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Revision Session TEFL, important for exam

Introduction to TEFL (Universität Paderborn)

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TEFL Revision Session

 Difference “Fremdsprachendidaktik” and “Sprachlehrforschung
o “Fremdsprachendidaktik”
 methods, strategies, approaches, techniques

-> rather practical

o “Sprachlehrforschung”
 What happens in the brain, at what age can one learn a language best, etc.

-> rather scientific

 10 Standards of Teaching: to practice: read them and summarize each one in one sentence
o #1: Learner Development: designing developmentally appropriate and challenging
learning experiences, according to individual need
o #2: Learning Differences: understanding individual and cultural differences and
ensuring inclusive learning for everyone
o #3: Learning Environments: working with others to create an interactive and
motivational environment
o #4: Content Knowledge: understanding one’s subject and making it accessible and
meaningful for the learner
o #5: Application of Content: using differing perspectives to make learners think
about contemporary issues
o #6: Assessment: using different and individual assesment methods to
o #7: Planning for Instruction: drawing upon cross-disciplinary skills
o #8: Instructional Strategies: using various instructional strategies to make learners
apply knowledge in meaningful ways
o #9: Professional Learning and Ethical Practice: self-assessment
o #10: Leadership and Collaboration: seeking leading roles to engage with learners,
families, colleagues, etc....
 Defensive and receptive learning
o Defensive: teacher is viewed as an adversary against whom the learner may defend
himself
o Receptive: students lower their defense mechanisms; reqirement: relaxed
atmosphere, reducing threats to student’s egos

-> receptive approach is promoted because students can completely turn their attention
to learning activities

-> levels of need

o first level: need for security -> important component of that is predictability
o Second level: social: ‘Am I accepted as a member of a social group that I can depend
on to support me
o Third level: ability to do those things that will maintain and improve one’s standing
in the group
 Affective filter: imaginary barrier which prevents learners from acquiring language from the
available input. “Affect” = motives, needs, attitudes, emotional states... (learner who is
tense, angry, anxious, or bored may ‘filter out’ input, making it unavailable for aquisition)
 Kinds of learners (referring to the senses)
o Visual: need to see a word written down

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o Aural: listening to new words a couple of times

o Kinaesthetic: combining new language with some kind of physical action (e.g.
miming the action or writing the word down))
 Learners according to styles:
o Concrete: games, pictures, films, videos, cassettes, talking in pairs, practicing outside
the classroom
o Analytical: studying grammar, FL books, newspapers, studying alone, finding own
mistakes, working on teacher-set problems
o Communicative: watching/listening to native speakers, talking to friends in FL,
watching TV, using FL in stores, trains etc., learning by hearing and conversations
o Authority-oriented: teacher explains everything, having own textbook, taking notes,
studying grammar, reading, learing by seeing new words
 What do we know about the listening process?
Bottom-up model of listening

-> Types of knowledge we use trying to understand spoken language

o Prosodic features (accent, tone pitch (Tonhöhe), volume

o Sub-skills:
- perception skills
 recognizing individual sounds
 discriminating between sounds
 identifying reduced forms in fast speech („hasn’t“,…)
 identifying stressed words („You’re never late, are you?“)
 recognizing intonation patterns
- language skills
 identifying individual words and groups and building up possible meanings
for them
 identifying discourse markers (e.g. „then“, „as I was saying“, „to start with“)
Top-down model of listening
o Knowledge a listener brings to a text/speech/situation of communication
o Applying knowledge of the world by means of inferencing (=ableiten, herleiten)
which is based on shared background knowledge
 Parallel processing
o Processing of the different types of knowledge not in a fixed sequence but
simultaneously or in any order
o Representations at one level create activation at other levels
 Listening competences (Thaler)
o General competence:
 Processing world knowledge
 Displaying intercultural knowledge
 being attentive
o Linguistic competence:
 recognizing features of a sentence,
 decoding meaning of words & phrases
o Socio-pragmatic:
 coping with varieties
 identifying the communicative situation

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o Prosodic:
 interpretation of rhythm, speed, volume, pitch, breaks
o Strategic:
 applying culture-specific schemata
 What makes listening difficult/easy?
o Difficult:
 Unfamiliar kind of text
 much information
 several speakers
 too fast or too slow
 unfamiliar accent
 background noises
 unfamiliar topic
 uninteresting topic
o Easy:
 Prior knowledge about text or context
 My level of language understanding
 Visual input (facial expression, movie,…)

-> “Good listeners make good speakers and vice versa.”

 Reading: bottom-up vs top down processing of a text

o Bottom-up: creating mental translation, processing individual letters, words,
sentences and discourse of the text
o Top-down: inferencing and background knowledge
o Integrative processing: combining information from the text and prior knowledge
 Elements of speech production
o Conceptualization: planning message content while drawing on various knowledge
sources (background, topic, speech situation, discourse patterns)
o Formulation: finding and sequencing words&phrases to express meanings,
preparing sound patterns of them
o Articulation: controlling articulatory organs (lips, toungue, teeth, ...)
o Self-monitoring: identifying and self-correcting mistakes
 Successful writing methods in L2
o Co-operative and group-work strengthen community; authentic audience
o Integration of language skills in class activities
o Learning style and strategy training
o Using relevant, authetic materials and tasks
 Product- and process-oriented approach
o Product-oriented
 focus on final product (coherent, error-free text)
 often emphasizes imitation of different kinds of models
o Process-oriented
 Focus on steps involved in drafting/redrafting a piece of work
 Before reading a text
o Why am I reading this?
o What do I know about author, publisher etc.?
 How does that affect my attitude and expectations?

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o Own views of topic

o Topic-related familiar texts & my views
 The teaching of reading (skills) -> curricula
o general understanding of written texts
o understanding exchange of letters
o reading for orientation
o reading to understand information, facts, argumentative aspects
o understanding of written instructions
o Intensive exposure to motivating texts in the target language

-> quote J.B. “VIEL LESEN MACHT SCHLAU”

 TBLL
o Motivating
o No affective filter
o Receptive learning
o Task-based language learning
o Focused on content
o Communicative tasks in target language
o Main goal:
 The learner is seen as someone who wants to communicate
 Create a meaning system which learners can use rapidity and effectively in
real life
 Free use of language: fluency
 Problem: ignore grammar, correct use of words, prepositions, etc.
 PPP (not mentioned in revision session)
o = presentation, practice, production approach
 Presentation: teacher explains material
 Practice: teacher gives exercises to help learners to produce language items
quickly
 Production: opportunities to freely use the language
o Problems:
 Won’t lead to fluency: focus on production of linguistic terms
 Teachers expect learners to be able to produce language immediately
 “The teacher is not there to correct the language used because...” (complete the sentence)
o students are not aiming to reproduce a series of language forms in conformity with
target norms.
o Their aim in language use is to create a meaning system which they can operate
rapidly and efficiently in real time.
o this resembles „real life situations” much more than the exercises in the textbooks.
 ‘Real-world task’?
o Sort of behaviour that is required in the world beyond the classroom
o Example: simulating interview situations
o Learn how to behave ‘properly’:
 Socio-cultural background (behaviour)
 Social contexts in general (how to dress)
 ‘Pedagogical task’
o Only occur in the classroom
o Example: answering true/false statements about a text

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o Practice language skills for communication

 ‘Communicative task’
o Piece of classroom work
o Learners are involved to comprehend, produce or interact in the target language
o Focus on meaning rather than on form
 Teaching (grammar, vocabulary)
o Direct (didactive/explicit):
 word building exercises
 matching words with various types of definition
 studying vocabulary in context
 semantic mapping
 regular vocabulary testing
o indirect (implicit):
 incorporating vocabulary learning into communicative activities and group
work
 Vocab teaching approaches
o Using different techniques to present new words
o Helping learners in developing strategies for learning new words
o Developing vocabulary through reading and training lexical inferencing
o Teaching the effective use of dictionaries
o Teaching learners didactic skills of demonstrating word meaning
 Grammar teaching approaches
o deductive:
 grammar rule presented by teacher, practiced by learner
 often tested at the end of the grammar teaching sequence
o inductive:
 rich input provided: grammatical structure repeated several times
 learner discovers rule on their own from the examples provided
 Inclusive teaching & learning
o UNESCO statement:
 Process of addressing and responding to the diversity of needs of all learners
 Increasing participation in learning, cultures and communities
 Reducing exclusion within and from education
 Changes & modifications in context, approaches, structures and strategies
 Common vision which covers all children of the appropriate age
range
 Conviction that it is the responsibility of the regular system to
educate all children
 Suggestions for inclusive learning
o Designing different testing formats
o Figuring out individual strengths
o Children with special needs can stay at school until age 22
o Regular meetings with parents of children with special needs
o One teacher, one observer
o Parallel teaching
o Heterogenous groups of children

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