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Lernmaterialien für English - TEFL an der Universität Mainz

Greife auf kostenlose Karteikarten, Zusammenfassungen, Übungsaufgaben und Altklausuren für deinen English - TEFL Kurs an der Universität Mainz zu.

TESTE DEIN WISSEN
What is CEFR and what are the "can-do" descriptors?
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TESTE DEIN WISSEN
-> Essential to develop the Rating scales

Common European Framework of Reference for Language 

Goal: to provide models of competence; frameworks for comparing learners language

Can-do (common Reference Levels):
- a complex cluster of skills, ambitions, knowledge, problem solving, experience, attitudes, behaviour etc.
-> it is competence based
-> structured along 5 skills (Speaking, reading, writing, listening, mediating)
Lösung ausblenden
TESTE DEIN WISSEN

CEFR 

Lösung anzeigen
TESTE DEIN WISSEN

(Common European framework of Reference)
- main document guiding European language policy and providing - transparent and coherent guidelines for :
- language education
- for curriculum development
- improving quality and comparability 

Lösung ausblenden
TESTE DEIN WISSEN
teaching vocabulary: What does it mean to „know a word“ ?
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TESTE DEIN WISSEN
- meaning
- spelling
- pronunciation
- word-class
- derivation/origin
- synonym/antonym
- collocations
- register
- connotation/association

-> language is chaotic (made by humans)
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TESTE DEIN WISSEN
What are speech errors ?
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TESTE DEIN WISSEN
- may result from the wrong selection of lexical item which is semantically similar to the one that was originally intended (left instead of right)

- if words sound similar (blackberry vs. blueberry)

-> Selection errors occur because words are retrieved from the mental lexicon on the basis of their phonological & semantic properties & they must be closely related to one another

Lösung ausblenden
TESTE DEIN WISSEN
What is the word-association test ?
Lösung anzeigen
TESTE DEIN WISSEN
- Subjects are asked to respond spontaneously to a given word stimulus
-> very similar results: Hammer - Nail; Salt - Pepper; King - Queen

-> co-ordination & collocational items are the strongest links to connect words to one another

-> indicates that words are organized into semantically related families in the mind

- Words don’t occur in isolation, but are used in combination, i.e. in chunks (=a common partnership between two or more words)
- Teaching chunks is important (stored as one item in long-term memory)

Lösung ausblenden
TESTE DEIN WISSEN
Best ways for students to learn vocabulary
Lösung anzeigen
TESTE DEIN WISSEN
1. Meaning-focused Input (through reading books, Listening & watching movies)
2. Meaning-focused Output ( through speaking and writing)
3. Language-focused learning (noticing & awareness raising activities)
4. Fluency development (share your sense of the excitement of words with your student)
Lösung ausblenden
TESTE DEIN WISSEN
What is the Lexical Approach in language learning?
Lösung anzeigen
TESTE DEIN WISSEN
- places communication at the heart of language
-> emphasis on the main carrier of meaning

- essential idea: fluency is based on acquisition


Lösung ausblenden
TESTE DEIN WISSEN
What is lexis?
Lösung anzeigen
TESTE DEIN WISSEN
- standard view:
Language = vocabulary (words) + grammar (structure)

- Lexical approach:
Language = different chunks which, when combined, produce coherent text

-> according to Lewis, one of these (chunks) consists of single words while all the others are multi-word items

Lösung ausblenden
TESTE DEIN WISSEN
The role of the L1 in the Lexical approach
Lösung anzeigen
TESTE DEIN WISSEN
1. There‘s value in translation 
2. Interference can be helpful
3. Awareness as a resource

-> more attention needs to be paid to:

- Lexis: different kinds of multi-word chunks (instead of introducing single words -> combination, collocations & chunks)
- Listening (at lower levels) & reading (at higher levels)
- The use of a dictionary as a resource for active learning
- The Language which learners may meet outside the classroom (movies & books)

-> Less attention should be paid to:
- Sentence grammar - single gap-fill & transformation practice (not useful in improving learners‘ output)
- Don’t use un-collocated nouns

Lösung ausblenden
TESTE DEIN WISSEN
What is the Key Question of Task Design for teachers?
Lösung anzeigen
TESTE DEIN WISSEN
„What do i want my students to know?“
Lösung ausblenden
TESTE DEIN WISSEN
Why use cooperative learning and its key elements
Lösung anzeigen
TESTE DEIN WISSEN
Why: 
- promote student learning & academic achievement
- help student develop skills in oral communication
- develop students‘ social skills
- promote students‘ self-esteem

Key elements:
1. Positive Interdependence (sink or swim together)

2. Face-to-Face interaction (promote each other‘s success)
  - teaching one‘s knowledge to other
  - discussing concepts

3. Individual & group accountability (no hitchhiking, no social loafing)
  - smaller group size -> more individual accountability 
  - Having students teach what they learned to someone else

4. Interpersonal & small-group skills
  - Leadership
  - Desicion-making
  - Trust-building
  - Communication
  - Conflict-management skills

5. Group processing
  - members discuss how well they are achieving goals etc.
  - make decisions about what behavior to continue or change

Lösung ausblenden
TESTE DEIN WISSEN
What are different types of grammar?
Lösung anzeigen
TESTE DEIN WISSEN
1. Prespective grammar:
- structure of language, rules for using language (provides a certain orientation for learners‘ linguistic behavior) 

2. Descriptive grammar:
- linguistic structures (language can have multiple dialects) (observe & describe how a particular language is actually used by its speech community)

3. Pedagogical grammar:
- teaching an additional language (formulation of rules, in the broad sense of the statement of language regularities to achieve optimal pedagogical rules)

4. Learner grammar :
- based on interlanguage (development) approach (state of a language that has not yet been fully developed by L2 learners)
-> interlanguage grammar
Lösung ausblenden
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  • 2951 Studierende
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Beispielhafte Karteikarten für deinen English - TEFL Kurs an der Universität Mainz - von Kommilitonen auf StudySmarter erstellt!

Q:
What is CEFR and what are the "can-do" descriptors?
A:
-> Essential to develop the Rating scales

Common European Framework of Reference for Language 

Goal: to provide models of competence; frameworks for comparing learners language

Can-do (common Reference Levels):
- a complex cluster of skills, ambitions, knowledge, problem solving, experience, attitudes, behaviour etc.
-> it is competence based
-> structured along 5 skills (Speaking, reading, writing, listening, mediating)
Q:

CEFR 

A:

(Common European framework of Reference)
- main document guiding European language policy and providing - transparent and coherent guidelines for :
- language education
- for curriculum development
- improving quality and comparability 

Q:
teaching vocabulary: What does it mean to „know a word“ ?
A:
- meaning
- spelling
- pronunciation
- word-class
- derivation/origin
- synonym/antonym
- collocations
- register
- connotation/association

-> language is chaotic (made by humans)
Q:
What are speech errors ?
A:
- may result from the wrong selection of lexical item which is semantically similar to the one that was originally intended (left instead of right)

- if words sound similar (blackberry vs. blueberry)

-> Selection errors occur because words are retrieved from the mental lexicon on the basis of their phonological & semantic properties & they must be closely related to one another

Q:
What is the word-association test ?
A:
- Subjects are asked to respond spontaneously to a given word stimulus
-> very similar results: Hammer - Nail; Salt - Pepper; King - Queen

-> co-ordination & collocational items are the strongest links to connect words to one another

-> indicates that words are organized into semantically related families in the mind

- Words don’t occur in isolation, but are used in combination, i.e. in chunks (=a common partnership between two or more words)
- Teaching chunks is important (stored as one item in long-term memory)

Mehr Karteikarten anzeigen
Q:
Best ways for students to learn vocabulary
A:
1. Meaning-focused Input (through reading books, Listening & watching movies)
2. Meaning-focused Output ( through speaking and writing)
3. Language-focused learning (noticing & awareness raising activities)
4. Fluency development (share your sense of the excitement of words with your student)
Q:
What is the Lexical Approach in language learning?
A:
- places communication at the heart of language
-> emphasis on the main carrier of meaning

- essential idea: fluency is based on acquisition


Q:
What is lexis?
A:
- standard view:
Language = vocabulary (words) + grammar (structure)

- Lexical approach:
Language = different chunks which, when combined, produce coherent text

-> according to Lewis, one of these (chunks) consists of single words while all the others are multi-word items

Q:
The role of the L1 in the Lexical approach
A:
1. There‘s value in translation 
2. Interference can be helpful
3. Awareness as a resource

-> more attention needs to be paid to:

- Lexis: different kinds of multi-word chunks (instead of introducing single words -> combination, collocations & chunks)
- Listening (at lower levels) & reading (at higher levels)
- The use of a dictionary as a resource for active learning
- The Language which learners may meet outside the classroom (movies & books)

-> Less attention should be paid to:
- Sentence grammar - single gap-fill & transformation practice (not useful in improving learners‘ output)
- Don’t use un-collocated nouns

Q:
What is the Key Question of Task Design for teachers?
A:
„What do i want my students to know?“
Q:
Why use cooperative learning and its key elements
A:
Why: 
- promote student learning & academic achievement
- help student develop skills in oral communication
- develop students‘ social skills
- promote students‘ self-esteem

Key elements:
1. Positive Interdependence (sink or swim together)

2. Face-to-Face interaction (promote each other‘s success)
  - teaching one‘s knowledge to other
  - discussing concepts

3. Individual & group accountability (no hitchhiking, no social loafing)
  - smaller group size -> more individual accountability 
  - Having students teach what they learned to someone else

4. Interpersonal & small-group skills
  - Leadership
  - Desicion-making
  - Trust-building
  - Communication
  - Conflict-management skills

5. Group processing
  - members discuss how well they are achieving goals etc.
  - make decisions about what behavior to continue or change

Q:
What are different types of grammar?
A:
1. Prespective grammar:
- structure of language, rules for using language (provides a certain orientation for learners‘ linguistic behavior) 

2. Descriptive grammar:
- linguistic structures (language can have multiple dialects) (observe & describe how a particular language is actually used by its speech community)

3. Pedagogical grammar:
- teaching an additional language (formulation of rules, in the broad sense of the statement of language regularities to achieve optimal pedagogical rules)

4. Learner grammar :
- based on interlanguage (development) approach (state of a language that has not yet been fully developed by L2 learners)
-> interlanguage grammar
English - TEFL

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