TEFL at Universität Tübingen

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Exemplary flashcards for TEFL at the Universität Tübingen on StudySmarter:

What are some characteristics of the total physical response method that are similar to the way children acquire their native language?

Exemplary flashcards for TEFL at the Universität Tübingen on StudySmarter:

What are some historical points of discussion for how to teach English?

Exemplary flashcards for TEFL at the Universität Tübingen on StudySmarter:

Explain the total physical response

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Exemplary flashcards for TEFL at the Universität Tübingen on StudySmarter:

What are the aspects that you should consider of a theory?

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Explain the De-suggestopedia method

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Explain the direct Method

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What is a method?

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Exemplary flashcards for TEFL at the Universität Tübingen on StudySmarter:

What is the Nickname of the Audio-lingual Method and why?

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Explain the communicative approach

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What does it mean that the linguistic forms a speaker uses should be appropriate and adequate to the social context?

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What questions is TEFL concerned with?

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Exemplary flashcards for TEFL at the Universität Tübingen on StudySmarter:

Explain the difference between an exercise and a task

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Exemplary flashcards for TEFL at the Universität Tübingen on StudySmarter:

TEFL

What are some characteristics of the total physical response method that are similar to the way children acquire their native language?

toddler don´t start speaking right away, but they listen to their parents
-> one of the features that was translated into the total physical response
-> first listen and watch and associate and then they are asked to articulate themselves

TEFL

What are some historical points of discussion for how to teach English?

- language skills vs. knowledge about language (aquire knowlege about how the language works)
- language dimension (only focusing exclusively on language) vs. culutre dimension (what culture it is used in, sociocultural context, and not just vocabs/grammar)
- using mother tongue (do you allow the mother tongue in the English class room) vs. banning mother tongue
- English for all (that nowaday´s situation) vs. English for elites (only for aristocrats)
- accuracy vs. fluency (made popular by communicative approach, rather focuse on language grammar or language usage that lacks accuracy but speaks it fluently?)

TEFL

Explain the total physical response

- historical development: 1970
- Goal: enjoying learning process, connect bodily movement and language learning
- Language & culture: emphasis on spoken language, certain grammatical structures, often commands
- mother tongue: mother tongue is used at the beginning, foreign meaning is clarified via body language
- teacher & learner: teacher is instructor, gives commands, directs behavior
- characeristics: oder of language learning (listening, speaking, reading, writing), understanding by doing, imitation
- techniques: using commands to direct behavior, use pictures and movements, connect the explanation with a movement

TEFL

What are the aspects that you should consider of a theory?

- Historical period -> when was it developed and what was the historical context?
- Goal -> What´st he focus on FL learning? What do learners need to know?
- Language and culture -> What´s the relationship between the two?
- Mother tongue -> using it or not in the classroom?
- teacher & learners roles -> Which role do they adopt?
- characteristics -> How does the learning work according to the theory?
- Techniques/procedures -> Which techniques can be used to implement the method?

TEFL

Explain the De-suggestopedia method

- Goal: everyday communication, take away negative feelings/barriers and enable students mental powers
- language & culture: emphasis on interplay between language and nonverbal behavior, culture of everyday life
- mother tongue: used to clarify meaning, but is slowly reduced more and more
- teacher & learners: teacher is trustworthy authority, but intensive interaction with students (few individuals, not a whole class)
- characteristics: students shall feel comfortable (easy charis, soft lighting, relaxing baroc music and atmosphere), receptive phrase and activation phrase
- techniques: positive suggestions, sociological support, primary and secondary activation, visualization, role-play

TEFL

Explain the direct Method

- Historical development: end of 19th century, opposite of grammar translation method
- Goal: communication, speaking English
- Language & culture: focus on spoken language, pronunciation (Shakespeare got more neglected)
- mother tongue: no L1 use, only L2 (teacher speaks English all the time, no German explanations)
- teacher & leanrers: teacher gives directions, learners have artificial dialogues with each other
- characteristics: teacher did not introduce a pattern, but students compare sentences and discover the grammar use (inductive grammar teaching), connecting language to topics, situations of use, cultural context (how to buy sth., travel a city etc.)
- techniques: reading aloud (teacher corrects them), question&answer-exercies (pracitse communication patterns), fostering self correction (students find own mistakes), conversation practise, dictation (students have to write down from spoken word into written word)

TEFL

What is a method?

A planned way of doing sth after considering different knowledge components that we take into account for developing methods
-> a method is supposed to answer how the language can be taught (Grammar etc)
-> How can the teacher organize their teaching?
-> How can language learning in the classroom be facilitated?

TEFL

What is the Nickname of the Audio-lingual Method and why?

Army method
-> came to being int he 1950s, where people were exposed to a lot of Americans who had to learn the new language
-> patterns, strictly repeating, drilling it

TEFL

Explain the communicative approach

historical development:
- Goal: being able to appropriately deal and react with FL situations, communication competence
- language & culture: focus on language as a means of communication, not a system; meaning/fluency before accuracy (even if you don´t stick to grammatical rules, you can still make yourself understand); practicing everyday life in Foreign culture
- mother tongue: "Aufgeklärte Einsprachigkeit", usually FL, but in complex situations L1 is used
- teacher & learners: teacher is advisor not absolute authority, tries to participate students, learners are the partners, they can bring in their own opinion
- characteristics: developing strategies for understanding/communication, using authentic material (material, that is written for native Speakers, e.g. Newspapers to give real life examples)
- Techniques: authentic material, role-play, scrambled sentences (have to understand, which one comes first), receptive, reproductive, productive and creative exercises

TEFL

What does it mean that the linguistic forms a speaker uses should be appropriate and adequate to the social context?

Adequate: that it is appropriate in it´s quality to it´s context
-> it´s more or less correct, not entirely wrong, while there are grammatical mistakes, you can make yourself understood

Appropriate: how students address a teacher and how they address another culturally correct, you would not use the same phrases, you would use different formulations, words, phrases


you need to find a balance between the two in order to fit into the  cultural context

TEFL

What questions is TEFL concerned with?

- Who is learning
- What
- from whom
- with whom
- where
- how
- with which means
- and for what purpose?

TEFL

Explain the difference between an exercise and a task

Exercise: pre-selected language item, that is practiced, repeated, worked with by the student for it´s own sake -> formulates the same pattern time and time again, practices the same language item that the teacher selected for the students
-> happened a lot in the text book, it´s accuracy focused
Task: is a lot broader, different that the standard exercise
-> broader set, students have to decide, solve a larger problem (discuss the steps to solve it) debate pro and cons, design a web page or create a city tour
-> if you´re doing that with a class, then a plan has to be drafted, problems need to be solved
-> a challenge for students to bring in their own resources, their own personal skills, their knowledge
-> goes beyond one skill and combines different sets of skills
-> requires students to be autonomous, come up with own ideas, plans and create it

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