TEFL at Universität Koblenz-Landau

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4.5 /5

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4.8 /5

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Grammar-Translation-Method

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TEFL

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Approach 
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Learning-Assistant with spaced repetition algorithm

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Exemplary flashcards for TEFL at the Universität Koblenz-Landau on StudySmarter:

Challenges of using WWW

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Implications for CLT Methodology 

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What knowledge should English teacher have? 

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What knowledge should English teachers have?
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The speaking activities

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Pronuncation & prosody

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Why do we learn language?

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Model of speech production
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Exemplary flashcards for TEFL at the Universität Koblenz-Landau on StudySmarter:

L1 reading vs. L2 reading

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Exemplary flashcards for TEFL at the Universität Koblenz-Landau on StudySmarter:

TEFL

Grammar-Translation-Method
Aim: application of rules & formation of correct sentences

Focus: written language
  • vocabulary & grammar (list rules; discrete items)
  • reading & translating

Instruction:
  • teacher uses mother tongue: L1 vs. L2
  • explicit and teacher-fronted instructions
  • rules: focus on writing, focus on accuracy

Reason: education as cultivation

Problem:
  • ignores normal conversation (no fluency) and individuals learner's needs
  • native language as medium of instruction

TEFL

TEFL
Teaching English as a foreign language

TEFL

Approach 
Theory about 
  • principles & functions of language
  • Learning 
  • Education 

TEFL

Challenges of using WWW
  • Very complex learning environment 
  • Material is not didactically reduced

TEFL

Implications for CLT Methodology 
  • Focus on real communication 
  • Provide opportunities for learners to experiment and try out what they know 
  • Be tolerant of learners errors
  • Provide opportunities for learners to develop both accuracy, and fluency 
  • Integrate/link different skills => real world 
  • Let students induce or discover grammar rules 

TEFL

What knowledge should English teacher have? 
knowledge of 
  • The language
  • Different pathways of learning 
  • Language acquisition and language learning 
  • The activity of teaching itself
  • The different roles of teachers 
  • The different institutional contexts

TEFL

What knowledge should English teachers have?
Knowledge about

  • the language
  • the activity of teaching itself
  • the different pathways of learning 
  • different roles of teachers
  • the different (institutional) contexts

TEFL

The speaking activities
1. Fluency-based activities

  • negotiating meaning
  • free discussions
  • role plays
  • information-gap activities
  • opinion-gap activities

2. Accuracy-based activities 

  • focus on particular aspects of language
  • grammatical structure
  • communicative function
  • time sequencers

TEFL

Pronuncation & prosody

  • L2 sounds don't exist in L1 (e.g. "th")
  • L2 distinguishes differently between sounds (e.g. "w" and "v")
  • irregular grapheme-morpheme relationships (e.g. to, too, two, show, clue, thre, through)
  • rhythm, stress, intonation, linking 

TEFL

Why do we learn language?

  • for practical usage (e.g. Realschule, Gymnasium, e.g. English, Spanish etc.)
  • for formal education (e.g. altsprachliche Gymnasien, e.g. Greek and Latin)

TEFL

Model of speech production
1. Conceptualisation

  • planning the message and drawing on various knowledge sources (background, topic, speech situation, discourse pattern)

2. Formulation

  • finding words and phrases to express meaning
  • sequencing them
  • preparing the sound pattern of the words and phrases to be used

3. Articulation

  • controlling the articulatory organs (lips, tongue, teeth)
  • recording themselves

4. Self-monitoring

  • identifying and self-correcting mistakes during oral production
  • self-assessment, listen to own output

TEFL

L1 reading vs. L2 reading

  • L1 beginners already know the language
  • L2 beginners can already read in their L1
  • L2 beginners are usually older than L1 beginners

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