English Teacing Principles at Universität Siegen | Flashcards & Summaries

Lernmaterialien für English Teacing principles an der Universität Siegen

Greife auf kostenlose Karteikarten, Zusammenfassungen, Übungsaufgaben und Altklausuren für deinen English Teacing principles Kurs an der Universität Siegen zu.

TESTE DEIN WISSEN
`the didactic cross“:
Lösung anzeigen
TESTE DEIN WISSEN
refers to the lessons and academic content taught in a school or in a specific course 

 

or program

> competence orientation
Lösung ausblenden
TESTE DEIN WISSEN
What are the four domains in the didactic cross for lower secondary school?:
Lösung anzeigen
TESTE DEIN WISSEN
 intercultural competences

> communicative competences

> subskills 

> methods/study skills
Lösung ausblenden
TESTE DEIN WISSEN
What are the five domains in the didactic cross for upper secondary school?
Lösung anzeigen
TESTE DEIN WISSEN
 intercultural communicative competences

> functional communicative competences

> language awareness

> language learning awareness
 > text and media competences
Lösung ausblenden
TESTE DEIN WISSEN
- language awareness vs. language learning awareness?:
Lösung anzeigen
TESTE DEIN WISSEN
language awareness = „Sprachbewusstheit“

>> knowing about a language

>> content about a language 

> language learning awareness = „Sprachlernkompetenz"

>> how a language is learned 

>> which language learning strategies exist
 >> which language learning steps exist
Lösung ausblenden
TESTE DEIN WISSEN
What is the difference of the domain of the communicative competences in the curriculum of lower and upper secondary school?:
Lösung anzeigen
TESTE DEIN WISSEN
> Sek. I.: only one domain of this competence 

>> involves listening, speaking, reading, writing and mediation 

> Sek. II.: differentiates between intercultural and functional communicative 

competences

>> the domain `intercultural communicative competences` involves knowledge, 




understanding, attitude, behaviour and awareness 


 1
 
 


>> the domain `functional communicative competences` is a mixture of the domain of 
 the communicative competences in the curriculum of lower secondary school 
 >>> involves listening, speaking, reading, writing, mediation and additionally 

knowing about subskills and communicative competences
Lösung ausblenden
TESTE DEIN WISSEN
CLT:
 

(1) Definitions
Lösung anzeigen
TESTE DEIN WISSEN
is a method of language teaching which focuses on communication and the 

development of communicative competences 

> tasks are chosen because they teach a particular language point
Lösung ausblenden
TESTE DEIN WISSEN
(2) Characteristics and Goals
Lösung anzeigen
TESTE DEIN WISSEN
> getting students to interact with other people in the second language, in the 

classroom and outside

> the ability to use the language appropriately rather than the grammatical 

knowledge
Lösung ausblenden
TESTE DEIN WISSEN
(3) Techniques
Lösung anzeigen
TESTE DEIN WISSEN
> information gap

>> an exercise that fives different students different pieces of information which 
 they have to exchange 

>> involves the transfer of information from one person to another

>> ex.: 1. The class is paired up. One partner in each pair is Partner A, and the 

other is Partner B.

2. All the students that are Partner A are given a sheet of paper with a 

time-table on it. The time-table is filled in half-way, but some of the 

boxes are empty.

3. All the students that are Partner B are given a sheet of paper with a 

time-table on it. The boxes that are empty on Partner A's time-table are 
 filled in on Partner B's. There are also empty boxes on Partner B's time-
 table, but they are filled in on Partner A's.

4. The partners must work together to ask about and supply each other 
 with the information they are both missing, to complete each other's 
 time-tables.

> role plays

>> students improvise conversations around an issue 

>> aim: practicing how to assume particular roles in situations 

> task
Lösung ausblenden
TESTE DEIN WISSEN

(4) Teacher role
Lösung anzeigen
TESTE DEIN WISSEN
 organizer and provider, not source of language knowledge 

>> sets up the task or the information gap exercise 

> does not dominate, control or guide the classroom or lesson 

>> takes one step back and hands the responsibility for the activities over to the 
 students 

> has the role of equal and helper
Lösung ausblenden
TESTE DEIN WISSEN
(5) Student role
Lösung anzeigen
TESTE DEIN WISSEN
> the responsibility for the activities are on them

>> are forced to make up their own conversations in pairs and groups

>> learning language by doing

> negotiator 

>> between the self, the learning process and the object of learning 

>> emerges from and interacts with the role of joint negotiator within the group 

and within the classroom procedure and activities which the group undertakes
Lösung ausblenden
TESTE DEIN WISSEN
(6) Advantages
Lösung anzeigen
TESTE DEIN WISSEN
> learning language by doing

>> learning by communicating with other students in the classroom
 >>> laissez-faire

> the process itself teaches important skills

>> students learn how to ask questions, how to negotiate meaning and how to 

interact in and work within groups

>> within group works, students are able to observe different approaches to 

problem solving as well as to learn how others think and make decisions

> unlimited exercise types and activities 

> the interaction between students and teachers

>> teacher-student relationship is an interactive, harmonious relationship rather 
 than the traditional education

> is learner-orientated/learner-centred

>> it is based on their needs and interests

> function (language use) is emphasized over form

> all language skills are taught from the beginning 

> students are allowed to make errors

> small groups are utilized for peer correction

> grammar is often taught inductively 

> vocabulary is not limited to a text
Lösung ausblenden
TESTE DEIN WISSEN
 overall aim of teaching English is ICC (= Intercultural Communicative Competence)
Lösung anzeigen
TESTE DEIN WISSEN
the ability to communicate effectively and appropriately in various cultural contexts

> learner should not become native speaker, instead mediator or intercultural speaker

> has numerous components, f.ex.: motivation, self- and other knowledge, tolerance for
uncertainty
Lösung ausblenden
  • 32494 Karteikarten
  • 1224 Studierende
  • 45 Lernmaterialien

Beispielhafte Karteikarten für deinen English Teacing principles Kurs an der Universität Siegen - von Kommilitonen auf StudySmarter erstellt!

Q:
`the didactic cross“:
A:
refers to the lessons and academic content taught in a school or in a specific course 

 

or program

> competence orientation
Q:
What are the four domains in the didactic cross for lower secondary school?:
A:
 intercultural competences

> communicative competences

> subskills 

> methods/study skills
Q:
What are the five domains in the didactic cross for upper secondary school?
A:
 intercultural communicative competences

> functional communicative competences

> language awareness

> language learning awareness
 > text and media competences
Q:
- language awareness vs. language learning awareness?:
A:
language awareness = „Sprachbewusstheit“

>> knowing about a language

>> content about a language 

> language learning awareness = „Sprachlernkompetenz"

>> how a language is learned 

>> which language learning strategies exist
 >> which language learning steps exist
Q:
What is the difference of the domain of the communicative competences in the curriculum of lower and upper secondary school?:
A:
> Sek. I.: only one domain of this competence 

>> involves listening, speaking, reading, writing and mediation 

> Sek. II.: differentiates between intercultural and functional communicative 

competences

>> the domain `intercultural communicative competences` involves knowledge, 




understanding, attitude, behaviour and awareness 


 1
 
 


>> the domain `functional communicative competences` is a mixture of the domain of 
 the communicative competences in the curriculum of lower secondary school 
 >>> involves listening, speaking, reading, writing, mediation and additionally 

knowing about subskills and communicative competences
Mehr Karteikarten anzeigen
Q:
CLT:
 

(1) Definitions
A:
is a method of language teaching which focuses on communication and the 

development of communicative competences 

> tasks are chosen because they teach a particular language point
Q:
(2) Characteristics and Goals
A:
> getting students to interact with other people in the second language, in the 

classroom and outside

> the ability to use the language appropriately rather than the grammatical 

knowledge
Q:
(3) Techniques
A:
> information gap

>> an exercise that fives different students different pieces of information which 
 they have to exchange 

>> involves the transfer of information from one person to another

>> ex.: 1. The class is paired up. One partner in each pair is Partner A, and the 

other is Partner B.

2. All the students that are Partner A are given a sheet of paper with a 

time-table on it. The time-table is filled in half-way, but some of the 

boxes are empty.

3. All the students that are Partner B are given a sheet of paper with a 

time-table on it. The boxes that are empty on Partner A's time-table are 
 filled in on Partner B's. There are also empty boxes on Partner B's time-
 table, but they are filled in on Partner A's.

4. The partners must work together to ask about and supply each other 
 with the information they are both missing, to complete each other's 
 time-tables.

> role plays

>> students improvise conversations around an issue 

>> aim: practicing how to assume particular roles in situations 

> task
Q:

(4) Teacher role
A:
 organizer and provider, not source of language knowledge 

>> sets up the task or the information gap exercise 

> does not dominate, control or guide the classroom or lesson 

>> takes one step back and hands the responsibility for the activities over to the 
 students 

> has the role of equal and helper
Q:
(5) Student role
A:
> the responsibility for the activities are on them

>> are forced to make up their own conversations in pairs and groups

>> learning language by doing

> negotiator 

>> between the self, the learning process and the object of learning 

>> emerges from and interacts with the role of joint negotiator within the group 

and within the classroom procedure and activities which the group undertakes
Q:
(6) Advantages
A:
> learning language by doing

>> learning by communicating with other students in the classroom
 >>> laissez-faire

> the process itself teaches important skills

>> students learn how to ask questions, how to negotiate meaning and how to 

interact in and work within groups

>> within group works, students are able to observe different approaches to 

problem solving as well as to learn how others think and make decisions

> unlimited exercise types and activities 

> the interaction between students and teachers

>> teacher-student relationship is an interactive, harmonious relationship rather 
 than the traditional education

> is learner-orientated/learner-centred

>> it is based on their needs and interests

> function (language use) is emphasized over form

> all language skills are taught from the beginning 

> students are allowed to make errors

> small groups are utilized for peer correction

> grammar is often taught inductively 

> vocabulary is not limited to a text
Q:
 overall aim of teaching English is ICC (= Intercultural Communicative Competence)
A:
the ability to communicate effectively and appropriately in various cultural contexts

> learner should not become native speaker, instead mediator or intercultural speaker

> has numerous components, f.ex.: motivation, self- and other knowledge, tolerance for
uncertainty
English Teacing principles

Erstelle und finde Lernmaterialien auf StudySmarter.

Greife kostenlos auf tausende geteilte Karteikarten, Zusammenfassungen, Altklausuren und mehr zu.

Jetzt loslegen

Das sind die beliebtesten StudySmarter Kurse für deinen Studiengang English Teacing principles an der Universität Siegen

Für deinen Studiengang English Teacing principles an der Universität Siegen gibt es bereits viele Kurse, die von deinen Kommilitonen auf StudySmarter erstellt wurden. Karteikarten, Zusammenfassungen, Altklausuren, Übungsaufgaben und mehr warten auf dich!

Das sind die beliebtesten English Teacing principles Kurse im gesamten StudySmarter Universum

English Language Teaching

Universität Potsdam

Zum Kurs
Principles of accounting

Nigerian Turkish Nile University

Zum Kurs
ENGLISH TEFL

Universität Koblenz-Landau

Zum Kurs
Principles of Marketing

Amity University

Zum Kurs

Die all-in-one Lernapp für Studierende

Greife auf Millionen geteilter Lernmaterialien der StudySmarter Community zu
Kostenlos anmelden English Teacing principles
Erstelle Karteikarten und Zusammenfassungen mit den StudySmarter Tools
Kostenlos loslegen English Teacing principles