English Language Teaching (TEFL) - PDF

Bieswanger, Markus. 2012. Varieties of English in the Curricul...

Bieswanger, Markus. 2012. Varieties of English in the Curriculum. English Varieties in the Curriculum In: Codification, Cannons, and Curricula: Description and Prescription in Language and Literature, hg. von A. Schröder, U. Busse und R. Schneider. Bielefeld: Aisthesis Verlag, 359-371. Print. BY/ Lehrplan Gymnasium 1990s 2004/2007 2020s dominant models: UK + USA prototypical models: UK + USA ? varieties/intralinguistic variation: no occasional mentioning of specific mentioning varieties, ? esp. receptive/ listening comprehension KM-BW, Ministerium für Kultus, Jugend und Sport Baden-Württemberg. „Bildungsplan 2016, Allgemeinbildenden Schulen, Gymnasium: Englisch als erste Fremdsprache“, Oktober 2016. http://www.bildungsplaene- bw.de/site/bildungsplan/get/documents/ls bw/export-pdf/depot- Example BW/ Bildungsplan GY 2016 pdf/ALLG/BP2016BW_ALLG_GYM_E1.p df. “Wichtigste Bezugsländer im Englischunterricht sind Großbritannien und die USA, wobei auch die Auseinandersetzung mit anderen englisch-sprachigen Nationen bedeutsam ist. Die Schülerinnen und Schüler erwerben Kenntnisse über verschiedene Länder der anglophonen Welt und erkennen, dass diese zwar durch die Sprache verbunden, aber in ihrer kulturellen Ausprägung unterschiedlich sind.” (8) © 2023 Universität Tübingen, Küchler | 1  How is L2 learned? Instruction vs. Construction of Knowledge teacher: focus on process of learning & thinking: defines goals learner’s construction of meaning + interaction selects material w/ the world structures lesson interdependency of prior knowledge (mental offers content students represenation) + external offers: learn as defined by finding, prioritizing, re-arranging/re- teacher structuring information finding patterns, principles, rules developing own solution to problem/task (researching, processing, actively applying/transferring knowledge) task-based + cooperative learning rich learning environments support, guidance, scaffolding © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 2 Hypothesis vs. Theory cf. Richards, Jack, "speculation concerning either "a statement of a general Richard Schmidt, Heidi Platt, and observed or expected principle or set of Markus Schmidt. Dictionary of Language relationships among propositions, based upon Teaching and Applied phenomena" reasoned argument and Linguistics. Paperback Harlow: supported by evidence, Pearson Education, 2002 that is intended to explain a particular fact, event, or phenomenon." © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 3 Hypotheses of L2 Learning Question is: L1 = L2 or L1 ≠ L2 ? Observer-Listener-Hypothesis (Allwright 1984) Output-Hypothesis (Seliger 1977, Swain 1985) Negotiation-of-Meaning-Hypothesis (Long 1985) Subject-Control-Hypothesis (Ellis 1984) … Interlanguage Hypothesis (Selinker 1972) Monitor Model (Krashen 1982) (cf. also Natural Approach or Second Language Acquisition Theory) © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 4 Interlanguage Hypothesis (Larry Selinker 1972) starting point: IL1 IL2 IL3 IL4 IL5... target: L1 competence L2 competence ‣ L2 learning characterized by idiosyncratic interim languages (developmental stages): experience with L2 ‣ dependent on overgeneralized L2 features & retained L1 characteristics positive & negative transfer (interference) problem: fossilization ‣ important: providing facilitating conditions (feedback, motivation, instruction, aptitude) © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 5 Stephen Krashen (1982): The Monitor Model Five Hypotheses: 1. Acquisition vs. Learning Hypothesis You can personalize those hypotheses by 2. Natural Sequence Hypothesis thinking of an example or personal experiences with language learning. How does it illustrate that 3. Monitor Hypothesis hypothesis? Does ist support or even contradict that hypothesis. 4. Input Hypothesis 5. Affective Filter Hypothesis © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 6 Stephen Krashen (1982): 1. Acquisition vs. Learning Acquisition Learning untutored/natural tutored, instructed, guided implicit, intuitive explicit subconscious conscious little or no monitoring high degree of monitoring monitoring receptive & productive language processes may improve language skills in the long run (especially regarding structural accuracy) © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 7 Stephen Krashen (1982): 2. Natural Order Hypothesis acquisition of grammatical structures follows gradual, predictable + systematic sequence teaching order ≠ natural order aspects: description of L structures fixed sequences level of fixed order of acquisition analysis of personal characteristics Sequences occur in all grammatical fields 1. Level (subject - verb - object, general order) You are student? 2. Level (no change in word order by adding words) Why you not eat? 3. Level (change in word order) You can take your coat off. 4. Level (identification of grammatical categories & their correction) She eats too much. 5. Level (identification & correction of embedded structures) He has never met her. © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 8 Stephen Krashen (1982): 3. Input Hypothesis quality of attention: comprehensible input (i+1) - support of context or extralingual information allow learning/ understanding of what is minimally beyond current competence - if communication is successful, if input comprehensible & provided in sufficient amount -- i+1 automatically provided ability to acquire language develops without need for direct tutoring: - only comprehensible input is triggering L acquisition - the how and the what of acquisition is not influenced by tutoring, i.e. L teaching has only limited role in L acquisition © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 9 Stephen Krashen (1982): 4. Monitor Hypothesis language learning has only one function: monitor (i.e. previously acquired knowledge) very limited role of internalization for L learning conditions to activate monitor: There has to be time. There has to be concentration on linguistic form rather than content. The linguistic rule has to be known. Learned information functions ONLY as monitor during L production: Learned information cannot be regarded as acquired. Grammatical rules cannot be internalized. © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 10 Stephen Krashen (1982): 5. Affective Filter Hypothesis affective filters can (only) have negative effect on L learning affective filter may answer questions regarding the differences in learning outcomes learners have different fears, motivations & do not use input in the same manner filter assumed between input & LAD: the stronger the filter, the smaller the intake © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 11 Stephen Krashen (1982): 5. Affective Filter Hypothesis learned affective filter system (monitor) acquired output input LAD system (production) Focus: on learner‘s creative construction of language attention on internal processes © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 12 Stephen Krashen (1982): The Monitor Model: Critique main points of critique: hardly any empirical data to support Krashen - What exactly is the difference between acquisition and learning? - What about positive emotions or affective filters? Why are they not considered? - What exactly is i+1? How to 'measure' it? - The learner is mostly considered as receptive (passive role only). - Learning considered individual action vs. social interaction. © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 13 Stephen Krashen (1982): The Monitor Model: Impact broad impact of Krashen’s hypotheses: - 're-adjust' role of grammar teaching - parallels between L1 & L2 acquisition - early onset of L2 learning in school curriculum - importance & power of reading (Krashen 1993) - questioning immersion classrooms © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 14 Stephen Krashen (1982): The Monitor Model: Implications for Teaching 1. Expose learners to greatest possible contact with natural communication. 2. Begin class with period of silence. Develop strategies for relaxation. 3. Use concrete objects (dt. ) to make new expressions comprehensible. 4. Consider certain amount of time for formal grammar teaching. 5. Find out how to motivate learners. 6. Create atmosphere where mistakes don‘t make learners feel insecure. 7. Work with dialogue to create socially useful routines. 8. Certain structures are learned earlier than others. Don‘t expect learners to learn ‚later‘ structures first. 9. Don‘t refer to L1 of learners when teaching L2. © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 15 L1 vs. L2 Development L1 L2 INITIAL STATE innate capacity (innate capacity?) L1 knowledge, world knowledge, interaction skills INTERMEDIATE STATES child grammar learner language/interlanguage Saville-Troike, Muriel. basic processes 20016. Introducing Second Language transfer Acquisition. New York: maturation Cambridge University re-constructing meaning Press. 17. necessary conditions input input reciprocal interaction facilitating conditions feedback, aptitude, motivation, instruction... FINAL STATE native competence bilingual/multilingual competence © 2023 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 16 Differentiating Languages language natural artificial language language Saville-Troike, Muriel. 20016. Introducing L1 L2 Second Language Acquisition. New York: Cambridge University lingua franca Press. 2-6. target L library L primary ESL/EFL second foreign EAP language ESP language language (mother TESOL tongue) ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 17  How is L1 acquired? Behaviorism (first half of the 20th century) objective: find regular relationship between (learning) environment & behavior psychological research at the time restricted to experimental methods focus on physiology & stimuli as means of John Watson (1878-1958) producing conditioned responses ‘black box argument’: black environment box behavior ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 18 Behaviorism Benjamin F. Skinner (1904-1990) Verbal Behavior (1957) "verbal conditioning" operant conditioning/learning: behavior modefied due to consequences pattern-drill: find stimulus-response-sequences to reinforce learning Stimulus-Response-Reinforcement (SRR) Law of Frequency (practice) Law of Effect (reinforcement) Law of Shaping (simplify complex behavior: small steps) ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 19 Summary: Behaviorist Language Acquisition How is L1 acquired? SRR sequence (selective pattern practice): parents/caretakers provide patterns keywords & concepts: nurture (black-box-argument) imitation & habit formation contributors/representatives (Ivan Pawlow) John Watson B.F. Skinner ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 20 Example One: Logical Problem of L Learning a.k.a. Poverty-of-Stimulus-Argument „If general-purpose intelligence were sufficient to extract the principles of mental grammar, linguists (or psychologists or computer scientists), at least some of whom have more than adequate general intelligence, would have discovered the principles long ago. The fact that we are all still searching and arguing, while every normal child manages to extract the principles unaided, suggests that the normal child is using something other than general-purpose intelligence.“ (Jackendoff 1997 in Saville-Troike 2006, 22) ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 21 Example Two: Critical Period Hypothesis Eric Heinz Lenneberg (1921-1975): "Biological Foundations of Language Acquisition" (1967) L acquisition is linked to maturation after “cut-off“ age (around 12/13 years) L learning slows down ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 22 Summary: Cognitivist L Acquisition: Innatism/Nativism How is L1 acquired? LAD – language acquisition device ('Universal Grammar'/'Principles + Parameters’) keywords/concepts: logical problem & poverty of stimulus critical/sensitive period nature (biological endowment) contributors/representatives: Noam Chomsky Eric H. Lenneberg ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 23 Cognitivism (second half the 20th century) Jean Piaget (1897-1980) ‘Stages of Cognitive Development’ (1975) knowledge/not just picked up but constructed by individual: constructed, tested, discarded/modified & reconstructed thought develops through equilibrium of: schema: mental representation/organization assimilation: fitting new information into existing schemes accommodation: new information not consistent with existing schemes causes change/reconstruction of scheme ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 24 Cognitivism Lev Vygotsky (1896-1934) ‘Thought and Language’ (1962) social interaction major factor in child development (cognitive processes develop in interaction of individual with its environment) language, interaction, & thinking are mutually intertwined language & thought develop at the same time in parallel pattern (cf. pre-linguistic thought: non specific, nonverbal & pre- intellectual thinking: not structured) language & thought fuse (around age four): thought is verbal, language is rational interaction speech vs. inner speech (comment about ongoing events, moves from self-reassurance to control of behavior) ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 25 Cognitivism Lev Vygotsky Zone of Proximal Development: actual development level: functions/activities a child can perform without help potential development: cognitive functions are beyond learners current level – can be achieved only with assistance ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 26 The Cognitive Learning Pattern Information Processing "Learning essentially involves the development of controlled automatic processing of component skills, freeing learners' controlled processing capacity for new information and higher- order skills." (Saville-Troike 2006, 73) Learning: restructuring & reorganizing of mental representations makes structures more coordinated, integrated & efficient faster responses due to: formation organization & regulation of internal representations retrieval output strategies ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 27 Knowledge declarative procedural ‣ descriptive statements on linguistic ‣ ability to produce or to understand facts & rules regularities without resorting to rules ‣ retrievable for application in linguistic performances ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 28 The Cognitive Learning Pattern Information Processing 1. Input - perception of L2 (speech, writings, signs) - available for processing only if noticed by learner: attentional effort (intake) 2. Central Processing 3. Output ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 29 The Cognitive Learning Pattern Information Processing 1. Input 2. Central Processing - ‘learning occurs’ (restructuring of knowledge): mental representations made more coordinated, integrated, efficient - automatization: movement from controlled to automatized processing automatized lower-level skills free capacity for higher-order thought Behavior under attentional control is permeable, yet, automatized behavior is faster, more efficient and difficult to change. - proceduralization: movement from declarative to procedural knowledge acquisition of isolated facts & rules processing relatively slow & under attentional control 3. Output ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 30 The Cognitive Learning Pattern Information Processing 1. Input 2. Central Processing 3. Output production of L2 (speech, writings, signs) increased fluency: (1) automatized rule-based systems (2) memory-based chunks serving as exemplars/templates ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 31 Cognitivist L Acquisition: Interactionism How is L1 acquired? information processing: cognitive understanding builds on interaction (observation, touching, manipulating) keywords/concepts: modified interaction: zone of proximal development L & thought, assimilation & accommodation information processing contributors/representatives Jean Piaget Lev Vygotsky ©© 2024Universität 2023 UniversitätTübingen, Tübingen, Küchler Küchler | | 32 Overview of Learner Variables What Makes a Good L2 Learner? © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 33 Age 1 children 2 adolescents 3 adults REASONS for age difference: neurological & cognitive development socio-psychological factors © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 34 Sex and/or Gender ‣ male/masculine: more dominating + competitive in the classroom? (or is that a cliché?) ‣ female/feminine: more communicative + caring in communication? (or is that a cliché?) UP FOR DISCUSSION: ‣ overlap in learning styles ‣ ‘gendered grading’ ‣ ‘literacy gender gap’ (reading skills) © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 35 Personality ‣ collective variables family peer group ‣ norms, morals, values ‣ habits learning environment ‣ religion culture & society ‣ learning traditions ‣ individual variables dis/abilities & impairments general personality traits risk-taking/risk-avoiding tolerance for ambiguity self-confidence extraversion/introversion... traits specific to learning field prior knowledge (L1, L2, L...) aptitude for L2 learning © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 36 (Language) Aptitude ‣ natural ability; characteristics correlating w/ success in L learning phonetic encoding (oral mimicry ability) identify + distinguish between sounds patterns imitate sounds not heard before learn sounds in connection with written forms inductive L learning & grammar sensitivity infer linguistic rules from exposure to L or functions of words in sentences ability to recognize grammatical rules, functions & patterns mnemonic ability quick processing of associative learning © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 37 Motivation ‣ the driving force in any situation that leads to action ‣ motivation = a combination of the learner's attitude, desires and willingness Richards, J., ‚Schmidt, R. (eds.) (2010) Longman Dictionary of Language Teaching & Applied Linguistics. Harlow: Pearson. 377f. © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 38 Types of Learners’ Motivation Types intrinsic motivation (trigger (enjoy learning process) for learning) extrinsic motivation (external drivers: punishment or reward) integrative motivation (target (be like L1 speaker) of learning) instrumental motivation (concerned with practical outcome) © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 39 Howard Gardner (1983) Multiple Intelligences ‣ set general cognitive abilities, in part a disposition, problem-solving ability ‣ considered as multiple dimensions in all people (a set of different strengths) and in diverse combinations © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 40 Howard Gardner (1983) Multiple Intelligences the ability to use language in special and verbal linguistic creative ways logical mathematical the ability to think rationally, numerically musical rhythmic a good ear for musical patterns bodily kinaesthetic well-coordinated body + movement in space visual spatial the ability to form mental models of the world interpersonal the ability to be able to work with people the ability to understand oneself and apply intrapersonal one’s talent successfully the ability to understand and organize the naturalistic patterns of nature © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 41 Learning Strategies ‣ procedures used in learning or thinking... which serve as a way of reaching a goal ‣ conscious and unconscious processes © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 42 Learning Strategies social & internal effort affective attention time management external work place & learning environment learning with peers using additional resources cognitive organizing elaborating repeating critically evaluating meta-cognitive step-by-step planning of process regulating learning process monitoring learning process © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 43 Learner Autonomy "the principle that learners should be encouraged to assume a maximum amount of responsibility for what they learn and how they lean it. This will be reflected in approaches to needs analysis, content selection, and choice of teaching materials and learning methods." ‣ maximize potential for learning ‣ take responsibility for own learning process Longman Dictionary of ‣ learning awareness: critical reflection + self- Language Teaching and evaluation Applied Linguistics 2002, 297. ‣ active involvement in one's own learning process (goals, activities, evaluation) ‣ learners to become independent and self- reliant users of L2 © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 44 Autonomy in Practice Self-Instructed Learning Cooperative Learning learning and working classrooms are organized so without the instructions of a that students work together in teacher example: co-operative teams interactive computer programmes example: worksheets which allow students to work on peer tutoring, jigsaw, projects, individualized their own (only target/task given) work ‣ students' participation is ‣ target, strategy and time increased (speaking time in the organized & managed by FL classroom) the learner ‣ less threatening for many ‣ learners have a greater students control of their own learning process ‣ less competitive ‣ less teacher domination © 2024 © 2023 Universität Universität Tübingen, Tübingen, Küchler | | Küchler 45 Defining Literature: ‘L’ + ‘l’ “[…] the historical development of teaching literary texts is defined by a movement from integrating classical texts, the ‘great’ texts of English literature, such as those by Shakespeare (i.e. Literature with a capital ‘L’ […]), into the Müller-Hartmann, Andreas, und Marita language classroom to an increasingly open approach in Schocker-von Ditfurth. terms of text selection and reading.” (121) 2004. Introduction to English Language Teaching. Berlin: Klett. “This is what McRae in 1991 ‘termed literature with a small ‘l’’, which includes ‘advertisements, jokes, puns, newspaper headlines, examples of verbal play’ […]” (126) © 2023 Universität Tübingen, © 2024 Universität Küchler Tübingen, Küchler | | 46 Defining Culture: ‘C’ + ‘c’ “a concept of ‘c’ulture with a small ‘c’ [...] Texts like soap operas, MTV films, cartoons, and comic influence our learners’ world to a large extent.” (115) Müller-Hartmann, “The choice of popular culture texts in the English Andreas, und Marita Schocker-von Ditfurth. language classroom [...] supports a ‘learner-centered’ 2004. Introduction to English Language Teaching. Berlin: Klett. approach.” (115) © 2023 Universität Tübingen, © 2024 Universität Küchler Tübingen, Küchler | | 47 A Semiotic Definition Culture “Culture is a learned set of shared interpretations about Lustig, Myron W., and Jolene Koester. 2003/1999. Intercultural beliefs, values, and norms, which affect the behaviors of a Competence: Interpersonal Communication Across Cultures. Boston et al.: relatively large group of people.” Allyn and Bacon. 27. "As interworked systems of construable signs Clifford Geertz [...], culture is not a power, something to which (1973) "Thick Description: social events, behaviors, institutions, or Towards an interpretive Theory of Culture" In: The Interpretation processes can be causally attributed; it is a of Cultures: Selected Essays. context, something within which they can be New York: Basic Books Inc. 14. intelligibly – that is thickly – described." © 2023 Universität Tübingen, © 2024 Universität Küchler Tübingen, Küchler | | 48 Sapir-Whorf-Hypothesis (1956) Language & Thought Whorf, Benjamin Lee.1956. Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf. Edward Sapir (1884-1939) Edited by J. B. Carroll. Cambridge, MA: MIT Benjamin Lee Whorf (1897-1941) Press. 213. “We dissect nature along lines laid down by our native languages.[...] the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds – and this means largely by the linguistic systems in our minds.” © 2023 Universität Tübingen, © 2024 Universität Küchler Tübingen, Küchler | | 49 Sapir-Whorf-Hypothesis (1956) Language & Thought Linguistic or Linguistic Determinism Relativity ‘shackles’ 'lattice fence’ all higher levels of thinking depend on language language & its structure influence conceptual framework for thinking & perception of ‘reality’ language & culture closely entwined: embody world view © 2023 Universität Tübingen, © 2024 Universität Küchler Tübingen, Küchler | | 50 Iceberg Model © 2023 © Universität Tübingen, 2024 Universität Küchler Tübingen, Küchler | | 51 Historical Context Teaching Literature & Culture © 2023 Universität Tübingen, © 2024 Universität Küchler Tübingen, Küchler | | 52 ‘Fremdverstehen’ Changing Perspectives 3 coordinating perspectives (Perspektiven- koordination) Grimm, Nancy, Michael Mayer, 2 changing and Laurenz perspectives Volkmann. 2015. Teaching English. Tübingen: Narr. (Perspektivenübernahme) 158. 1 identifying & differentiating perspectives (Perspektivenidentifizierung & -differenzierung) © 2023 Universität Tübingen, © 2024 Universität Küchler Tübingen, Küchler | | 53 Potential of Teaching Literature & Culture ‣ active construction of meaning rather than passive extraction of information ‣ new, individual perspectives on target culture & on one's own culture ‣ empowering creativity & imagination especially production-oriented approaches ‣ recourse to affective (+ cognitive) dimension emotional approach to culture/easy access to 'Fremdverstehen' & test-acting ‣ introducing/working with authentic material ‣ reading strategies: learning focus, analysis & concentration ‣ mnemonic device/storytelling approach © 2023 Universität Tübingen, © 2024 Universität Küchler Tübingen, Küchler | | 54 Approaches to Teaching Literature Grimm, Nancy, Michael Mayer, and Laurenz Volkmann. 2015. Teaching English. Tübingen: Narr. 72ff.. © 2023 Universität Tübingen, © 2024 Universität Küchler Tübingen, Küchler | | 55 Approaches to Teaching analytical approaches (traditional approaches) ‣ close reading ‣ textual analysis ‣ biographic or historical-contextual interpretation ‣ … creative approaches (process-orientation & product-orientation) ‣ transformation of text type/genre (poem into story, novel into film) ‣ rewriting from different perspective(s) ‣ transformation into different modes of expression (music, role-play, art) ‣ creative writing (individual or communal) ‣... © 2023 Universität Tübingen, © 2024 Universität Küchler Tübingen, Küchler | | 56 Pre-While-Post-Activities Grimm, Nancy, Michael Mayer, and Laurenz Volkmann. 2015. Teaching English. Tübingen: Narr. 72ff.. cf. also Hesse 2009: 89, Nünning & Surkamp 2006: 71-80, Thaler 2008: 51- 52 © 2023 Universität Tübingen, © 2024 Universität Küchler Tübingen, Küchler | | 57 CEFR Common European Framework of Reference for Languages Goals: ‣ international cooperation between institutions of education ‣ mutually recognize qualifications/certificates ‣ support for educators: orientational guidelines for evaluating skills + competences/learning outcomes A B C Basic User Independent User Proficient User A1 A2 B1 B2 C1 C2 Breakthrough Waystage Threshold Vantage Effective Mastery Operational Proficiency © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 58 Competence Orientation „Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts (Council of Europe 2001, 9.) in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out the tasks to be accomplished. The monitoring of these actions by the participants leads to the reinforcement or modification of their competences.“ “Competences are the sum of knowledge, skills and characteristics that allow a person to perform actions.” © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 59 Competence Orientation “Kompetenzen sind die Summe des (deklarativen) Wissens, der (prozeduralen) Fertigkeiten, und der persönlichkeitsbezogenen Kompetenzen, und allgemeinen kognitiven Fähigkeiten, die es einem Menschen erlauben, Handlungen auszuführen. Allgemeine Kompetenzen sind diejenigen, die nicht sprachspezifisch sind, sondern die man bei Handlungen aller Art einsetzt, natürlich auch bei sprachlichen. Kommunikative Sprachkompetenzen befähigen Menschen zum Handeln mit Hilfe spezifisch sprachlicher Mittel.” (Europarat 2001, 21f.) © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 60 CEFR & its Consequences changes ‣ from input to output-orientation (learning outcomes) ‣ can-do goals focus on functional + intercultural communicative competence + learning strategies (methodische Kompetenzen) ‣ Bildungsstandards/standards of education ‣ international testing/monitoring of education - PISA (Programme for International Student Assessment 2000, 2003, 2006, 2009 … 2022) - PIRLS (Progress in International Reading Literacy Study) = IGLU (Internatinale Grundschulleseuntersuchung 2001, 2006, 2011, 2016, 2021) critique: ‣ teaching to the test ‣ problem of operationalization/Operationalisierung ‣ neglect of literary + intercultural components (problem of measuring & assessment) or diversity, inclusivenesss ‣... © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 61 Skills receptive productive spoken language listening speaking written language reading writing mediating © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 62 Listening Components hearing physical process of taking in sounds understanding realizing and distinguishing sound structure comprehending extracting meaning Note: transactional vs. interactional discourse © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 63 Listening Encouragement and Support activate prior knowledge interesting, relevant, familiar topics give reasons consideration of difficulties (amount of information, number of speakers, pace of delivery, linguistic features) visual support clarify questions check comprehension TQLR Technique © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 64 TQLR Technique Tune in Question Listen Review activate prior formulate active intake of reflect on audio knowledge questions audio information input What am I hearing? What are the What do I What have I heard, What do I know speakers going to understand? listened to, about the topic? say? What do they talk understood? about? objectives/tasks finding finding answers, (re)structure structure/orientation: information, schemata: verification: Who is going to talk Can my predictions What remains to whom? be verified? unclear? Further Which objectives do Questions? speakers have? © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 65 Speaking Components production deliver a monologue, reading out a text interaction verbal interaction with others, negotiation of meaning mediation interpreting actions/texts, expressing other people‘s ideas Note: transactional vs. interactional discourse Difficulties accuracy (formal linguistic correctness) perceived as more important than fluency (transporting a message) © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 66 Information Processing in Speaking © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 67 Speaking Encouragement and Support creating a supportive atmosphere ‘natural’ use of English: use language also for classroom management practice in smaller groups (think-pair-share) allow extra time for preparation balance fluency-oriented and accuracy-oriented tasks provide interesting, relevant, familiar topics offer language production support © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 68 Reading Components concentrate on a text decoding writing symbols, words, sentences understanding the meaning of individual words within their context understanding the meaning of sentences understanding genre & discourse extracting information reading for aesthetic pleasure © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 69 Reading Styles of Reading skimming: get an overall impression of a text scanning: search for specific information intensive extract all available information reading: extensive reading larger amounts of a variety of reading: texts & encouragement to read in general © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 70 Reading Encouragement and Support activate prior knowledge (topic, author, historical context, reliability of information, alternative publications on the topic) formulate questions with the help of which the text can be read use variety of reading styles PQ4R Technique: © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 71 Predict/ activate prior knowledge: skim text (title, subtitle, illustrations, charts, special markings) Preview formulate hypothesis: Question What might I learn from this text? details, check vocabulary Read test hypothesis renewed scanning for overview integrate read information into schemata Reflect (contextualize, historicize, problematize) review read information, develop visualizations Recite (mindmap, chart, synopses) use notes in margins & color codes summarize main ideas & concepts Review discuss text © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 72 Writing Components production: forms, essay, creative writing interaction: correspondence, chat/social network, blog mediation: translation, ‘working’ with texts: summarize, response paper, review © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 73 Writing Steps conceptualize, formulate (mental) idea: CONTENT KNOWLEDGE realize which content is relevant for readers, what is likely to be un/known information: CONTEXT KNOWLEDGE constructing text within socially (+ culturally) defined conventions: CULTURE KNOWLEDGE Encouragement and Support topic clarify questions (topic, writing process) encourage collaborative work © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 74 Mediating dt. [NOT Konfliktvermeidung, conflict avoidance] more than written translation, dt. more than simultaneous translation/interpretation (word by word, verbatim, content focus) raising awareness for linguistic structures & cultural differences chances & challenges of using L1/native language intercultural & transcultural understanding of languages & cultures communicative situation of learners characteristics: - purposeful & specific - systematic - task-oriented - combining skills © 2023 © 2024 Universität Universität Tübingen, Tübingen, Küchler Küchler| | 75