FLT3701 Examination Student 49432087
Question 1
1.1 Matching column A to Column B
1. F
2. G
3. C
4. J
5. H
6. D
7. A
8. B
9. I
10. E
1.2 True or False
1. T
2. T
3. F
4. T
5. T
6. F
7. F
8. F
9. T
10. F
Page 1 of 8
, FLT3701 Examination Student 49432087
Question 2
2.1 The teacher firstly took into account the Affective Order Hypothesis of Krashen and
realised that Lerato is not feeling motivated to learn as she is anxious as she does
not understand the language. She feels that she is not good enough, even though
she if fluent in her home language.
By the use of translation by other students and acting out certain scenarios relates
to the audio-lingual method. This is where dialogues or rhymes are translated into
the home language to help with understanding of the words meaning.
Use of pictures shows that she makes use of a print-rich classroom.
By using real objects, she is able to show exactly what is being spoken about,
leaving no doubt as to the object and word pronunciation.
The input hypothesis is used when a teacher uses body language and gestures to
explain something to a learner.
2.2 The significant role that the teacher played was through input, practice and later
correction. Her teacher first concentrated on input and practice as she wanted her
to feel better about herself before she applied correction.
The use of actions, or role-play, also helped her build an image about what the
teacher was referring to. Since learners love imaginary play and playing different
character roles, they will learn to speak an additional language without overthinking
it. Through role play, learners can practice to speak simple lines from scripts that
will help them to familiarise themselves with simple everyday language.
The teacher played a positive role by creating an encouraging environment which
motivated Lerato and made it easier for her to pay attention to a lesson.
2.3 One if the hypothesis that was used is The Monitor Hypothesis, this states that
learners will correct errors they make by referring to the language rules they are
taught. The teacher needs to be very cautious to not correct learners too much as
this will discourage them from speaking and make them withdrawn.
Another hypothesis she uses is the Input Hypothesis, this states that teachers need
to use body language, gestures, facial expressions or visual literacy to help learners
understand. The teacher uses body language and gestures to facilitate learning
and comprehension.
The Affective Filter Hypothesis is used throughout when she encourages her to
communicate even if it is not always correct or comprehensible.
The teacher uses one of the two main ideas in Cummins theory, namely BICS
(Basic Interpersonal Communication Skills) and to assist Lerato in learning the
language.
Page 2 of 8
Question 1
1.1 Matching column A to Column B
1. F
2. G
3. C
4. J
5. H
6. D
7. A
8. B
9. I
10. E
1.2 True or False
1. T
2. T
3. F
4. T
5. T
6. F
7. F
8. F
9. T
10. F
Page 1 of 8
, FLT3701 Examination Student 49432087
Question 2
2.1 The teacher firstly took into account the Affective Order Hypothesis of Krashen and
realised that Lerato is not feeling motivated to learn as she is anxious as she does
not understand the language. She feels that she is not good enough, even though
she if fluent in her home language.
By the use of translation by other students and acting out certain scenarios relates
to the audio-lingual method. This is where dialogues or rhymes are translated into
the home language to help with understanding of the words meaning.
Use of pictures shows that she makes use of a print-rich classroom.
By using real objects, she is able to show exactly what is being spoken about,
leaving no doubt as to the object and word pronunciation.
The input hypothesis is used when a teacher uses body language and gestures to
explain something to a learner.
2.2 The significant role that the teacher played was through input, practice and later
correction. Her teacher first concentrated on input and practice as she wanted her
to feel better about herself before she applied correction.
The use of actions, or role-play, also helped her build an image about what the
teacher was referring to. Since learners love imaginary play and playing different
character roles, they will learn to speak an additional language without overthinking
it. Through role play, learners can practice to speak simple lines from scripts that
will help them to familiarise themselves with simple everyday language.
The teacher played a positive role by creating an encouraging environment which
motivated Lerato and made it easier for her to pay attention to a lesson.
2.3 One if the hypothesis that was used is The Monitor Hypothesis, this states that
learners will correct errors they make by referring to the language rules they are
taught. The teacher needs to be very cautious to not correct learners too much as
this will discourage them from speaking and make them withdrawn.
Another hypothesis she uses is the Input Hypothesis, this states that teachers need
to use body language, gestures, facial expressions or visual literacy to help learners
understand. The teacher uses body language and gestures to facilitate learning
and comprehension.
The Affective Filter Hypothesis is used throughout when she encourages her to
communicate even if it is not always correct or comprehensible.
The teacher uses one of the two main ideas in Cummins theory, namely BICS
(Basic Interpersonal Communication Skills) and to assist Lerato in learning the
language.
Page 2 of 8
