DELTA Module 1 - Paper 2:Task 2 - Purposes & Reasons Questions With 100% Correct Answers.

Activating schemata - Answer-Prepares for top down processing / More receptive / Lowers the affective filter Receptive - productive - Answer-Mirrors natural acquisition / Exposure to content Gist - detail - Answer-Lowers the affective filter / Stops the Ss getting stuck on details Personalisation - Answer-More motivating / Leads to greater cognitive depth and better memorisation Contextualising with topic - Answer-Exemplifies natural use / Noticing in context before use / Aids comprehension. Focus on collocation/lexical chunks - Answer-Lexical approach leads to collocational competence / Lesser memory load lead to greater efficiency / Leads to fluency as fluency relies on a a large store of readily accessible pre-fabricated language. Categorisation of lexis - Answer-The more vocabulary operations, the greater the memorisation. Fluency practice - Answer-Confidence building activates and recycles language / Practise at integrating discrete items, Learner training - Answer-Leads to learner autonomy and makes more effective learners. Drilling - Answer-Leads to autonomisation / Produce language without conscious thinking / Focuses on accuracy of pronunciation / Aids memorisation / Builds confidence / Comes from behaviourism in the audio lingual method Giving a reading/listening taks. - Answer-Focuses the learners / Motivates / Ss become receptively engaged in tasksPre-teaching vocabulary before receptive skills - Answer-Lowers affective filter / Stops students getting stuck on key words. Focus on/practise of reading/listening subskills - Answer-Become more efficient listeners/readers / We can't assume that the sub skills are transferred from L1 so they need to be taught. Inductive approach (Students work out the rules for themselves) - Answer-Involves processing at a deeper level which leads to greater cognitive depth / Reflects L1 acquisition Deductive approach (Students form examples from the rules) - Answer-Can save time / More efficient for complex rules / Learner expectations / For learners who are intolerant of ambiguity Recycling - Answer-aids memorisation Use of visuals - Answer-Better for visual learners / Increases interest and motivation / A memory aid Collaborative learning - Answer-Better for interpersonal learners / Increases interest, autonomy and motivation / Lowers the affective filter as the teacher isn't focusing on a single student. Error correction - Answer-Aids noticing (Krashen's "Monitor" Hypothesis) / Recycles rules / Prioritises the importance of accuracy / Aids learner training and autonomy / Ss gain proof reading skills / Involves processing at a deeper level which leads to greater cognitive depth Discrete-item approach - Answer-Language is best learned "synthetically" via small packages which the learner can gradually build up knowledge of L2 Controlled to freer practice. - Answer-Ss aren't ready to use language that they aren't confident with / Memorisation helped by accuracy first / PPP approach, that language is best learned by building it up synthetically Giving Ss a choice - Answer-Is motivational / Increases learner autonomy, interest and responsibility, Using model texts, - Answer-Exposes Ss to clear models of language