English Language Teaching at Universität Potsdam | Flashcards & Summaries

Lernmaterialien für English Language Teaching an der Universität Potsdam

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TESTE DEIN WISSEN

Please explain briefly the concept of the behaviorist perspective and where you see certain disadvantages or difficulties for language learning when applied in the EFL classroom.

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TESTE DEIN WISSEN

The perspective focuses on habit formation through repetition and reinforcement. The teacher imitates language input and the students memorise and imitate language patterns. A prominent method is here the audio-lingual-method.


But the perspective does not always ensure the improvement just by performance and often students fail to transfer to real communication. Also, for some it may be boring and lack creativity.

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TESTE DEIN WISSEN
What are the characteristics of speech and its competences. Explain how you learn speech in IL classrooms.
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TESTE DEIN WISSEN
The characteristics are hesitation,  repetition, repair, incomplete,  simple vocabulary, language chunks. They vary by construction,  pre-plannedness and formality.
The communicative language competences are learned through planning, compensating, monitoring and repairing.  They are decided into linguistic (range, accuracy,  controll) , pragmatic (flexibility,  coherence,  fluency) and sociolinguistic (sociolingu. appropriateness).
Speech is learned through awareness, appropriateness and autonomous production. 
It can also be described with the schemata of 
Fluency (meaning) vs Accuracy (form) + Complexity (meaning+form) = Trade Off
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TESTE DEIN WISSEN
How can the language teacher's mindset influence their teaching?
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TESTE DEIN WISSEN
Through personal beliefs, experiences, assumptions, knowledge and attitudes.  Also, teachers will teach as they were taught not as taught to teach until they become reflective practitioners. 
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TESTE DEIN WISSEN
Explain the process of the mental lexicon and the integration of new words.
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TESTE DEIN WISSEN
Words are liked in a system (conceptual, semantic, phonologic) through:
  • Clang
  • Paradigmatic association
  • Syntagmatic association 
  • Concepts 
  • Networks
Whenever a new is added we try to connect it to other words (as many as possible) through a mulri-sensory approach and conceptualising them into specific context groups. To memorize them in our Long Term Memory we need to repeat them at certain intervals.
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TESTE DEIN WISSEN

Heterogeneity in the classroom is a challenge EFL teachers face every day. In what areas may students differ from each other? Name three areas that are most important to you.

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TESTE DEIN WISSEN

language skills

work ethic

social skills

social background

prior knowledge

interest

ERA approach

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TESTE DEIN WISSEN

Explain two grammatical instruction briefly in more than two sentences each. 

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TESTE DEIN WISSEN

1. PPP

PPP is about the Presentation, Practice and Production. During the presentation, the learners are exposed to patters, which they learn to control during practice and later use freely to communicate while producing speech. The PPP approach is an interventionist instruction.

2. FonF

Focus on Form is a rather active non-interventionist approach and is mainly based  on meaning and communication and "learning by opportunity". The approach deals with noticing and comparing the gap of grammatical knowledge. To fill the gap, the teacher must integrate new grammatical structures into the IL.

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TESTE DEIN WISSEN

What does it mean to "know a word"?

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TESTE DEIN WISSEN

It means the learner knows the crucial meaning, as well as the form and the meaning combined (building link to learn lexical use) and the appropriate use of the word (receptive and productive knowledge). 

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TESTE DEIN WISSEN

What two main teaching approaches are there? Explain them shortly.

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TESTE DEIN WISSEN

Psychological approach has relatively similar language acquisitions across all individuals and is a receive and process input which underlies a constructive process.


Socio-Cultural approach.

The language acquisition is a process, embedded culturally and biographically. The focus is here on context-sensitivity, investment and the developmental perspective.

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TESTE DEIN WISSEN
Explain the receptive skills and competences.

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TESTE DEIN WISSEN
Receptive meanst the learners are receiving, processing and activating schemata to build a representation of the meaning and can form a hypothesis.  There are audo- visual- audio-visual- receptions. 
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TESTE DEIN WISSEN

Explain what TBLL means, name its main characteristics and elaborate briefly on the teacher's role. Also give an example task.

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TESTE DEIN WISSEN

TBLL is a task supported approach based on L2 assumptions of communication interaction. The focus is on pragmatic meaning and the gaps/lack of certain skills, knowledge (etc.). Also, the learner chooses the learning material and the outcome is non-linguistic. 

The students are supported throughout the whole process. The framework contains (several) pre-task(s), a task cycle and a language focus task/post-task. The teacher is only a motivator.

An example is the Airport-Project. 

--> students asked to discuss a topic

teacher provides material and vocabulary

develop a basis for the learners

learners solve talks in groups (reports/presentation)

analyze the outcome and practice


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TESTE DEIN WISSEN

Define culture. Briefly elaborate on the implication the definition has for the EFL classroom?

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TESTE DEIN WISSEN

Culture is a shared set of meanings and is in flux as well as heterogeneous, complex and has diverse meanings. 

Culture helps to develop intercultural competences (knowledge of other social groups, open to suspend disbelief about other cultures, evaluate critically, interpret events and explain them, acquire and operate new knowledge in real time).

The learners are intercultural agents.

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TESTE DEIN WISSEN
What are lexical chunks and how do they help learners in the EFL classroom? Explain what problems they bring as well.
Lösung anzeigen
TESTE DEIN WISSEN
Lexical chunks store and recall single meaning units and are formed by a lexis (individual words) that form a intermediate zone (collocation/colligation) and result into grammar (rules/patterns).

Problems: 
The meaning us not always transparent and there may be cross linguistic influences. The frequency and fixedness of a word play an important role for memorizing and distinguishing a word from others. Collocation can be hard to predict and sometimes the register is very fixed.
Lösung ausblenden
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Q:

Please explain briefly the concept of the behaviorist perspective and where you see certain disadvantages or difficulties for language learning when applied in the EFL classroom.

A:

The perspective focuses on habit formation through repetition and reinforcement. The teacher imitates language input and the students memorise and imitate language patterns. A prominent method is here the audio-lingual-method.


But the perspective does not always ensure the improvement just by performance and often students fail to transfer to real communication. Also, for some it may be boring and lack creativity.

Q:
What are the characteristics of speech and its competences. Explain how you learn speech in IL classrooms.
A:
The characteristics are hesitation,  repetition, repair, incomplete,  simple vocabulary, language chunks. They vary by construction,  pre-plannedness and formality.
The communicative language competences are learned through planning, compensating, monitoring and repairing.  They are decided into linguistic (range, accuracy,  controll) , pragmatic (flexibility,  coherence,  fluency) and sociolinguistic (sociolingu. appropriateness).
Speech is learned through awareness, appropriateness and autonomous production. 
It can also be described with the schemata of 
Fluency (meaning) vs Accuracy (form) + Complexity (meaning+form) = Trade Off
Q:
How can the language teacher's mindset influence their teaching?
A:
Through personal beliefs, experiences, assumptions, knowledge and attitudes.  Also, teachers will teach as they were taught not as taught to teach until they become reflective practitioners. 
Q:
Explain the process of the mental lexicon and the integration of new words.
A:
Words are liked in a system (conceptual, semantic, phonologic) through:
  • Clang
  • Paradigmatic association
  • Syntagmatic association 
  • Concepts 
  • Networks
Whenever a new is added we try to connect it to other words (as many as possible) through a mulri-sensory approach and conceptualising them into specific context groups. To memorize them in our Long Term Memory we need to repeat them at certain intervals.
Q:

Heterogeneity in the classroom is a challenge EFL teachers face every day. In what areas may students differ from each other? Name three areas that are most important to you.

A:

language skills

work ethic

social skills

social background

prior knowledge

interest

ERA approach

Mehr Karteikarten anzeigen
Q:

Explain two grammatical instruction briefly in more than two sentences each. 

A:

1. PPP

PPP is about the Presentation, Practice and Production. During the presentation, the learners are exposed to patters, which they learn to control during practice and later use freely to communicate while producing speech. The PPP approach is an interventionist instruction.

2. FonF

Focus on Form is a rather active non-interventionist approach and is mainly based  on meaning and communication and "learning by opportunity". The approach deals with noticing and comparing the gap of grammatical knowledge. To fill the gap, the teacher must integrate new grammatical structures into the IL.

Q:

What does it mean to "know a word"?

A:

It means the learner knows the crucial meaning, as well as the form and the meaning combined (building link to learn lexical use) and the appropriate use of the word (receptive and productive knowledge). 

Q:

What two main teaching approaches are there? Explain them shortly.

A:

Psychological approach has relatively similar language acquisitions across all individuals and is a receive and process input which underlies a constructive process.


Socio-Cultural approach.

The language acquisition is a process, embedded culturally and biographically. The focus is here on context-sensitivity, investment and the developmental perspective.

Q:
Explain the receptive skills and competences.

A:
Receptive meanst the learners are receiving, processing and activating schemata to build a representation of the meaning and can form a hypothesis.  There are audo- visual- audio-visual- receptions. 
Q:

Explain what TBLL means, name its main characteristics and elaborate briefly on the teacher's role. Also give an example task.

A:

TBLL is a task supported approach based on L2 assumptions of communication interaction. The focus is on pragmatic meaning and the gaps/lack of certain skills, knowledge (etc.). Also, the learner chooses the learning material and the outcome is non-linguistic. 

The students are supported throughout the whole process. The framework contains (several) pre-task(s), a task cycle and a language focus task/post-task. The teacher is only a motivator.

An example is the Airport-Project. 

--> students asked to discuss a topic

teacher provides material and vocabulary

develop a basis for the learners

learners solve talks in groups (reports/presentation)

analyze the outcome and practice


Q:

Define culture. Briefly elaborate on the implication the definition has for the EFL classroom?

A:

Culture is a shared set of meanings and is in flux as well as heterogeneous, complex and has diverse meanings. 

Culture helps to develop intercultural competences (knowledge of other social groups, open to suspend disbelief about other cultures, evaluate critically, interpret events and explain them, acquire and operate new knowledge in real time).

The learners are intercultural agents.

Q:
What are lexical chunks and how do they help learners in the EFL classroom? Explain what problems they bring as well.
A:
Lexical chunks store and recall single meaning units and are formed by a lexis (individual words) that form a intermediate zone (collocation/colligation) and result into grammar (rules/patterns).

Problems: 
The meaning us not always transparent and there may be cross linguistic influences. The frequency and fixedness of a word play an important role for memorizing and distinguishing a word from others. Collocation can be hard to predict and sometimes the register is very fixed.
English Language Teaching

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