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Lewis (1993)
- grammar & lexis = interwoven
- teaching lexical phrases/ chunks of language
book: The Lexical Approach (1993)
Terrell & Krashen (1970s/80s)
Natural Approach
- innatist view
-relaxed atmosphere
- communication/vocab before grammar
Krashens Monitor Model
1. Acquisition-Learning-Hypothesis
2. Monitor Hypothesis
3. Natural Order Hypothesis
4. Input Hypothesis (i+1)
5. Affective Filter Hypothesis ("good vibes only")
Brewster, Ellis & Girard, 2002 (listening)
purpose listening
- settle/stimulate children
- develop language skills
- interact with others
- support literacy
1. pre-listening..
2. while-listening.. .. activities
3. pot-listening..
listening activities can involve...
1. nonverbal response
2. reproducing FL
3. producing FL
Wray & Hooper (1995)
When chunks familiar & can be acessed quickly, they can be combined with other chunks or broken up & recombine into a new string of words.
Asher (1960s)
TPR (=Total Physical Response)
- Language understanding before production
- learners act out commands
Gardner
(1983 & 2011)
multiple intelligences:
linguistic, logico-mathematical, musical, bodily-kinaesthetic, spatial, inter/intrapersonal, naturalist
book: Frames of Mind
Cameron
(2001 & 2004)
Implication FLT
- no watered-down secondary syllabus
- meaningful activities
- focus: spoken language
- words & chunks, dicours skills (reproduce songs etc)
- grammar
What does it mean to know a word?
1. receptive knowledge
2. phonological k.
3. orthographic k.
4. conceptual k.
5. grammatical k.
6. collocational k.
7. pragmatic k.
8. connotational k.
9. metalinguistic k.
10. memory
Read (2007)
Speaking
1. spoken production = low level of free FL production
2. spoken interaction = high levl of free FL production
Content-based learning/ linking EFL to other subject areas
I. some/all subjects are taught through the medium of an additional language (CLIL/Bili, IFA)
II. content from other areas of the curriculum included in English language learning programmes (IFA)
Why?
-learning how to use language to describe the world
- part of the holistic process
Pinter (2006)
Read (2007)
Shin & Crandall (2014)
Reading & Writing
- motivating
- reinforces & extend
- build on & transfer skills
- introduced gradually, after basic litrally skills & when children interested
Top 10 reading:
1. print rich environment
2. language already introduced
3. gradual word level
4. shared reading
5. combination: whole-word methods & phonics (=sound correspondence patterns)
6. meaningful reading
7. teach sub skills
8. pre-, while-, post-RA
9. multisensory reading
10. offer wide range of genres
Info: The 4 skills (order 1-4)
receptive = (1) listening & (3) reading
productive= (2) speaking & (4) writing
Pinter (2006)
Read (2007)
(writing)
developing writing:
1. tracing & copy words
2. word-level writing
3. guided writing
4. meaningful & cognitively engaging writing
5. already known language
6. check & correct work
7. experience different areas
Chomsky
UG = Universal Grammar
LAD= Language Acquisition Device
- language & grammar are unique human qualities
- capacities for language learning are innate (angeboren)
Cook (2008)
- grammar = highly systematic
- effects are usually fairly obvieous & frequent in people's speeche/writing
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