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• These notes cover key concepts in TEFL (Teaching English as a Foreign Language), encompassing professional competence, SLA-based approaches, focus on form, curricula, principles, learner focus, receptive/productive skills, culture, media, and learning environments.

Professional Competence

• Good teaching practice has core dimensions
• Language proficiency involves maintaining target language use and giving correct feedback
• Content knowledge is understanding learners' needs and choosing appropriate materials
• Teaching skills are based around introducing and explaining tasks
• Contextual knowledge involves understanding values, norms, and classroom dynamics
• It is important to understand the relationship of the classroom with society
• Language teacher's identity involves being aware of one's role
• Learner-focused teaching requires familiarity with student behavior and activating student involvement
• Pedagogical reasoning skills require identifying linguistic goals and analyzing lesson content
• Theorizing from practice means engaging with experimental knowledge and evaluating one's teaching
• Membership in a community of practice involves collaborating with fellow teachers
• Professionalism focuses on the development of competence and high standards

Reflective Practitioner

• The concept of reflective practice refers to teachers who critically analyze their own experiences to improve their professional competence
• Trainees have existing conceptual schemata that affect teaching
• This involves receiving and enacting knowledge in practice
• One must reflect and loop back to improve their own reflection and then move toward professional competence

SLA-Based Approach

• SLA (Second Language Acquisition) is based teaching handles language teaching methods
• Theoretical foundations are the SLA approach
• Design principles are the SLA design
• Practical implementations are the SLA procedure
• Psycholinguistics studies L1 and L2 difference
• Awareness of interlanguage development has advantages
• Teachers gain better understanding of SLA development
• There is better classification of errors
• An SLA based approach may contribute to better learner-centered FLT

Approaches in SLA

• Behaviorism focuses on habit formation, like "listen and repeat"
• Language learning involves habit formation, memorization, and imitation of patterns
• Correct input, repetition, and feedback act as reinforcement
• There are pattern drills
• Nativism/Innatism has to do with Chomsky
• There is a "universal grammar" and "language acquisition device."
• Focus is on learners competence
• The Monitor Model "Krashen" involves acquisition-learning hypothesis (unconscious process)
• There is a monitor hypothesis, natural order hypothesis, input hypothesis and affective filter hypothesis
• Genetic potential in humans allows them to learn languages
• Cognitivism focuses on mental processes and learning strategies
• Processability Theory (PT) "Pienemann" states that SLA is staged
• Developmental errors occur and there is a route
• There is focus on interaction in a social setting
• Schema formation is activated and stimulated
• Constructivism involves learning as individual process of constructing knowledge
• Autonomous learning becomes important
• According to Selinker, interlanguage hypothesis is in play
• Individual grammar is individual, but predictable
• Learners are self-referential, and part of an autonomous system
• Experience triggers cognitive constructions
• Interactionism believes that social interaction in cultural contexts are important for LA2
• Interaction is the interaction hypothesis of Long
• Zone of proximal development is related to Vygotsky, where scaffolding is important.
• The learner is a social agent

Language Concept

• Instructivist approaches view language as a system of skills
• Novice learners gain knowledge through experts in a lecture hall
• Cognitive and constructivist approaches view language as patterns of meaning
• There is a facilitator in a learning environment
• Learners are self-referential
• Sociocultural approaches view language as being mediated through social interaction
• A guide or interlocutor is required
• Learners are seen as a social agent
• There is direct instruction and controlled progression
• Imitation becomes intake
• There is cyclical, reflexive cognitive processes
• Schema is created
• Dialogue guides the learner
• Meaning is negotiated
• Individualization is key

Focus on Form

• Output and interaction
• The idea of vocabulary vs grammar
• A view of the interaction between grammar and lexis
• Every word has its own grammar
• There are recurring patterns
• Collocations: words are combined to form multi-word units
• Colligations: words form specific grammatical structures, for example verb +ing
• There are lexical Items
• A Lexico-Grammatical Approach brings advantages
• There is greater fluency and faster language recall
• Mental lexicon consists of associations, knowing the meanings
• There are methods to teach the lexicon such as frequency, semantic range, relevance, and learnability
• Teaching Grammar involves explaining the lexico-grammar
• The method is working from lexis to grammar, and integrating that into task-based learning

Grammar Teaching

• Includes deductive approaches with rule instruction
• Also includes inductive approaches with discovery of rules
• Presentation – Practice – Production model (PPP) involves exposing to new language and practicing freely
• Focus on Form (FonF) where language development can take place

Curricula/Frameworks

• Language learning standards include:
  • CEFR (Common European Framework)
  • KMK (Kultusministerkonferenz),
  • Lehrplan PLUS (Bayern-Ebene).
• CEFR has 3 competence levels
• Basic user, independent user, and expert user depending on expressions.
• KMK defines Bildungsstandards
• Bildungshoheit says "Jedes Bundesland legt eigenen Lehrplan fest"
• Lehrplan PLUS uses text and media competence, communicative skills and intercultural competence.

Language Principles

• Principles and Methods- Focus on learners
• Communicative language teaching highlights real life interaction
• Communicative goals include teaching should encouraging leaning and supporting learners to communicate
• One must create authentic situations and opportunities for learners to interact with others
• Focus on learners involves individual factors, motivation, cognitive and social diversity.
• Differentiation and individualization refers to approaches to teach learners different according to their level
• Quantitative Differentiation refers to material expansion
• Qualitative Differentiation refers to using the same types for weaker/stronger students
• Internal Differentiation involves dividing learners into groups
• External Differentiation involves sending them to different schools

Receptive Competencies

• Receptive competence involves processing top-down
• Challenges arise because of errors in the classroom, motivation, and competence development
• Goals strategies for listening, viewing and reading help increase motivation
• There are process oriented exercises (pre/during/post-reading)
• Examples include introducing the topic, recognizing the content and reflecting it
• Focus on speaking as a process of production

Productive Competencies

• The process includes identifying discourse of meaning, and purposes of speaking
• There are two types of speaking: interactional which are focused building up a relationship, and transactional focuses around communication
• Speaking can be oral by just conveying the message, interacting with others, and or mediating
• There must be focus on accuracy and fluency is communicating messages
• Output can be increased by teaching students new ways
• Developing writing skills involves linguistic development- the ability to write different genres
• Mediation refers to the process of acting as an intermediary to communications with other people
• The context of teaching must be understood so that texts can evaluated as selected later
• One must create new text for mediation
• The definition of culture relates tot he iceberg model.
• There are three dimensions with language: Social, Mental and material
• Stereotypes and prejudices are related to cultures: positive, negative, etc

Culture

• Intercultural speaker means that the speaker is aware of the knowledge to manage encounters
• Transcultural perspectives relates to understanding characteristics modern communities
• Model of intercultural communicative competence involves raising text awareness
• Text and media competence both come into play

Education

• Combining language with political education
• Intercultural learning must translate to global awareness
• Digital citizenship teaches how to use the environment respectfully
• There are a number of definitions for using media in foreign languages
• Media education is how learning uses media; reflecting critically
• Media literacy is the self directed acquisition of skills
• There are three dimensions, first the technological medium (book/computer), coding form (text/audio) and the encoding from a multimodal perspective'
• TPACK Model requires technological, pedagogical and content knowledge

Teaching With Technology

• SAMR (Substitution, Augmentation, Modification, Redefinition) model & blended learning: includes changing digital projector, online articles, forum or Moodle and letting students cartoons
• There are pedagogical and technology trends and developments such as Game Based Language learning- which incorporates game design and education
• Settings outside of institutions (Cinemas, theaters) and even just internet are valuable for increasing learning skills
• One must consider and the affordances and limitations of classroom
• English is becoming integrated into the world, it is moving beyond just the simple textbook.
• There's extra-curricular and out-of-school learning
• There's an attempt to introduce discovery learning outside the textbook
• Linguistic landscapes and primary sites created to initiate foreign languages.

Literature and Film

• Reasons for teaching authentic content and being educational values,
• Literary competences are related to a person's perception
• Understanding through empathy by broadening communication in other texts
• There are criteria for selecting content, it depends on fossilization, topics, and difficulty.