Flashcards
TEFL VL
Flashcards do conjunto (51)
- 1Linguistic Levels (5)syntay/morphology, semantics, pragmatics, discourse, phonology/phonetics
- 2Define Languageability to acquire and use complex system of communication. study= "linguistic"
- 3dialect + exampledialect: within a country: British Isle dialect, NA dial.
Cockney English: non rhotic, h-dropping, th-fronting, t-glottalization - 4accent + exampleaccent: from other countries -> diff. pronounciation
received Pronounciation (RP): standard English in UK - 5varieties + examplevarieties: diff. English
example: AE, BE, Austr. Eng - 6speech act theory (3) + more detail- locutionary act - lge function
- illocutionary act -
perlocutionary act - realization pattern - 7Key Terms of Communacitve Lge Teaching (6) + exampleSyllabus- notional-functional syllabus
Approach- natural approach
Method- Grammar translation appr.
Methodology
Procedure- PPP, TTT
Techniques- think per share - 8Noam Chomsky Competence vs. PerformanceCompetence: capacity of speaker as mental property -> knowing the lge
Performance: production of utterances
-> speaking/production - 9Nature of Language (3)FIS
Functional View: lge as a linguistic system, lge in order to do things
Interactional view: communcative tool, social relations
Structural View: System made out of subsystems - 10Communicative competence (Dell Hymes)Knowledge to be competent in a speech community -> combines competence and performacne
- 11Dimensions of communicative competence (4)discourse competence- cohension on form and in meaning
grammatical comp.- vocabulary, sentences
strategic comp.- rhetorical effects, paraphrasing
sociolinguistic comp.- politeness - 12Communicative lge teaching - Basic Principles (2) - features (4)Basic Principles:
-communication is purpose of lge learning
- meaining is aim of communication
features:
- introduction of authetntic texts
- focus on learning process
- personal experiences as an important contribution
- link classroom lge with world outside - 13CLT and Grammar (4 examples)- natural approach
- Task based lge teaching (TBLT)
- text based instructions (TBI)
- content based instruction (CBI) - 14Grammar Translation Method (GTM) (4)- foreign lge is learned -> for reading and intellectual development
- focus on reading and writing (unimportant: speaking and listening)
- focus on accuray, grammar taugh deductively, instruciton in native lge
- Latin/Greek terms to describe Grammar - 15Wilhem Vietors beliefs on lge learning (5)- spoken lge= primary -> oral based methodology
- phonetics part of teaching and teacher training
- learners should hear lge first
- inductive approach to grammar
- avoid translation - 16Objectives of audio-lingual method (4)- creat oral competence
- overlearn lge= automatically
- "habital"/ automatic responses
- overcome habits of native lge - 174 skills + microskills4 main skills: oral, written, receptive, productive
Microskills: listening, speaking, reading, writing - 18Speaking (4) + factors that determing lge (4)Speaking:
- clear pronounciation of sounds
- use stress, rhythmic patterns
- use correct forms of words
- word order
factors determing lge:
setting, topic, social rel., attitude - 19Listening and Understanding (5)- stress, rhythm, tone pattern
- word order pattern
- reduced forms of words
- grammatical word classes
-> guess meaning from unknown words - 20Reading (5)recognize:
- grammatical word classes
- key words
- word units
- decode alphabetic system
- guess meaning from context - 21Writing (5)Use:
- orthography
- correct lexical items
- approriate style to genre
- make main ideas distinct
- coherent text - 22Other skills viewing (2) + mediation (2)Viewing:
- interpreting images and visual information
- helps SuS to develop knowledge and skill to analyze and evaluate images
mediation:
-summary
- important linguistic functioning of our society - 23Phoneme- Grapheme relationship in English 4 major changes betweeen 1350 adn 1600difference between spelling and pronounciation
4 major changes :
- great vowel shift
- letter "gh" -> caught /th/, laugh /f/
- leter "s" -> books
- devoicing of final consonants - 24word stress ( 2 types (3))stress timed lge:
- vowel reduction
- syllables diff. amount of time
-> English
syllable timed lge:
- lack of reduced vowels
-> every syllable roughly same amount of time
-> Spanish - 25derivation and inflection clause elements (5) word orderDerivation: may changes word class (pre- and suffixation)
inflection: never changes word class
clause eleemts: Subject (S), verb(V), object (O), adverbial (A), Complement (C)
Word order: SPO, (A)SPO /O/C/A - 26Characteristics of 1st lge acquisition 2 periodsBabbling period (pre-linguistic):
- child produces large variety of sounds that belong to all lge
-> no meaning, experiments
-> pohnes replaced by phonemes (meaningful sounds)
1st genuine stage of sound acquisition:
minimum consonantism (b,p,m,t,d,n)
minimum vocalism (a-i-u (basic triangle) a-i-o (linear vocalism)) - 27Behaviorism Skinner vs. Nativsm Chomsky EXPLAIN BEHAVIORISMBehaviorism Skinner:
concept: stimulus-response-reinforcement
hypothesis: children immitate lge produced around them
positive reinforcement -> continue to immitate and practice pattern
mental processes are neglected: input-> black box -> outpiut
- lge acquistion type of behavior
"nurture" - 28Behaviorism Skinner vs. Nativsm Chomsky EXPLAIN NATIVSMNativism Chomsky:
Children are biologically programmed to learn a lge, environment basic contribution
"nature" - 29Interface Hypthesis (3 positions)Interface hypthesis: concerned which role concsious learning of L2 plays in development of L2 acquired lge
implicit knowledge(=acquired lge) <--> explicit knowledge (=learned lge)
Non- interface pos (no connection)
Strong- interface pos (explicit -> implicit -> automatic)
weak- interface pos (lge competence can result from implicit or explicit) - 30Input Hypothesisinput hypothesis ( i -> i+1):
input- exposed to input (written and spoken) not fully processed
intake. part of input stored in long term memory - 31Monitor Hypothesismonitor hypothesis:
- acquired system is responsible for spontaneous lge production
. learner scans for errors when producing utterances -> uses learned system to do so - 32Affective Filter HypothesisAffective Filter Hypothesis:
-> refers to feelings, motives, needs, attitudes
- bored ... learner may "filter out" input - 33Types of Grammar (4)Descriptive Grammar:
how people actually speak
Prescriptive Grammar:
what natives ought (not) to say/write -> grammar books provide rules of correct usage
Pedagogic Grammar:
descriptive Grammar for teaching and learning
Mental Grammar:
hypothetical concepts to describe grammar rules contains explicit und implicit knowledge - 34Focus on Form vs Focus on FormsFocus on Form:
grammatical form of lge features which arise from communicate-based lge use
-> sports: never, often...
Focus on Forms:
concentrate on various grammatical structures rather than a communicative situations - 35deducitve and inductive grammar teachingdeductive: T presents rules, practiced by SuS, tested
inductive: drawing attention of learners to new grammatical structures through input -> SuS discover rules on their own - 36Advanced Inductive Grammar Teaching+ rules are more meaningful and memorable
+ greater degree of cognitive depth
+ SuS more motivated
+ autonomy
- time, risk of error, more demanding for T
-> communicative Grammar - 37Media (personal, non-personal) Terms and Concepts (SPRED)media Studies: knowledge about media
media pedagogy: (umbrella term)
media research: analysis and exploration of issues concerning edu.
media education: using and reflection
media didactics: utilising media in teaching - 38Function of Media in Classroom (4)tool
element of lesson
as arrangement (text book)
content of lesson - 39Potential of interactive Whiteboards (MAT)methodological arguments: updating course book cooperating with other schools
affetctive arguments: rise of motivation, various learner types
technological arguments: using internet anytime, content in visual form, saving, re- using material - 40Define: Testing, Assesment, EvaluationTesting- shows level that has been reached
Assesment- meaing of achievment
Evaluation- Analysis and interpretation of data - 41Function of Assessment and Ecaluation (4)education: preparation for society
diagnostic: strengths, weaknesses
differentiation and selection: ranking -> institutions
information: about current level of lge competence - 42Types of Assessment (3)entry-level assessment: placement tests-test-teach-test
Formative Assessment: immediate feedback, within learning process -> informal (observing), formal (written tests) -> for learning
Summative Assessment: determin whether SuS have learned
- evaluate not diagnostic
- TTT -> of learning - 433 types of testingdiscrete point testing:
focus on 4 lge skills, indiv. ling. points. + easy to correct - lge out of context
integrative testing: lge competence is unified set of abilities that can't be seperated SuS expected to use variety of lge to solve tasks
Pragmatic Testing: communicative purpose of lge + matches real life tasks
- difficult to access - 443 Types of Literaturetechnical Lit.:
written artistic work (prose, verse) -> ideas of permanent or universal ideas
emotional Lit.:
Comprehensive Lit.:
poetry, drama, fiction, oral - 45Approaches to the interpretation of literature (4)text- oriented: analyzing texts
author- oriented: how text is related to other authors, also author-text rel.
reader- oriented: reader-text relation
context- oriented: focus on certain fields( psychology, society, culture) - 46Approach to teaching literature: Language Modelrelies on development of SuS
text -> linguistic input
- helps to practice 4 skills and grammatical structures and presenting new vocabulary - 47Teaching Lit.: (Inter-) Cultural Modelhelps to understand other cultures, develop tolerance and understanding
text themes differ from text books: love, war, loss - 48Teaching Lit.: The Personal Growth Modellink between Lge Model and Cultural Model
focus on use of lge in specific cultural Model
SuS are encouraged to express their opinions to make connections between own experiences and the text
critical thinking - 49Challenges when Teaching lit. (5)- text selection
- ling. difficulty
- lenght
- cultural difficulty
- cultural appropriacy - 50Literary Competence (3)- SuS need to develop lit. competence
- ability to decode and recognize
- ability to produce personal response to text - 51Different roles towards Literature (5)literary critics
literary scholars
poets
appreciative reader
humanists
competent