Autoren at Universität Koblenz-Landau | Flashcards & Summaries

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Lernmaterialien für Autoren an der Universität Koblenz-Landau

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Lewis (1993)

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- grammar & lexis = interwoven

- teaching lexical phrases/ chunks of language


book: The Lexical Approach (1993)

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Terrell & Krashen (1970s/80s)

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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")

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Brewster, Ellis & Girard, 2002 (listening)

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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


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Wray & Hooper (1995)

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When chunks familiar & can be acessed quickly, they can be combined with other chunks or broken up & recombine into a new string of words.

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Asher (1960s)

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TPR (=Total Physical Response)


- Language understanding before production

- learners act out commands

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Gardner

(1983 & 2011)

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multiple intelligences:

linguistic, logico-mathematical, musical, bodily-kinaesthetic, spatial, inter/intrapersonal, naturalist


book:  Frames of Mind

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Cameron

(2001 & 2004)

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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

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Read (2007)

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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

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TESTE DEIN WISSEN

Pinter (2006)

Read (2007)

Shin & Crandall (2014)

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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


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Pinter (2006)

Read (2007)

(writing)

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TESTE DEIN WISSEN

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

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TESTE DEIN WISSEN

Chomsky

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UG = Universal Grammar

LAD= Language Acquisition Device

- language & grammar are unique human qualities

- capacities for language learning are innate (angeboren)

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Cook (2008)

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TESTE DEIN WISSEN

- grammar = highly systematic

- effects are usually fairly obvieous & frequent in people's speeche/writing

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  • 178933 Karteikarten
  • 2486 Studierende
  • 116 Lernmaterialien

Beispielhafte Karteikarten für deinen Autoren Kurs an der Universität Koblenz-Landau - von Kommilitonen auf StudySmarter erstellt!

Q:

Lewis (1993)

A:

- grammar & lexis = interwoven

- teaching lexical phrases/ chunks of language


book: The Lexical Approach (1993)

Q:

Terrell & Krashen (1970s/80s)

A:

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")

Q:

Brewster, Ellis & Girard, 2002 (listening)

A:

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


Q:

Wray & Hooper (1995)

A:

When chunks familiar & can be acessed quickly, they can be combined with other chunks or broken up & recombine into a new string of words.

Q:

Asher (1960s)

A:

TPR (=Total Physical Response)


- Language understanding before production

- learners act out commands

Mehr Karteikarten anzeigen
Q:

Gardner

(1983 & 2011)

A:

multiple intelligences:

linguistic, logico-mathematical, musical, bodily-kinaesthetic, spatial, inter/intrapersonal, naturalist


book:  Frames of Mind

Q:

Cameron

(2001 & 2004)

A:

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

Q:

Read (2007)

A:

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

Q:

Pinter (2006)

Read (2007)

Shin & Crandall (2014)

A:

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


Q:

Pinter (2006)

Read (2007)

(writing)

A:

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

Q:

Chomsky

A:

UG = Universal Grammar

LAD= Language Acquisition Device

- language & grammar are unique human qualities

- capacities for language learning are innate (angeboren)

Q:

Cook (2008)

A:

- grammar = highly systematic

- effects are usually fairly obvieous & frequent in people's speeche/writing

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