TEFL at Universität Koblenz-Landau

Flashcards and summaries for TEFL at the Universität Koblenz-Landau

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Study with flashcards and summaries for the course TEFL at the Universität Koblenz-Landau

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What is reading linked to?

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Reading styles

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What knowledge should English teachers have?

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Grammar-Translation-Method

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Nativism/Innatism (N. Chomsky)

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Focus-on-Form (FonF)

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TEFL

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Standard variety 

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Approach 

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Aim in the pre 20th Centrury for communication 

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Direct Method (Berlitz Method) aim 

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Audio-Lingual Method Focus 

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

TEFL

What is reading linked to?
Reading is linked to

  • different reading purposes (reading for learning, reading for survival, reading for pleasure), which are linked to
  • situational context
  • social expectations

TEFL

Reading styles
1. Skimming (for gist)
  • What is the text about?
  • the more background knowledge the faster the speed

2. Scanning (for specific information)

3. Intensive reading (for detailed understanding)
  • comprehension
  • vocabulary
  • grammar
  • cohesion
  • reagular and irregular sound-spelling relations
  • information structure
  • genre features
  • strategies

4. Extensive reading (for general understanding)
  • resources: simplified/graded readers
  • encourage & monitor
    • written reviews
    • reading diaries
    • oral book reports
    • discussion groups

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

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

Nativism/Innatism (N. Chomsky)
The mind is not a blank slate!
Language is innate; poverty of stimulus

  • Universal Grammar (UG): universal principles in all languages
  • Language Acquisition Device (LAD): children are biologically programmed to learn a language
  • Critical Period Hypothesis (CPD): capacity needs to be activated until puberty in order to master the L1

  • Environment (limited stimulus of utterances) activates Learner (innate linguistic principles in LAD)

TEFL

Focus-on-Form (FonF)
as part of CLT

Aim:
  • improvement of grammatical correctness
  • prevent fossilization

Focus: formal aspects of language

Instruction: CLT plus explicit teaching of grammar (proactive FonF vs. reactive FonF)

Problem: flexibility; partial lack of systematicity 

TEFL

TEFL
Teaching English as a foreign language

TEFL

Standard variety 
  • The language used by teachers
  • The language that is required for successful academic work
Children speak an ethnic or regional variety of the school language 

TEFL

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

TEFL

Aim in the pre 20th Centrury for communication 
Using the language 
FL for communicative purpose 
  • Classical languages (first Greek then Latin were used as lingua franca
  • In Europe higher learning was conducted primarily through these languages 
  • Philosophy, religion, politics & business used Greek and Latin
-> educated elite became fluent speakers, readers and writers 

TEFL

Direct Method (Berlitz Method) aim 
Encourage “natural” foreign language acquisition

TEFL

Audio-Lingual Method Focus 
  • Pronunciation 
  • Intonation 
  • Pattern drills
  • Rote learning 

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