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Zusammenfassung für die TEFL Klausur

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Kurs

Introduction to Teaching English as a Foreign Language (05.008.110)

67 Dokumente

Studierenden haben 67 Dokumente in diesem Kurs geteilt

Universität

Johannes Gutenberg-Universität Mainz

Akademisches Jahr: 18/19

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Jana Gölz

Johannes Gutenberg-Universität Mainz

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Vorlesung 1 the linguistic environment Multiple internal (cognitive) and external (environmental) factors reciprocally interact and together affect the observed processes and outcomes of leaning an additional language. A s e d tu tti Ip tt o ti n c a rO Attitude: The Pidginization Acculturation Model: (John Schumann The Case of Alberto: The process of acculturation was defined Brown as process of being adapted to a new which involves a new orientation of thinking and feeling on the part of an L2 learner. Great social distance between the L1 and the L2 groups and an affective negativce predisposition towords the target language and it members (e. culture shock, low motivation) may conspire to create a bad learning situation that causes learners to stagnate into a state in their grammar. Neither positive attitudes towards the target language and its speakers nor abundant and meaningful comprehension of L2 messages are in and of themselves sufficient for second language learning to be successful. Input: The Input Monitor Model (Stephen Krashen 1977) languages are acquired (subconsciously) in a particular order (the natural order) comprehensible input as the source of L2 acquisition affective filter: negative emotions prevent acquisition grammar learning will occur naturally consciouscly learned language can only be used to monitor output Output: The Pushed Output Hypothesis (Merril Swain 1985): Comprehension does not demand the full processing of form: the target languagemay be the trigger that forces the learnerto pay attention to the means of expression needed in order to successfully conveyhis or her own intended Three functions of Output: o 1 function o function o 3 function Swain compared the oral and written performances of children who had studied in immersion schools against the performances on the same tasks L1 French peers. She found patterns that remarkably resonate with findings for Wes. School immersion from kindergarten to sixth grade afforded these children optimal development in discourse competence but NOT in grammatical competence or in sociolinguistic competence for aspects that demanded grammatical means and the use of conditional as politeness marker. Swain concluded that the missing element in this school immersion context was sufficient opportunitites for the children to actually use the language in meaningful ways, through speaking and writing. Interaction: The Interaction Hypothesis: Michael Long (1996) Language proficiency is promoted interaction when learners negotiate for meaning. Feedback has positive effects on language learning. If learners stop to clarify things that they do not understand, they may have more time to process the input they receive. Interaction may focus attention on a difference between their knowledge of the target language and the reality of what they are hearing. Negotiation of meaning occurs when there is a breakdown in communication which interlocutors attempt to overcome: One of the participants in a conversation will say something wthat the other does not the participants will then use various commnicative strategies (slowing down speech, speaking more deliberately, clarification requests, repair of speech or paraphrases) to help the interaction progress. Interacitons often result in learners receiving negative evidence. After negotiation the interlocutotrs may model the correct language form. In doing this, learners can receive feddback on their production and on grammar that they have not yet mastered Feedback on their production and on grammar that they have not yet mastered. 1. Communicative Competence are rules of language use without which the rules of grammar are useless. (Widdowson, 1978) 2. Modelling Communicative Competence Canale Swain (1980), Canale (1983) Grammatical competence: the knowledge of the language code (grammar rules, vocabulary, pronunciation, spelling etc.) Sociolinguistic competence: the mastery of the code of language use (appropriate application of vocabulary, register, politeness and stye in any given situation) Discourse competence: the ability to combine language structures into differenc types of cohesive texts (letter, political speech, academic essay, recipe) Strategic competence: the knowledge of verbal and communciation strategies which can enable us to overcome difficulties when communication breakdowns occur and enhance the efficiency of communication) Communicative Language Ability (Bachmann Palmer 1996) Crucial characteristic ist he language ability built of 2 areas: language knowledge strategic competence Organisational Knowledge: grammatical and textual o is composed of abilities engaged in control over formal language structures, i. of grammatical and textual knowledge o Grammatical knowledge includes independent areas of knowledge: vocabulary, morphology, syntax, phonology, and graphology o They enable recognition and production of grammatically correct sentences as well as comprehension of their propositional content Textual knowledge o enables comprehension and production of texts o covers the knowledge for combining sentences or utterances into texts: knowledge of cohesion and knowledge of rhetorical organization, conversational organization Pragmatic knowledge o refers to abilities for creating and interpreting discourse o includes two areas of knowledge: knowledge of pragmatic conventions for expressing acceptable language functions and for interpreting the illocutionary power of utterances or discourse (functional knowledge) and knowledge of sociolinguistic conventions for creating and interpreting language utterances which are appropriate in a particular context of language use. Strategic knowledge o is conceived in the model as a set of metacognitive components o enable language user involvement in goal setting, assessment of communicative sources, and planning Goal setting o includes identifying a set of possible tasks, choosing one or more of them and deciding whether or not to attempt to complete them o Assessment: language use context is related to other areas of communicative language ability: topical knowledge and effective schemata o Planning involves deciding how to make use of language and other components involved in the process of language use to complete the chosen task successfully. The ram Model (1997) Challenges for language learners Semantic features are often learned incompletely Learners may have probelms to find out the exact semantic coverage of a word The L1 may use a different system of semantic differentiation The role of the L1 mental lexicon in activating L2 words is unclear Learners may find it difficult to figure out the correct register Implication for Teaching deeply anchoring words in the mental lexicon is the main objective of lexis learning and teaching learners need help establishing hierarchichal relations the contextualization of vocabulary is vital connecting words with previously acquired ones is essential repetition and practice are keys to successful language learning offering multimodal representations of words is helpful Jobs of a Vocabulary Teacher 1. Planning a Vocabulary Course ( the main, most important job of a vocabulary teacher ) sure that learners have a balenced range of learning opportunities The course should be well balenced equal proportions of input, meaning focused output, language, and fluency each of these strands should take up oft he learning time 2. Training Learners in Useful Strategies of Vocabulary Learning from context, learning using word cards, using word parts, and using a dictionary These four strategies must be trained over a longer period of time (several months) so as to bring about improvement 3. Testing Vocabulary testing where ther vocabulary knowledge is at present Tests to diagnose vocabulary knowledge size are available. e. Vocabulary Levels Test ( it allows see where to go next), Vocabulary Size Test ( measures vocabulary size) 4. Teaching Vocabulary the least important job, but especially important for learners with small vocabulary sizes Learners with small vocabulary sizes need to focus on high frequency words, which deserve classroom teaching time Vorlesung 4 the lexical approach Review 1. The teacher provides a description, explanation, or example of the term 2. Linguistic: Students restate the description, explanation, or example in their own words 3. Students construct a picture, pictograph, symbolic representation, or act out the term. 4. The teacher extens and refines understanding of the word engaging students in activities that help them add to their knowledge of the terms in vocabulary notebooks. 5. Periodically ask students to discuss the terms with one another. 6. Involve students in games that enable them to play with the terms and reinforce word knowledge. lexis? Standard View: Language vocabulary (words) grammar (structure) Lexical Approach: Language different chunks which, when combined, produce coherent text Types of chunks Words Collocations Fixed expressions expressions Practicle Implication More attention needs to be paid to: o Lexis: different kinds of chunks o Specific language areas not previously standard in many o Listening and reading o Activities based on comparisons and translation o The use of the dictionary as a resource for active learning o Probable rather than possible English o Organizing notebooks to reveal patterns and aid retrieval o The language which learners may meet outside the classroom o Preparing learners to get maximum benefit from text Less attention should be paid to: o sentence grammar single and transformation practices o uncollocated nouns o indiscriminate recording of o talking in L2 for the sake of it because you claim to use communicative The Lexical Approach in a Nutshell The Lexical Approach places communication at the heart of language and language learning. This leads to emphasis on the main carrier of meaning, vocabulary. The concept of a large vocabulary is extended from words to lexis,but the essential idea is that fluency is based on the acquisition of a large store of fixed and prefabricated items which are available as the foundationfor any linguistic novelty or creativity. (Michael Lewis) Vorlesung 5 teaching grammar Grammar Types: Prescriptive Grammar is a set of rules about the structure of a particular language prescriptive grammarians present grammar Grammar in the way that it should be used (standard) A Drescriptive Grammar provides a much more detailed and Grammar objective view of languages. Descriptive grammarians observe and describe how a particular language is actually used its speech community Pedagogical Grammar The primary purpose of a Pedagogical Grammar: what and descriptive grammars of the respective target language say for the benefit of L2 Vorlesung 6 task design The Cognitive dimension of tasks: Revised Taxonomy The 7 Styles of Learning visual (spatial) aural verbal (linguistic) physical (kinesthetic) solitary (intrapersonal) social (interpersonal) logical (mathematical) What cooperativ Learning is all about Cooperative efforts result in participants striving for mutual benefit so that all group members: o gain from each efforts (Your success benefits me and my success benefits you) o recognize that all group members share a common fate (We all sink or swim together) o know that performance is mutually caused oneself and team members. (We can not do it without you.) o feel proud and jointly celebrate when a group member is recognized for achievement. (We all congratulate you on your accomplishment!) Why use cooperative Learning Research has shown that cooperative learning techniques: o promote student learning and academic achievement o increase student retention o enhance student satisfaction with their learning experience o help students develop skills in oral communication o develop social skills, promote student Key Elements of cooperative Learing 1. Positive Interdependence (sink or swim together) Each group efforts are required and indispensable for group success Each group member has a unique contribution to make to the joint effort because of his or her resources role and task responsibilities Interaction (promote each success) o Orally explaining how to solve problems o Teaching knowledge to other o Checking for understanding o Discussing concepts being learned o Connecting present with past learning Individual Accountability( no hitchhiking! no social loafing) o Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be. Giving an individual test to each student. o Randomly examining students orally calling on one student to present his or her work to the teacher (in the presence of the group) or to the entire class. o Observing each group and recording the frequency with which each to the work. o Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers. o Having students teach what they learned to someone else. Interpersonal Skills Social skills must be taught: Leadership Communication skills Group Processing Group members discuss how well they are achieving their goals and maintaining effective working relationships Describe what member actions are helpful and not helpful Make decisions about what behaviors to continue or change o o 2. 3. 4. 5. Methods of cooperative learning think pair share team pair solo interview cooperative learning bus stop gallery walk Vorlesung 7 teaching speaking Perspective on Speaking Forms of Oral Communication Comunication Strategies 1. Direct Strategies: Resource o message abandonment o message reduction o o restructuring o 2. Interactional Strategies: o ask for help o comprehension check Other performance: o asking for repetition o asking for clarification o asking for confirmation o guessing 3. Indirect strategies: o use of fillers o repetitions related: o verbal strategy markers related: o feigning understanding Skill Acquisition Teaching Speaking in the TEFL classroom Your students should do most of the talking, not you! Enable smooth processing conditions. Make use of the use communicative interactional patterns Jigsaw Activities, Activities etc.). Teach chunks (not words) used in real life, use appropriate input Focus on prosody rather than single Incorporate improvisation activities. Give feedback but carry all of the communicative load yourself. You CAF it all. Practice make perfect but it helps. A LOT. Task repetition has its merits. Teach Communication Strategies. Embrace new Educational Technology: chats, voicerecordings Vorlesung 8 teaching listening Zweisprachiges Verarbeitungsmodell o Aufmerksamkeit des Lerners auf das Wesentliche richten vor Detailverstehen) o geforderte Behaltensleistung begrenzen o Einsatz von Verstehensstrategien o Lernerreaktionen hervorrufen Scaffolding: systematische anbieten o Vorkenntnisse aktivieren o fehlende Sachinformationen o Struktur schaffen: Advanced Organizer nutzen o Schwierigkeiten vorwegnehmen Verstehensprozess entlasten o trainieren Strategien, die das vorbereiten o predicting Strategien, die den erleichtern o Chunking (auch in Form von notetaking: Tourists can be with all kinds of when they are in a foreign country. o Strategy: Fortgeschrittene sollten sich darin die der Sprecher durch bestimmte Formulierungen zu erfassen, um daraus Erkenntnisse die Textaussage zu erhalten: I can see the TV tower, BUT I see the cathedral. Sequentielles Kombinieren: o a) She poured water from the tock. o b) Then, lifting the tock, she drank. o c) Unfortunately, as she was setting it down again, the tock slipped from her hand and broke. o d) Only the handle remained in one piece. Intelligent guessing Strategien, die helfen, das zu verarbeiten o Gliederungen, Diagramme Strategien, die helfen, zu behalten Strategien, die als Vorstufe zur Sprachproduktion dienen anctivities Funktion Aufmerksamkeit wecken Erwartungshaltung aufbauen Fokussieren Vorwissen Aktivieren Bsp Ihnalte, Charaktere, Handlung auf basis von Titel oder Fokus spekulieren Wh questions (antizipieren) analysieren activities Funktion: Aufmerksamkeit fokussieren, Verstehensprozess absichern activities Funktion o Vertiefung o Transfer o Anwendung Vorlesung 9 teaching reading Processing Wortschatz Passendes Bild beschreiben Hintergrundinfos einholen, recherchieren Gezielte stellen Bsp a) geschlossen: listen and act, matching, sorting b) von von Tabellen, von b) offen: Inhaltsangaben Fragen zum Text (Bloom Taxonomy) Bsp o o o o o o Schlussfolgerungen ziehen Probleme diskutieren Sprache und Stil analysieren Thematische Aspekte elaborieren Kreative (Rollenspiele) Projekte Typology of reading Skills (definetly in the Test) Skimming: reading rapidly for the main points Scanning: reading rapidly to find a specific piece of information Extensive reading: reading for pleasure, emphasis on overall meaning Intensive Reading: Reading a short text for detailed information Stage understanding key words collecting information on author, publication, topic, plot etc... reacting to a silent impulse predicting characteristics of the text brainstorming heartstorming carrying out an opinion poll reacting to a provocative statement Stage decoding unknown words presenting in visual form: completing charts, grids, flow charts... summarizing finding headings for passages predicting the coninuation of the plot stopping at certain points to reflect answering questions understandin Stage writing a comment, letter to the editor, create a blog entry, record an aural statement, video etc. changing the text: changing the text into a different text type.

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Zusammenfassung für die TEFL Klausur

Kurs: Introduction to Teaching English as a Foreign Language (05.008.110)

67 Dokumente

Studierenden haben 67 Dokumente in diesem Kurs geteilt

Universität: Johannes Gutenberg-Universität Mainz

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Vorlesung 1 – the linguistic environment

- Multiple internal (cognitive) and external (environmental) factors reciprocally interact and

together affect the observed processes and outcomes of leaning an additional language.

Attitude:

-The Pidginization Hypothesis/The Acculturation Model:

-(John Schumann 1976/1990/1997)

-The Case of Alberto:

-The process of acculturation was defined by Brown as „the process of being adapted to a new

culture“ which involves a new orientation of thinking and feeling on the part of an L2 learner.

-Great social distance between the L1 and the L2 groups and an individual‘s affective negativce

predisposition towords the target language and it members (e.g. culture shock, low motivation)

may conspire to create a bad learning situation that causes learners to stagnate into a pidgin-like

state in their grammar.

-Neither positive attitudes towards the target language and its speakers nor abundant and

meaningful comprehension of L2 messages are in and of themselves sufficient for second

language learning to be successful.

Input:

-The Input Hypothesis/The Monitor Model (Stephen Krashen 1977)

-languages are acquired (subconsciously)

-in a particular order (the natural order)

InputOutput

InteractionAttention

Attitudes