TEFL Key Concepts | Language Teaching Summary PDF

Here is the converted text from the image into a markdown format: ## TEFL – Key Concepts ### 1) Professional Competence a) Core dimensions of good language teaching practice | Language proficiency | Content knowledge | |:-----------------------|:---------------------| | Maintaining use of target...

Here is the converted text from the image into a markdown format: ## TEFL – Key Concepts ### 1) Professional Competence a) Core dimensions of good language teaching practice | Language proficiency | Content knowledge | |:-----------------------|:---------------------| | Maintaining use of target language in classroom Giving correct feedback| Understanding learners' needs Evaluating and choosing materials | |Teaching skills| Contextual knowledge | |:-----------|:-------------| |Introducing and explaining tasks. Guiding students| Understanding values, norms of practice. Understanding the dynamics and relationships within the classroom. | |Language teacher's identity| Learner-focused teaching| |:-----------------------|:---------------------------| |Being aware of one's role| Familiar with typical student behaviour Activate student involvement| |Pedagogical reasoning skills| Theorising from practice| |:-----------------------|:---------------------------| |Identifying linguistic goals. Analysing potential lesson content |Experimental knowledge Evaluating one's teaching| |Membership of a community of practice| Professionalism| |:-----------------------|:---------------------------| |Collaborating with fellow teachers| Developing professional competence Attaining high standards| b) Concept oft the reflective practitioner c) Reflective Practice Model (Wallace 1991) |Trainee's existing conceptual schemata or mental constructs| Received knowledge | |:-----------------------|:---------------------| |Experimental knowledge | Practice <->loop | |Stage 1 (Pre-training) →| Stage 2 (Professional education / development| |Reflection |Professional Competence| |||| |Stage 1 (Pre-training) →| Stage 2 (Professional education / development| |:-----------------------|:---------------------| | → |Goal →| ### 2) English Language Teaching: An SLA – based Approach ##### a) Methods (ways teachers handle content in foreign language teaching) ##### a) Theoretical foundations (approach) ##### b) Design principles (design) ##### c) Practical implementations (procedure) ##### b) Psycholinguistics = studies difference between L1 and L2 ##### c) Advantages of Awareness of Interlanguage development ##### a) Teachers gain better understanding of development path ##### b) Better classification of learners' output and errors ##### c) SLA based approach may contribute to better learner-cantered FLT ##### d) Approaches in SLA ##### a) Behaviourism (habit formation, "listen and repeat", audiolingual method) (1) Language learning: habit formation, memorisation, imitation of patterns (2) Correct input → repetition → feedback as reinforcement (3) Pattern drills ##### b) Nativism / Innatism (Chomsky: "universal grammar", "language acquisition device") (1) Focus: learners competence (2) Monitor model "Krashen": acquisition-kerning hypothesis (unconscious process) - monitor hypothesis (checking utterances by comparing them to the first language system, slow) natural order hypothesis (predictable sequences) - input hypothesis (already acquired + one above) - affective filter hypothesis (blockade, e.g. anxiety) (3) Genetic potential in humans to learn languages ##### c) Cognitivism (mental processes -> use of learning strategies) (1) Processability theory (PT) "Pienemann" = SLA is staged development; developmental errors = learner not ready to process; variational errors = learner makes a mistake; route (cannot be altered) vs rate (can be influenced by teacher) of acquisition (2) Focus on interaction in social contexts (3) Activating existent schemata, stimulating the formation of new schemata ##### d) Constructivism (learning as individual process of constructing knowledge; emphasis on individual factors -> autonomous learning; Selinker: interlanguage hypothesis) (1) Interlanguage "Selinker": state of language, not fully developed by a learner, individual grammar, individual but predictable (2) Overgeneralisation "Keßler": grammar rule 'overuse' (3) Learner as self-referential, autonomous system (4) Experience triggers cognitive constructions ##### e) Interactionism (Long: interaction hypothesis; Vygotsky: Zone of proximal development -> motherese/teacherese, scaffolding) (1) Social interaction in cultural contexts is most important for LA2 (2) Learner as social agent ### Concept of language Teacher and student | Instructivist approaches | -System of rules, skills | |:-----------------------|:---------------------| | Cognitive and constructivist approaches | -Patterns of form- meaning pairings -Symbolic representation of cognitive concepts | | Sociocultural and interactionist approaches | -Mediation in social interaction -Internalized speech | | Teaching and Learning |-Sage, expert, model in lecture hall| || -novice| |-Direct instruction, controlled, linear progression -PPP, IRE -Imitation, reproduction, habitualization -Input becomes intake| ||-Facilitator of rich Learning Environment| |-Cognitive processor -Autonomous, self-referential individual| ||| |Guide, interlocutor in marketplace| |- Stimulating cyclical, reflexive cognitive and meta-cognitive processes through challenging input| |-Form-meaning mapping (Re-)constructing schemata| || |Guidance, scaffolding, dialog| |Social Agent, Sharer of Meaning|-Internalization of dialog, approbation of forms and meanings, negotiation of meaning -participation, socialization, individuation| f) Output hypothesis: sufficient opportunities for language use necessary g) Interaction hypothesis: exposure, production, feedback ### 3) Focus on Form ##### a) Overview (1) Traditional View → Vocabulary vs grammar (2) Interaction between grammar and lexis → every word has its own grammar; categories: word class, tense, person (3) Recurring patterns (4) Collocations → words are combined to form multi-word units (5) Colligations → words form specific grammatical structures, grammatical patterns (e.g. verb+ing) (6) Lexical item → habitual combinations of words; lexical chunks! (7) Lexico-Grammatical Approach! Advantages: social formulae, greater fluency, faster language recall, lexical alternatives b) Lexis (1) Mental lexicon **(a)** Definition = human word store, long term memory **(b)** Associations: Clang (phonological similarity), paradigmatic (word classes, synonyms), syntagmatic (collocations) (2) Knowing a word **(a)** Meaning: core meaning + additional meaning **(b)** Form: pronunciation, spelling etc. **(c)** Use: collocations, context etc. (3) How to teach lexical items -> integrating a word into the mental lexicon **(a)** Selecting criteria: frequency, semantic range, relevance, learnability **(b)** Presenting techniques: connecting words, contextualizing words, repeating words **(c)** Practicing methods: meaning-related practice (memory game), form-related practice (filling in gaps), use-related practice (matching lexical items to other words) c) Grammar (1) Understanding and explaining the lexico-grammar approach (working with lexical chunks; advantages and challenges; types of lexical chunks etc.) (2) Principles: teaching grammar and lexis together - working from lexis to grammar - creating language awareness through noticing - integrating Focus on Form into task-based language learning (3) Communicative Activities: combination of focus on meaning and on form - engagement in free language production d) Inductive and deductive grammar teaching |Explicit teaching |Deductive | |:-----------|:-------------| |Traditional Teaching: Rule → Practice → Production| Rule Discovery | |Instruction Interventionist. Conscious learning of grammatical rules| Non-interventionist subconsciously through exposure into input and communication | |Implicit teaching| Learning L2 from input only (immersion approach) | |Using linguistic parameters to trigger. e.g. the syntactic structure||| e) Presentation – Practice – Production model (PPP) (1) Presentation: exposing to a new language item (text or dialogue with examples) (2) Practice: providing practice opportunities (fill in the gap) (3) Production: using the form freely (talking, writing) f) Focus on Form approach (FonF) “Long” (1) Language development takes place implicitly (2) Planned FonF: meaning-centered tasks (3) Incidental FonF: 'learning by opportunity' ### 4) Curricula / Standards / Frameworks ##### a) CEFR (Common European Framework of Reference) (EU-Ebene) Referenzrahmen von Beurteilung von Fremdsprachenkenntnissen → 3 Kompetenzniveaus * A1: Basic user: everyday expressions & phrases * A2: Basic user: everyday expressions & phrases, simple conversations * B1: Independent user: understanding & production of texts & familiar topics, everyday situations * B2: Independent user: understanding & production of texts & familiar topics, everyday situations, regular interaction with native speakers * C1: Expert: fluent communication, demanding texts * C2: Expert: close to native speakers ##### b) KMK and standardization (Bundesebene) KMK → (=Kultusministerkonferenz) definiert Bildungsstandards für Einzelne Schulabschlüsse mit Ziel der Standardisierung und Vergleichbarkeit ##### c) Bildungshoheit = Jedes Bundesland legt eigenen Lehrplan fest ##### d) Lehrplan PLUS (Bayern-Ebene) * Englisch: Text & Medienkompetenz; Kommunikative Fähigkeiten; Verfügen über sprachliche Mittel; Methodische Kompetenzen; Interkulturelle Kompetenzen (for all school types except GS) * ISB: untersteht dem Bayerischen Staatsministerium, unterstützt & berät Lehrer:innen, erstellt Abituraufgaben ##### e) Kompetenzstrukturmodell = Basis für Fachlehrpläne, basiert auf Bildugsstandards ##### f) Curriculum (Schulebene) ### 5) Principles and Methods - Focus on Learners, Content and Tasks ##### a) Communicative language teaching a) = approach to language teaching that highlights real-life interaction as the goal for language learning: Grammar-translation method → audiolingual approach → Communicative turn b) Main goal: real-world communicative competence ### 6) Receptive Competences(Reading, Listening, Viewing) a)Reading, listening, and viewing as cognitive & interactive processes: a) Bottom-up and top-down processing -> interactive processing (TE: 91) b) Schema and scripts b)Challenges of receptive processes in EFL: listening, viewing, reading a) Errors in dealing with texts in the classroom: reading aloud, listening, and reading at the same time b) Motivation and competence development: difficulties with reception → low motivation c) Difficulties during listening comprehension: listeners can't determine the pace, no top-down with unfamiliar topics d) Challenges of films: too many challenges (listening, viewing, reading) c) Goals, purposes, and strategies for listening, viewing, and reading (TE: 105 -106) Goals: skimming, specific information, critical engagement, general understanding: Purposes: getting information, follow instructions, pleasure, what is happening rn d)Process-oriented text reception (pre/while/post)(TE: 101) a) Pre-reading → while-reading→ post-reading (listening/viewing also) e) Examples of receptive tasks a) Pre: introducing the topic, emotional connection, activating prior knowledge b) While: reflecting on, recognising, and organising content elements b) Post: making cross-references, critically reflecting, coming to conclusions ### 7) Productive Competencies ##### a) Speaking Process of speech production (Levelt 1989) (1) Discourse markers, paraphrasing, code switching, use of all- or multi-purpose words, asking for help/clarification (2) Negation of meaning b) Purposes of speaking (1) Interactional = centres on engaging in direct social interaction with a strong focus on building a relationship (2) Transactional = focuses on conveying meaning and receiving information c) Types of speaking (according to CEF) (1) oral production = producing an oral text for listeners (2) oral interaction = verbal interaction with other people (3) oral mediation = interpreting, expressing ##### b) Writing a) Developing writing skills (TE: 123) (Linguistic development, genre / text production processes, metalinguistic knowledge, and strategies, writing goals and motivation) b) Classifying writing: (1) written interaction = exchanging notes (2) written production = completing forms (3) written mediation = translation c) Approaches to writing (1) process-based = focus on the process of writing from a cognitive point of view (2) genre/text-based = focus on the product of writing by examining e.g. the formal surface elements ##### c) Mediation (productive and receptive) a) Definition of mediation: e.g. CEFT, LehrplanPLUS (1) Acting as an intermediary between interlocuters who are unable to communicate directly b) Mediation strategies (1) Information strategies = making explicit connections between ideas (2) Language strategies = paraphrasing key words from original text ### 8) TeachingCulture ##### a) Definition of culture, e.g. on the basis of the Iceberg Model of Culture a) Culture as a controversial term, set of shared meanings b) Iceberg Concept: Surface Culture (food, dress, music) - Shallow Culture (courtesy, body language, beauty concept) - Deep Culture (concept of "self", class) ##### b) Three dimensions of culture: mental, material, social (Posner 2003, in: TE: 161) a) Mental culture - codes: ideas, values, conventions b) Material culture - texts: texts and other artefacts c) Social culture - code users: individuals, society, social groups, institutions ##### c) Stereotypes and prejudices Stereotypes: Overgeneralizations and oversimplifications b) Auto-stereotypes: about own culture c) Hetero-stereotypes: about another culture "essence of being Bavarian" d) Prejudices: extreme and negative stereotypes ##### d) Intercultural speaker (Byram 1997) = somebody who has acquired know-how to manage intercultural encounters or solve intercultural conflicts -> critical cultural. ### 9) Media - Adssisted Foreign LanguageLearning ##### a) Media-Definitions &amp; dimensions of media (e.g. Weidemann) a) Definitions (1) Media education = using media sensibly; reflecting critically (2) Media didactics = functions, effects, and forms of utilizing media; improving and optimizing teaching and learning; self-directed acquisition of knowledge and competences (3) Media studies = imparts knowledge about all media; technological competences; e.g. legal issues, power of media (4) Media research = analysis and exploration of issues pertinent to media education ### 10) Settings – Teaching in and beyond the English Language Classroom ##### a) Settings in the broad sense a) political frameworks (school system, curricula) b) approaches to teaching English (communicative, task-based or structure-based teaching) c) classroom and out-of-school sites (cinemas, theatres) d) the internet as educational tool ##### c) Beyond the English Language Classroom a) Extra-curricular learning b) out-of-school learning (außerschulische Lernorte) c) discovery learning d) situated learning e) action-oriented learning f) holistic learning (ganzeinheitliches Lernen) ### 11) Literature and Film ##### a Reasons for teaching Motivating, fun Authentic material → educational value → helps understanding of another culture Stimulus for language acquisition, expands students' language awareness