DELTA Module Two cheat sheet

Second language acquisition (SLA) distinguishes acquisition (implicit, meaning-focused, incidental) from learning (explicit, form-focused, intentional); Krashen claims only acquisition builds implicit competence, a strong claim widely contested.

Krashen's Input Hypothesis: comprehensible input at i+1 drives development; the Monitor Hypothesis restricts conscious rules to editing output given time, focus on form and knowledge of the rule; the Affective Filter blocks intake under anxiety or low motivation.

Swain's Output Hypothesis: producing language forces syntactic processing, noticing gaps, hypothesis testing and metalinguistic reflection; comprehensible output complements rather than replaces input.

Long's Interaction Hypothesis: negotiation for meaning (clarification requests, confirmation checks, comprehension checks) links input, selective attention and output; the Interaction Account emphasises corrective feedback within interaction.

Schmidt's Noticing Hypothesis: no intake without attention; noticing at the level of awareness is necessary for intake, though not sufficient for acquisition; incidental learning of form is limited.

Skill Acquisition Theory (DeKeyser): declarative knowledge becomes procedural through practice, then automatised; practice must be meaningful and varied, and proceduralisation is skill-specific rather than general.

Sociocultural Theory (Vygotsky, Lantolf): mediation, the Zone of Proximal Development and scaffolding; regulation moves from object- to other- to self-regulation, and collaborative dialogue constructs the ZPD.

Usage-based and complexity views: frequency and salience shape entrenchment (Ellis); Complex Dynamic Systems treat interlanguage as non-linear, adaptive and sensitive to initial conditions, so variability is expected.

Affective and individual differences: motivation (integrative/instrumental; ideal and ought-to L2 selves, Dörnyei), anxiety, willingness to communicate, aptitude (e.g. MLAT), age and working memory all mediate rate and ultimate attainment.

CELTA/DELTA planning frame: stage aims are behavioural and observable, whereas the main aim states the overall outcome; each procedure step names interaction pattern, timing and anticipated problems.

Receptive skills lesson shape: lead-in, pre-teach only blocking lexis (maximum about 5-7 items), gist task, detailed task, post-task language focus; tasks precede close reading/listening to preserve authenticity.

Productive skills lesson shape: context, model text/recording, analysis of useful language, controlled practice, freer production, feedback on meaning first then form.

Test-teach-test vs presentation-practice-production: TTT suits known or emergent language and allows diagnosis; PPP suits new, clearly gradable language but risks over-controlled output.

Concept-checking questions test understanding of meaning and use, not form; they must be closed, simple, and answerable yes/no or with a short fixed answer, and must target the specific confusion.

Eliciting, drilling (choral then individual), and marking stress on the board support pronunciation; drilling targets intelligibility problems such as word stress, weak forms and connected speech.

Grading language means adjusting speed, lexical frequency, syntactic complexity and gesture, not simplifying the task demand; task difficulty and language difficulty are separate levers.

Feedback and correction: reformulation, elicitation, clarification request, metalinguistic clue, repetition; delayed correction suits fluency stages, hot correction suits accuracy stages.

Observation and reflection: DELTA requires evidence of planning, teaching, self-evaluation against aims, and action points; lesson observation criteria include rapport, clarity, pace and use of materials.

The Module Three assignment is a small-scale, principled investigation of a chosen specialism: rationale, needs analysis, syllabus/plan design, implementation evidence, evaluation and conclusion.

Rationale must justify the specialism and the chosen learner group with reference to context, literature and observed need; claims need citation and a stated link to practice.

Needs analysis instruments include questionnaires, interviews, diagnostic tests, observation and text/task analysis; triangulating two or more sources strengthens validity.

Syllabus types: grammatical/structural, lexical, functional-notional, skills-based, task-based, genre/text-based, content-based and process; choice must follow from needs, not convention.

SMART objectives are specific, measurable, achievable, relevant and time-bound; each objective should map to an assessment or evidence point in the plan.

Assessment choices: diagnostic, formative and summative; reliability (consistency), validity (measures the construct), practicality and washback are the standard criteria, and marking criteria must be explicit.

Evaluation distinguishes formative monitoring during the course from summative judgement at the end; evidence can include learner work, test scores, self-report and teacher reflection.

Ethical and practical constraints: informed consent and anonymity for learner data, institutional limits on time and access, and acknowledgement of small-sample limits on generalisation.

Referencing and academic conventions: consistent citation style, a reference list of cited works only, and clear separation of own findings from published claims.