Didaktika.docx PDF

**TERMINOLOGY 0** **listening -** ability to decode the meaning of an audio string **speaking -** ability to encode thoughts and concepts into oral form **writing -** ability to encode thoughts and concepts into written form **reading** - ability to decode meaning of a written string receptive:...

**TERMINOLOGY 0** **listening -** ability to decode the meaning of an audio string **speaking -** ability to encode thoughts and concepts into oral form **writing -** ability to encode thoughts and concepts into written form **reading** - ability to decode meaning of a written string receptive: **reading, listening** productive**: speaking, writing** **approach -** theory how a language should be teached - CLT **method -** way of implementing the approach (syllabus, progression...) - functional syllabus **technique** - specific practical classroom activities and tasks - roleplay ;) **Teaching grammar** a) **implicitly** - no overt grammar explanation b\) **explicitly -** inductively (provide specific examples, then ask students to deduce the rule) / deductive approach (overtly explain the rules first, then provide specific examples) **Accuracy x fluency:** F - natural use of language, achieving communication, meaningful use, linking language to context... A - focuses on correct formation, practice language OOC, control choice, do not require meaningful communication... F: role-play dialog ;) A - dialog wh- question, choosing right tense **Acquisition x learning** **Acquisition -** subconscious, informal, uses grammatical feel, depends on attitude, stable order of acquisition **Learning** - conscious, formal, use grammatical rules, depends on aptitude, simple to complex order of learning **feedback - specific, factual, descriptive, understood by receiver, timed, sensitive, constructive** **LESSON PLANNING 1** **What is set:** learner (class, number, time, pace...), aims + objectives, material **What can be modified:** activities (content, form, linking, feedback...) **Varying a lesson:** tempo, organisation, mode and skill, difficulty, topic, mood, stir-settle, active-passive **Main problems:** time + class management, linking activities, anticipation, flexibility, final feedback + objectives **Why to plan:** - to know what to do \- to link the lessons \- to get feedback and learn from own mistakes, \- to have all materials and aids ready \- security and confidence is passed on the pupils **Types:** a. b. - **What to do/remember:** 1. 2. 3. 4. **Final evaluation criteria:** - - - - - **STRATEGY FOR EDUCATION POLICY OF THE CZ UP TO 2030+ 3** **Reduction of the total amount of learning** Issues: - - - Aim: - - - - - - **Modernised curriculum content** Aim: - - - - - **School modernisation and equipment** Aim: - **Transforming Educational Content, Methods, and Assessment** Aim: - **Ensuring Equity in Access to Quality Education** Aim: - **Supporting Teaching Staff (hlavy by pomohly podle mě nejvíc)** Aim: - **Enhancing Professional Capacities, Trust, and Cooperation** Aim: - **Increasing Funding and Ensuring Stability** Aim: - **CEFR 3** - - **Proficiency levels:** Basic user - A1 (Beginner), A2 (Elementary - aka většinou Matějova věková kategorie) Independent user - B1 (Intermediate), B2 (Upper-Intermediate) Proficient user - C1 (Advanced), C2 (Proficient) **Competencies for each proficiency level** **Listening**: Understanding spoken language **Reading**: Comprehending written texts **Speaking**: Communicating effectively, which includes: - - **Writing**: Producing written texts Each skill area is described in terms of specific tasks or functions that learners can perform at each level, example: - - **Objectives:** - - - - - - - **ACQUISITION THEORIES 4** **BEHAVIORISM -** language as learnt behavior by means of environmental influence learning by associating words with meanings **Classical conditioning** - unconditioned stimulus + response is manipulated with conditioned stimulus to created conditioned response **Operant Conditioning** - controlled response with reward/punishment system according to the behavior **Key aspects:** - - - - - - - - **NATIVISM -** belief, that humans are biologically predisposed to acquire language **LAD** - Language Acquisition device - part of brain responsible for L1 acquisition -\> then called Universal grammar - a certain set of structural rules innate to humans **Critical period** - time which language develops readily and after it's more difficult (5-puberty) **Key aspects:** - - - - **CONSTRUCTIVISM -** learning as a active process, development is socially situated and knowledge is constructed through interaction with others The **zone of proximal development (ZPD)** is the range of tasks a learner can achieve with guidance but cannot accomplish alone. It highlights the importance of support from teachers or peers to help the learner grow and develop new skills. **Key aspects:** - - - - - **Typical activities**: oral presentation, role playing, situational and contextual... **MONITOR MODEL** **5 hypotheses on L1 acquisition** 1. 2. 3. 4. 5. **NEUROSCIENCE AND ELT 5** **How does brain work** - - - ***Lateralization*** - - RIGHT HEMISPHERE LEFT HEMISPHERE ***Hemispherectomy =*** procedure in which one cerebral hemisphere (half of the brain) is removed or functionally disconnected to treat severe neurological disorders, such as intractable epilepsy. Despite the removal, the remaining hemisphere can often adapt over time, allowing patients to regain many functions   ***Language and brain function*** - - [Speech listening] - - - [Written text recognition] - [Speech production] - ***Laterality*** - - - - - - - ***Hemispheres*** [Left h.:] - - - [Right h.:] - - ***Dyslexia*** - - - - - - - ***Bilingualism*** - - - - ***Wernicke's area*** - - - - - - - - - - ***Broca's area*** - - - - - - - - - **APPROACHES AND METHODS IN ELT 6** **Definitions:** **strategies -** specific methods of approaching a problem, vary intra-individually **style -** consistent and enduring tendencies or preferences **process** - every human being is engaged in learning **Learning styles:** **reflective x intuitive** R: weighing consideration before answers, need more time I: click and run, impulsive **field-dependent/global/holistic** - whole picture, general view **field-independent/sequential/analytic -** concentrating on separate items, increases with maturity **autonomous** - self-directed, own responsibility, proactive, independent **authority-dependent** - rely on someone, passive, needs guidance **auditory** **visual** **kinesthetic** **Teaching methods:** **Grammar-translation - focus on:** translating, reading, writing intellectual training understanding the system **Audio-lingual method** - based on behaviorism, error-free utterances, repetitive drills, focus on pronunciation, focus on language, grammar not explained **Direct method -** everyday situation + content demonstration, objects, pictures not systematic **Situational l. teaching + Oral approach** - practical command of LSRW the spoken form better presenting new stuff situationally simple grammar before complex systematic, structured **Suggestopedia** - acquired through suggestion, suitable for adults - taking a different role comfortable environment **CLT -** set of principles about the goals of teaching, how learners learn language + roles of teachers and learners in the classroom **Goals**: communicative competence (grammatical one isn't enough) - how to use language for a range + different purposes, vary languages in different settings and to different speakers, how to produce and understand different types of texts, how to maintain communication **Task-Based Language Teaching (TBLT**) is an approach to language instruction that focuses on using meaningful tasks to promote learning. Instead of emphasizing explicit grammar rules, TBLT engages learners in real-world activities, such as solving problems, conducting interviews, or writing letters, where language is a tool to complete the task. The approach consists of three main stages: 1. 2. 3. Content and Language Integrated Learning (CLIL) is an educational approach where students learn a subject and a second language simultaneously. In CLIL, subject content (such as history, science, or geography) is taught in a target language, enabling students to develop both language proficiency and subject knowledge. It emphasizes four key components, known as the **4Cs framework**: 1. 2. 3. 4. **Blended Learning** combines **traditional face-to-face instruction with online learning components**, providing a more flexible and personalized educational experience. It integrates the best aspects of both approaches---offering direct teacher interaction and digital tools for self-paced study, interactive resources, or virtual collaboration. **Lexical approach** is a way of analysing and teaching language based on the idea that it is made up of lexical units rather than grammatical structures. **COMMUNICATIVE APPROACH 7** **Information Gap activities:** like IRL communication, you communicate to get new information that you don't know (A/B students, different cards) **Authentic materials -** in order to transfer info from classroom to IRL, teacher should use authentic materials (real newspaper article, listening to news broadcast...) - **roleplay** **TEACHING LISTENING 8** **W - warm up -** build the student's interest and get them ready to learn - introduction of topic **P** - **presentation** - presentation of new content, fun activities, using model **P - practice** - practice presented stuff, fun/repetitive/interactive, visual aids :/ **P - production -** production without the teacher's help, no aids :), role-plays ;) **W - wrap up** - bring lesson to end, summarize, reflect, review... **LISTEN AND DO TASK -** task, where students immediately response to the assessment - physically or tangibly **Advantages:** active engagement, multi-sensory learning, comprehension, real-life task simulation **Disadvantages:** limited language production, task design, practical constraints **Goals of listening activities**: 1. 2. 3. 4. 5. 6. **Objectives:** vocabulary, pronunciation, note-taking, listening strategies, cultural understanding, engagement... **Key features:** authentic materials, active engagement, feedback, accurate pronunciation, progressive difficulty... **Native speaker** - **-** - less understanding of the challenges, lack of formal grammar knowledge, may lack teaching qualification **Non-native speaker** - - ### **Pre-Listening Stage** The pre-listening stage prepares learners for the listening task by activating prior knowledge, setting a purpose, and introducing key vocabulary or concepts. Activities may include: - - - ### **While-Listening Stage** In the while-listening stage, students actively listen to the audio or video and complete tasks that help them process the content. Activities may include: - - - ### **Post-Listening Stage** The post-listening stage involves reflection, discussion, or applying what was learned to other contexts. Activities may include: - - - **TEACHING SPEAKING 9** **Goals:** 1. 2. 3. 4. 5. 6. **Objectives:** speaking fluently, vocabulary, cultural awareness, role-play simulation, pair and group activities, motivation **Key features:** IRL communication, simulation, fluency, culture topics, autonomy, listen and speak... ### **Pre-Speaking Stage** The pre-speaking stage prepares learners for speaking by providing context, activating background knowledge, and introducing relevant language structures or vocabulary. Activities may include: - - - ### **While-Speaking Stage** In the while-speaking stage, learners engage in speaking activities focused on fluency, communication, and task completion. Activities may include: - - - ### **Post-Speaking Stage** The post-speaking stage involves reflecting on the speaking performance, receiving feedback, and reinforcing language learning. Activities may include: - - - **TEACHER READING 10** **Goals:** 1. 2. 3. 4. 5. **Objectives:** reading strategies, comprehension, autonomy, reflective reading, vocabulary acquisition, content exploration... Scanning = quickly locating specific information; Skimming = quickly grasping the main ideas and structure of a text ### **Pre-Reading Stage** The pre-reading stage prepares learners for the text by activating background knowledge, setting a purpose, and introducing key vocabulary. Activities may include: - - - ### **While-Reading Stage** In the while-reading stage, students actively engage with the text to extract meaning and develop reading strategies. Activities may include: - - - ### **Post-Reading Stage** The post-reading stage involves reflecting on the content, analyzing the text, and applying the information to other contexts. Activities may include: - - - **Specifics of authentic material:** not targeted for teaching, 3rd party, just about some topic **TEACHING WRITING 11** **Goals:** 1. 2. 3. 4. 5. **Objectives:** writing fluently, text structure, research and citations, motivation and creativity, critical analysis, editing and revision... **Key features:** grammar and syntax, creativity, development method, collaborative writing... **Types:** **A1/A1 -** picture stories, drawing, sentence building **A2/B1 -** email, letter, simple narrative, **B1/2,C1 -** opinion essays, advanced narrative, review **C1 -** research paper, story, creative writing prompts ### **Pre-Writing Stage** The pre-writing stage helps students generate ideas, plan content, and organize their thoughts before starting to write. Activities may include: - - - ### **While-Writing Stage** In the while-writing stage, students focus on composing their text based on their plan, emphasizing content development and coherence. Activities may include: - - - ### **Post-Writing Stage** The post-writing stage focuses on reviewing, revising, and polishing the text. Activities may include: - - - **TEACHING VOCABULARY 12** **Key principles:** - - - - - - - - - - **Teaching strategies:** contextual learning, visualisation, thematic instruction, storytelling, word maps... **Learning strategies:** flashcards, active engagement, peer collaboration, use in writing, spaced repetition, word pronunciation, word journal... **MOTIVATION IN ELT 13** Motivation = internal drive to pursue and action - - [Categories:] - - - - **Extrinsic Motivation** derived from external incentives, partially inaccessible for the teacher - - - - - - **Intrinsic Motivation** the urge to engage in the learning activity for its own sake or out of the student\'s free choice - - - **LEARNING STYLES IN ELT 14** ### **1. Grammar-Translation Method** - - - ### **2. Direct Method (Late 19th to Early 20th Century)** - - - ### **3. Audio-Lingual Method (1940s to 1960s)** - - - - ### **4. Suggestopedia (1970-present)** - - - ### **5. Communicative Language Teaching (CLT) (1970s to Present)** - - - ### **6. Task-Based Language Teaching (TBLT) (1980s to Present)** - - - ### **7. Content and Language Integrated Learning (CLIL) (1990s to Present)** - - - ### **8. Lexical Approach (1990s to Present)** - - - ### **9. Blended Learning (2000s to Present)** - - - ### **Contemporary Approach** - - - ### **Eclectic Approach Advantages** - - - - - - ### **Eclectic Approach Disadvantages** - - - - - - Mazej nahoru se učit - rozkaz kapitáne