TEFL at Universität Paderborn | Flashcards & Summaries

Lernmaterialien für TEFL an der Universität Paderborn

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What causes motivation?
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Basic concepts: locus of causality/ control and intrinsic vs. extrinsic 
Basic concepts: Goal 
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Learning Phases
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1) Pre-actional Phase 
-> goal setting, planning, self-motivation 
2) Actional Phase
-> cognitive learning strategies, resources, monitoring or reflecting myself
3) Post-Actional Phase 
-> reflection, resolution, attribution 
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10 Characteristics of good teaching 

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Clear structure of learning & teaching process
High proportion on time on task 
Constructive alignment of goals,assessment, contents, methods 
Variety of methods 
Smart practice 
Classroom atmosphere conducive to lesson 
Meaningful communication 
Student feedback on teaching 
Clear expectations and professional assessment of student achievement 
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Leaning as... 
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Active process 
Knowledge, skills, competence to activity/ effort by every learner themselves cannot be taught/passed on from T to S or S to S 
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Results of learning In ‚visible‘ changes in neuronal network (neurobio. Perspective) 
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1) New Information saved/stored in Neurons 
2) Establishment of new connections among 
3) Strengthening of old/existing connections 
4) Rewriting/Restructuring of old/existing connections 
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Mental lexicon... 
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Form (written/spoken form, phonetic transcript) 
Meaning (semantically related words: synonyms/antonyms etc.) 
Use (collocations, e.g. ‚to wear clothes‘)
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Two kinds of learning processes according to (lack of) consciousness 
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Intended => planned, predominant at school, with clear focus or goal 
Incidental => unplanned, non-intentional, additional, on the side, by chance 
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What a teacher has NO control over...
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-> personal problems 
-> not enough knowledge 
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Teacher as the professional expert, motivator and helper.....
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->students have to activate their brains themselves & train it themselves to see effects
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Functional can-do-approach...
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-Output-orientation enabling/empowering students to use language for meaningful and authentic communicative purposes in intercultural encounters (English as lingua franca) 
- Focus on what learners CAN do (positive empowerment approach) rather than focus on what learners cannot do (deficit approach) 
-Spiralcurriculum: gradual progression towards goal/ target- norm/expectations 
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CEFR means 
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“Common European Framework of Reference for languages” from A1 to C1
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Competence means... 
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=superordinate category with high complexity 

combination of: 
Knowledge know what is factual - declarative knowledge: What can we say
Attitudes/ self-related skills 
Ability/Skills know-how/ procedural knowledge: what we can do/performance 
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  • 41717 Karteikarten
  • 1420 Studierende
  • 36 Lernmaterialien

Beispielhafte Karteikarten für deinen TEFL Kurs an der Universität Paderborn - von Kommilitonen auf StudySmarter erstellt!

Q:
What causes motivation?
A:
Basic concepts: locus of causality/ control and intrinsic vs. extrinsic 
Basic concepts: Goal 
Q:
Learning Phases
A:
1) Pre-actional Phase 
-> goal setting, planning, self-motivation 
2) Actional Phase
-> cognitive learning strategies, resources, monitoring or reflecting myself
3) Post-Actional Phase 
-> reflection, resolution, attribution 
Q:
10 Characteristics of good teaching 

A:
Clear structure of learning & teaching process
High proportion on time on task 
Constructive alignment of goals,assessment, contents, methods 
Variety of methods 
Smart practice 
Classroom atmosphere conducive to lesson 
Meaningful communication 
Student feedback on teaching 
Clear expectations and professional assessment of student achievement 
Q:
Leaning as... 
A:
Active process 
Knowledge, skills, competence to activity/ effort by every learner themselves cannot be taught/passed on from T to S or S to S 
Q:
Results of learning In ‚visible‘ changes in neuronal network (neurobio. Perspective) 
A:
1) New Information saved/stored in Neurons 
2) Establishment of new connections among 
3) Strengthening of old/existing connections 
4) Rewriting/Restructuring of old/existing connections 
Mehr Karteikarten anzeigen
Q:
Mental lexicon... 
A:
Form (written/spoken form, phonetic transcript) 
Meaning (semantically related words: synonyms/antonyms etc.) 
Use (collocations, e.g. ‚to wear clothes‘)
Q:
Two kinds of learning processes according to (lack of) consciousness 
A:
Intended => planned, predominant at school, with clear focus or goal 
Incidental => unplanned, non-intentional, additional, on the side, by chance 
Q:
What a teacher has NO control over...
A:
-> personal problems 
-> not enough knowledge 
Q:
Teacher as the professional expert, motivator and helper.....
A:
->students have to activate their brains themselves & train it themselves to see effects
Q:
Functional can-do-approach...
A:
-Output-orientation enabling/empowering students to use language for meaningful and authentic communicative purposes in intercultural encounters (English as lingua franca) 
- Focus on what learners CAN do (positive empowerment approach) rather than focus on what learners cannot do (deficit approach) 
-Spiralcurriculum: gradual progression towards goal/ target- norm/expectations 
Q:
CEFR means 
A:
“Common European Framework of Reference for languages” from A1 to C1
Q:
Competence means... 
A:
=superordinate category with high complexity 

combination of: 
Knowledge know what is factual - declarative knowledge: What can we say
Attitudes/ self-related skills 
Ability/Skills know-how/ procedural knowledge: what we can do/performance 
TEFL

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