Introduction To English Language Teaching an der Universität Potsdam | Karteikarten & Zusammenfassungen

Lernmaterialien für Introduction to English Language Teaching an der Universität Potsdam

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How does the reflective practice model look like?

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Stage 1: trainee's exisiting conceptual shemata or mental constructs

Stage 2: received knowledge <---> experiential knowledge AND practice <---> reflection ---> 

Goal: Professional knowledge

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Dimensions of good language teaching are...

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1. language proficiency 

2. content knowledge

 3. teaching skills 

4. contextual knowledge 

5. language teacher's identity 

6. learner-focused teaching 

7. pedagogical reasoning skills

 8. theorising from practice 

9. membership of a community of practice 

10. professionalism

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What is competence based language teaching (CBLT)?

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follows a "functional and interactional perspective on the nature of language" 

 • language is seen as "a medium of interaction and communication between people" who want to achieve "specific goals and purposes" 

 -->L2 learning can only happen in social contexts 

--> learners need to develop communicative competences

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What is a competence?

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die bei Individuen verfügbaren oder durch sie erlernbaren kognitiven Fähigkeiten und Fertigkeiten, um bestimmte Probleme zu lösen, sowie die damit verbundenen motivationalen, volitionalen [= die willentliche Steuerung von Handlungen und Handlungsabsichten] und sozialen Bereitschaften und Fähigkeiten, um die Problemlösungen in variablen Situationen erfolgreich und verantwortungsvoll nutzen zu können

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Which competences do exisit?

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skills • abilities • knowledge • dispositions • understanding • problem solving behavior • experience • attitudes (e.g. social, ethical) • motivation • behavior

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The main objective of EFL in Germany is...

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...to equip learners with competences that allow them to communicate with other speakers of the English language in a respectful manner. In addition to this, learners learn how to deal with and understand a variety of different text forms and media, and they are equipped with strategies and tools that will help them with their current and future language learning processes." 

 Main competences and skills: 1. functional communicative competence (listening, speaking, reading, writing, mediation) 2. intercultural communicative competence 3. text and media competence 4. language awareness 5. language learning skills

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Which are the 5 competences one aims to teach?

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1.listening and audio-visual comprehension

 2. reading comprehension 

3. writing 

4. speaking

 5. mediation

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What are interaction acitivies (speaking)

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understanding the interlocutor • conversation • informal discussion • formal discussion (meetings) • goal-oriented co-operation • obtaining goods & services • information exchange • interviewing & being interviewed • using telecommunications

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What are production acitivities (speaking)?

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sustained monologue: describing experience • sustained monologue: giving information • sustained monologue: putting a case (e.g. debate) • public announcements • addressing audiences

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What are the three stages of learning (speaking)?

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1. awareness • awareness of new forms, e.g. linguistic or cultural aspects of spoken language  awareness-raising activities: listening to authentic input while focussing on a particular feature of spoken language, e.g. intonation, discourse markers 2. appropriation • new knowledge is appropriated by integrating it into already existing systems • speakers gain more control over mental processes and knowledge  appropriation activities: practice with less and less support, e.g. flow-chart dialogue 3. autonomous production • new forms become readily available to the speaker through automatization • independent creative use of spoken language  activities that foster automaticity and autonomy: minimal support, authentic situations, e.g. debate, presentation, role-play

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What is the aim in the process based approach (writing)?

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Aim: help students to gain control of the cognitive strategies involved in writing by - providing L2 writing strategies and support for student writers by teaching strategies for planning, drafting, revising, and editing - developing a sense of the audience - … • importance of pre-writing tasks • writing problems only become visible at the text surface (e.g. structure, grammar, coherence, genre)  as a teacher, do not only point out surface mistakes but find their origins

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What is experiential knowledge?

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autobiographically acquired 

not necessarily objective or explicit 

may interfere with objective theoretical academic knowledge 

stable and difficult to change (esp. implicit elements) 

→ if awareness is raised, (future) teachers can (re-)negotiate their strategies and procedures (requires openness, flexibility, self-criticism, sense of adventurousness)

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Q:

How does the reflective practice model look like?

A:
Stage 1: trainee's exisiting conceptual shemata or mental constructs

Stage 2: received knowledge <---> experiential knowledge AND practice <---> reflection ---> 

Goal: Professional knowledge

Q:

Dimensions of good language teaching are...

A:

1. language proficiency 

2. content knowledge

 3. teaching skills 

4. contextual knowledge 

5. language teacher's identity 

6. learner-focused teaching 

7. pedagogical reasoning skills

 8. theorising from practice 

9. membership of a community of practice 

10. professionalism

Q:

What is competence based language teaching (CBLT)?

A:

follows a "functional and interactional perspective on the nature of language" 

 • language is seen as "a medium of interaction and communication between people" who want to achieve "specific goals and purposes" 

 -->L2 learning can only happen in social contexts 

--> learners need to develop communicative competences

Q:

What is a competence?

A:

die bei Individuen verfügbaren oder durch sie erlernbaren kognitiven Fähigkeiten und Fertigkeiten, um bestimmte Probleme zu lösen, sowie die damit verbundenen motivationalen, volitionalen [= die willentliche Steuerung von Handlungen und Handlungsabsichten] und sozialen Bereitschaften und Fähigkeiten, um die Problemlösungen in variablen Situationen erfolgreich und verantwortungsvoll nutzen zu können

Q:

Which competences do exisit?

A:

skills • abilities • knowledge • dispositions • understanding • problem solving behavior • experience • attitudes (e.g. social, ethical) • motivation • behavior

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Q:

The main objective of EFL in Germany is...

A:

...to equip learners with competences that allow them to communicate with other speakers of the English language in a respectful manner. In addition to this, learners learn how to deal with and understand a variety of different text forms and media, and they are equipped with strategies and tools that will help them with their current and future language learning processes." 

 Main competences and skills: 1. functional communicative competence (listening, speaking, reading, writing, mediation) 2. intercultural communicative competence 3. text and media competence 4. language awareness 5. language learning skills

Q:

Which are the 5 competences one aims to teach?

A:

1.listening and audio-visual comprehension

 2. reading comprehension 

3. writing 

4. speaking

 5. mediation

Q:

What are interaction acitivies (speaking)

A:

understanding the interlocutor • conversation • informal discussion • formal discussion (meetings) • goal-oriented co-operation • obtaining goods & services • information exchange • interviewing & being interviewed • using telecommunications

Q:

What are production acitivities (speaking)?

A:

sustained monologue: describing experience • sustained monologue: giving information • sustained monologue: putting a case (e.g. debate) • public announcements • addressing audiences

Q:

What are the three stages of learning (speaking)?

A:

1. awareness • awareness of new forms, e.g. linguistic or cultural aspects of spoken language  awareness-raising activities: listening to authentic input while focussing on a particular feature of spoken language, e.g. intonation, discourse markers 2. appropriation • new knowledge is appropriated by integrating it into already existing systems • speakers gain more control over mental processes and knowledge  appropriation activities: practice with less and less support, e.g. flow-chart dialogue 3. autonomous production • new forms become readily available to the speaker through automatization • independent creative use of spoken language  activities that foster automaticity and autonomy: minimal support, authentic situations, e.g. debate, presentation, role-play

Q:

What is the aim in the process based approach (writing)?

A:

Aim: help students to gain control of the cognitive strategies involved in writing by - providing L2 writing strategies and support for student writers by teaching strategies for planning, drafting, revising, and editing - developing a sense of the audience - … • importance of pre-writing tasks • writing problems only become visible at the text surface (e.g. structure, grammar, coherence, genre)  as a teacher, do not only point out surface mistakes but find their origins

Q:

What is experiential knowledge?

A:

autobiographically acquired 

not necessarily objective or explicit 

may interfere with objective theoretical academic knowledge 

stable and difficult to change (esp. implicit elements) 

→ if awareness is raised, (future) teachers can (re-)negotiate their strategies and procedures (requires openness, flexibility, self-criticism, sense of adventurousness)

Introduction to English Language Teaching

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