, need to know every single word |
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reading headlines and titles first, scanning |
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Schema and Slots - our background knowledge plays a critical role in acquiring a new language |
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Culture Communication Community Connections Comparisons |
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my subjects are becoming more and more cooperative |
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Attitude changes to override testing conditions |
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Title VI programs are to... |
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strengthen international studies and foreign language teaching |
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Culture - defined by brooks |
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Culture is everything in human life and the best of everything in human life |
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Culture - defined by Seelye |
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"a broad concept that embraces all aspects of human life, from folktales to carved whales. |
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(x-mean)/standard deviation |
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Standard Deviation - Empirical |
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Common Approach to Teaching Culture |
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Frankenstein 4-F Approach Tour Guide Approach By-the-way Approach |
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a taco from here, a gaucho from there,... |
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folk dances, festivals, fairs, and food |
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Identification of monuments, rivers, and cities |
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sporadic lectures or bits of behavior selected indiscriminantly to emphasize sharp differences |
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Limited in Scope - just a regular test |
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Proficiency Test - test on everything |
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the least number of items you need to know to find the critical value |
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Alpha decision level aka significance level |
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to determine the validity of results, one needs to set a level of error (chance) alpha |
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conversations, express feelings, and emotions, exchange opinions, give and take info |
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know relationship between the practices and products and perspectives of the culture studied |
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Connect with other disciplines and acquire info |
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Develop insight into the nature of language and culture |
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Students use language in and out of school |
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Novice - Global Tasks and Functions |
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Communicate minimally with formulaic and rote utterances, lists, and phrases |
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Most common informal settings Most common aspects of daily life |
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May be difficult to understand, even for speakers accustomed to dealing with nonnative speakers |
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Individual words and phrases |
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Intermediate - Global Tasks and Functions |
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Create with language, initiate, maintain, and bring to a close simple conversations by asking/responding to simple questions |
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Intermediate - Context/Content |
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Some informal settings and a limited number of transactional situations Predictable, familiar topics, related to daily activities |
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Understood with some repetition by speakers accustomed to dealing with nonnative speakers |
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Advanced - Global Tasks and Functions |
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Narrate and describe in major time frames and deal effectively with an unanticipated complications |
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Advanced - Context/Content |
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Most informal and some formal settings Topics of personal and general interest |
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Understood without difficulty by speakers unaccustomed to dealing with nonnative speakers |
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Superior - Glabal Tasks and Functions |
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Discuss topics extensively, support opinions, and hypothesize. Deal with a linguistically unfamiliar situation |
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Superiour - Context/Content |
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Most formal/informal settings Wide range of general topics and some special fields of interest and expertise |
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No pattern of errors in basic structures Errors virtually never interfere with communications or distract the native speaker from the message |
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