EL 376 Intro to ELT Quiz 1 Practice: Blogger Web App

Guided Self-Learning Module

EL 376: Introduction to ELT

Foundations of SLA & Curriculum Design • Interactive Study & Quiz 1

Core Concepts Guide

Work through the three key pillars below. Expand each concept to review the theory, terminology, and real-world examples before attempting the quiz.

1. Innateness & Linguistic Competence (Chomsky)

Universal Grammar (UG): Noam Chomsky argued against behaviorist views (habit formation through conditioning). Instead, he proposed that all humans possess a biologically endowed capacity for language, governed by an underlying mental system called Universal Grammar.

Competence vs. Performance:

• Linguistic Competence: The internal, intuitive mastery of language principles (what you know subconsciously).
• Linguistic Performance: The real-world execution of speech or writing, which can be flawed due to fatigue, distraction, or processing limits.

2. SLA Hypotheses: Krashen, Swain, & Long

Theorist & Hypothesis	Core Principle	Key Classroom Implication
Stephen Krashen Input Hypothesis	Language is acquired unconsciously through comprehensible input ($i + 1$).	Prioritize rich, understandable listening and reading material rather than drills.
Merrill Swain Output Hypothesis	Input alone is insufficient. Language production (output) forces learners to shift from semantic decoding to syntactic processing.	Learners must speak and write so they can notice gaps in their interlanguage and test hypotheses.
Michael Long Interaction Hypothesis	Authentic, meaningful interaction triggers "negotiation of meaning" when misunderstandings occur.	Use collaborative, paired tasks where students must clarify and restate ideas.

Acquisition vs. Learning: Krashen distinguished between acquisition (implicit, subconscious, natural absorption yielding spontaneous fluency) and learning (explicit, conscious memorization of grammar rules, useful mainly as an internal "Monitor" or editor).

3. Curriculum Design & the "I-You-It" Relational Model

A curriculum is not just a syllabus list; it is a holistic plan that integrates educational aims, pedagogical philosophies, content, instructional strategies, and assessment.

David Hawkins' I-You-It Model conceptualizes the classroom as a triadic dynamic:

• I (The Teacher): Guides learning, creates safety, and interprets student needs.
• You (The Learner): Brings unique background knowledge, motivation, and developmental stages.
• It (The Subject Matter): The language, themes, and tasks being explored.

Takeaway: Curriculum thrives at the intersection. Learning does not happen if the teacher lectures at the student about "It"; it occurs when "I" and "You" jointly explore and construct meaning around "It".

Step 1: Enter Your Credentials

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Part 1: Concept Completion (10 Marks)

Select the single best term from the word bank for each blank.

Part 2: Short Written Responses (10 Marks)

Answer clearly based on your study notes.

1. Is it possible to learn a language without being aware of the grammatical rules? Explain with an example. (2 Marks)

2. What is the difference between acquisition and learning according to the acquisition-learning hypothesis? (3 Marks)

3. What is a curriculum? Explain it within the I-You-It model. (5 Marks)

Performance & Diagnostic Report

EL 376 Intro to ELT • Quiz 1 Completion

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Part 1 Score: / 10

Part 1 Diagnostic Breakdown

Part 2 Self-Evaluation & Expert Rubrics