TFL1 Rüschoff at Universität Duisburg-Essen

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Exemplary flashcards for TFL1 Rüschoff at the Universität Duisburg-Essen on StudySmarter:

Wie viele Krashen Theorien gibt es?

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Authenticity

Exemplary flashcards for TFL1 Rüschoff at the Universität Duisburg-Essen on StudySmarter:

Knowledge (savoir)

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Exemplary flashcards for TFL1 Rüschoff at the Universität Duisburg-Essen on StudySmarter:

Skills I ( savoir comprendre)

Exemplary flashcards for TFL1 Rüschoff at the Universität Duisburg-Essen on StudySmarter:

languaging

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Byram's model of ICC

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Attitudes

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Exemplary flashcards for TFL1 Rüschoff at the Universität Duisburg-Essen on StudySmarter:

critical cultural awareness 

( savoir s'engager) 

Exemplary flashcards for TFL1 Rüschoff at the Universität Duisburg-Essen on StudySmarter:

Skills II

( savoir apprendez/faire)

Exemplary flashcards for TFL1 Rüschoff at the Universität Duisburg-Essen on StudySmarter:

Intercultural Competence

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Kramsch's third place

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Communicative Competence

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Exemplary flashcards for TFL1 Rüschoff at the Universität Duisburg-Essen on StudySmarter:

TFL1 Rüschoff

Wie viele Krashen Theorien gibt es?
5

TFL1 Rüschoff

Authenticity

- content

- context

- process

  •  text authenticity
  •  topic authenticity
  • learner authenticity
  •  learning authenticity
  •  classroom authenticity

> _<  input authenticity

>_>  task authenticity

TFL1 Rüschoff

Knowledge (savoir)

  •  socio-linguistic Knowledge

       = change attitudes & music

  •  important in everyday behaviour, situations, religious beliefs, values and attitudes
  •  not only background studies

        -> cover literature, well-known                    

          pieces of art, everyday                             

          phenomena and cultural practice

TFL1 Rüschoff

Skills I ( savoir comprendre)

- include material based learning and working with media and documents

- main aim in classroom to enable students: 

  •  analyse cultural meaning being covered by authentic materials, documents and events
  •  reflect and explain such meanings
  • relate them to "documents" from their own culture

TFL1 Rüschoff

languaging

- speaking, writing collaborative dialogue, private speech, verbalizing

-> comprehensive output

TFL1 Rüschoff

Byram's model of ICC

  •  Intercultural Communicative Competence
  •  section an ICC elements based on COMENIUS Project

TFL1 Rüschoff

Attitudes

  •  curiosity and openess towards other cultures
  •  "cultural sensitivity", "tolerance of ambiguity", respect of otherness", "empathy"
  • willingness to relativize own culture by questioning values and beliefs
  • classroom: focus on what natures have in common

          - start from similarities

          - not reinforce stereotypes 


TFL1 Rüschoff

critical cultural awareness 

( savoir s'engager) 

  •  critical cultural awareness is the aim of intercultural learning
  •  students should be able to perceive and critically evaluate perspectives, practices and products in own and target cultures and countries
  •  balancing own perspective in relation to other
  •  intercultural sensitivity

TFL1 Rüschoff

Skills II

( savoir apprendez/faire)

- ability to acquire new Kkowledge of a culture and cultural practices 

+ ability to use this knowledge attitudes and skills in real life 

  •  control: foreign language skills
  •  students need to explain, enquire

+ culture-appropriate strategies of interaction e.g. politeness

TFL1 Rüschoff

Intercultural Competence

  • combination of knowledge, skills, attitudes and behaviours
  • allow speaker to recognize, understand, interpre and accept other ways of living and thinking beyond his/ her home culture

TFL1 Rüschoff

Kramsch's third place

  •  in-between cultures as a result of reflective and interactive processes in-between C1&C2

           -> including: 

            -  the foreign culture's self image 

            -  the foreign culture's view of                       own culture

            - one's view of foreign culture

            - one's view of own culture


TFL1 Rüschoff

Communicative Competence

- Discourse competence

- Socio-cultural competence

- Linguistic competence

- Functional competence

- Strategic competence


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