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| Question | Answer |
| 1. Name the components of communicative competence and give an example for each. | -Discourse competence: connect a number of utterances to form a meaningful text) -Sociocultural competence: turn taking -Grammatical competence: comprise the sentence level grammar forms, i.e. lexical etc. -Strategic competence: coping strategies, i.e. I. does not know a word and therefore has to paraphrase -Mediation: T. mediates cultural meaning to the learner, supporting him in understanding the social conventions and rules of a language and culture |
| 2. Michael Byram's goal of foreign language teaching is the intercultural speaker. Name three criteria that make a learner an intercultural speaker and explain them. | -> Byram's model of ICC -Political education/critical cultural awareness -Attitudes-affecting level (relativizing self, valuing other) -Knowledge of self and others, of interaction: individual and societal-cognitive level -Skills of interpret and relate -Skills of discover and/or interact |
| 3. Explain and discuss the IRE pattern in classroom. | Teacher: Initiation, Learner: Respond, Teacher: Evaluation High amount of teacher talk, focussing on the form and not on meaning, impedes quality of language input, language production and conversational interaction. |
| 4. How would you support oral production in the language classroom? What do you need to consider? Give an example. | -Offering motivating topics and tasks (e.g. personal backgrounds and experiences) -Create a relaxed, supportive, low stress atmosphere where students are not afraid to speak (e.g. pair- and group activities) -Mistakes are positive (DON'T LAUGH!), correction of mistakes only in the end of exercise -Establish a comfortable target-language atmosphere where English is used as the natural means of communication -Teacher is model of language for learners to listen to -Give preparation time for oral production (e.g. pre-tasks) |
| 5. Name and explain the three models of teacher education. | 1. Craft model: Teacher learns by imitating the techniques of an experienced professional practitioner and by following his/her instructions and advices. Study with master practitioner -> practice -> professional competence. 2. Applied science model: Practical knowledge may be developed by the application of scientific knowledge which is conveyed or transmitted to student teacher by e.g. lectures. Scientific knowledge ->transmitted by experts (lectures) -> application of knowledge in practice -> professional competence. 3. The reflective model: Relationship between professional knowledge and professional action. Action research cycle. Learn how to reflect things (was I too fast? etc.). Repeat things until it works. Scientific knowledge + previous experiential knowledge -> practice and reflection -> professional competence. |
| 6. Why is sociocultural knowledge not enough for ICC? | Sociocultural knowledge is part of the four competences of communicative competence, which are part of the model that leads to ICC. There are 5 more competences that need to be reached (Byram's model): -Political education/critical cultural awareness -Attitudes-affecting level (relativizing self, valuing other) -Knowledge of self and others, of interaction: individual and societal-cognitive level -Skills of interpret and relate -Skills of discover and/or interact |
| 7. Give 5 examples how to teach vocabulary. | - Show pictures with new words - Use antonyms/synonyms -Use language chunks - Use context (develop vocabulary through reading and training lexical inferencing) -Combine new words with action (kinaesthetic approach) -Listen to audio/video tapes -Different vocabulary lists (chronological, alphabetical, according to grammar issues or situations) |
| 8. Teacher role: classroom manager and researcher. Explain! | Classroom manager: Teacher needs to be able to organise, to create, to manage and to evaluate cooperative process learning environments. Researcher: Teacher needs to be able to explore the quality of the interactions by researching the ways in which they contribute to a successful communicative language learning classroom -> Teacher needs to do permanent research on the learning process in the classroom. He has to decide on what strategies are best for the different learner types. |
| 9. Explain and discuss the IRE pattern in classroom discourse. | IRE means Initiation (teacher), Respond (learner), Evaluation (teacher). This means that the teacher gives an input (e.g. ask question), the student responds to it and the teacher gives again feedback to the response. This pattern means: -High amount of teacher talk -Does not lead to fluency because focus is onla on discrete language items -Focus on form, not on meaning of language -> does not support communicative language learning -Restricts learner's opportunities for language production and conversational interaction. |
| 10. What is a learning strategy? Give an example for learning strategies inside and outside the classroom. | A learner isn't an input processing device but a person with social & emotional resources -> different learning strategies. -Affective strategies:Reduce inhibition & anxiety when using a new language, f.e. positive self talk/writing about one's emotions (diary) -Social strategies:Learner tries to understand other culture (developing ICC!).I.e. ask questions for clarification/for help, work & study together, inquiring about social/cultural norms & values. -Cognitive strategies:Learner establishes connections betw. new information & known information & deal with tasks & materials. I.e. memorizing (visual clues; drawing pictures of words), taking notes & structuring them, guessing words from context -Metacognitive strategies:Organizing tasks/learning by finding resources (literary texts attuned to language level), establ. a time schedule & general goals. Find out about one's own interests, needs & learning styles. -Compensatory/communicative strategies:Guessing meaning of unfamiliar words from context when listening/reading. Use paraphrases, gestures & mime to support communication |
| 11. Three characteristics of a good language learner. | - Self-directed. Learner finds his own learning strategy and material. - Intelligence (esp. for language analysis and form) - Aptitude - Personality: Extroversion better than inhibition for engaging in language production and risk-taking - Motivation: positive attitudes will increase motivation -> learners want to learn how to communicate - Learner preference: Visual, aural, kinaesthetic. |
| 12. Explain the concept of intertextuality. | Intertextuality means that a text is either directly (e.g. via links in the internet) or indirectly linked to another text. Indirectly linked means that you use other texts about a text (e.g. backgroung information about an author, texts about special facts etc.) The addition of other texts and the way texts relate to each other leads to the concept of intertextuality. It means also the relationship between intertextuality or the interplay of texts and cultural studies. By responding to texts or by creating their own texts learners develop their linguistic and cultural identities. |
| 13. Name at least three principles of Intercultural learning and give examples of how to support all those in the language classroom. | - It is based on a multitude of texts. It covers all written texts from non-fiction to fiction texts (e.g. interviews, chats, email etc.) - Project work is especially helpful since learners deal with a number of different texta and produce their own texts. Teacher designs tasks that focus on critical issues and helps learners to understand the other perspectives (e.g. racism in Germany and Canada) => all factors of Byram's model of ICC |
| 14. What is the difference between PPP approach and task-based language learning? | PPP focus only on the use of discrete language items. Teacher expects students to be able to produce language that they just have presented more or less immediately. PPP doesn't lead to fluency. Task-based language learning is the meaningful use of language. Students lose inhibition to use second language because they learn to use language freely and creatively. TBLL takes account of the view that language learning is a process of creative experimentation in which students use whatever resource they have available to get their meanings across. |
| 15. Difference between real-world tasks and pedagogic tasks. Give one example for both. | A real-world task requires learners to approximate, in class, the sorts of behaviours required of them in the world beyond the classroom; e.g. simalting and interview. They take the sociocultural background of participants and the social context in general into consideration. Pedagogic tasks will probably just occur in the classroom; e.g. answering true or false statements about a text. They are more geared towards practising linguistic skills as a prerequesite for communication. |
| 16. What are the 6 characteristics of Nunan's task-based language learning? Describe them by giving an example of a real-world task in the foreign language classroom. | -Goal: the goal is to reach all the levels of ICC such as knowledge of the world, sociocultural knowledge, mediating skills, learning skills & basic practical skills. The airport project requires learners to consider what airports look like & function, & it requires learners to use their sociocultural & mediating skills to gain information from speakers of English who might be very difficult to understand (accent). -Input: insolves the language data in oral/written form learners need to work on. E.g. analysing the interviews from the airport. -Activities: describe what learners actually do with the material, practising their language skills in an integrated way. E.g. asking questions, listening to the interviewee's answers etc. -Teacher role: teacher designs the task in form of a "task-as-workplan" -Learner role: learner will interpret task in relation to own sociocultural background & the specific settings of teaching/learning situation. -Both teachers & learners will bring own view & ideas to the task process -Setting:The setting plays an important part in task design as well |
| 17. Name three ways of using the computer in the EFL classroom. Choose one approach and describe the advantages they have for language learning. | -Research: Learner finds his own sources of information, supports the metacognitive strategy -Communication (email, chat): You reach all the levels that comprimise ICC -Interactive learning programs: Supports the "analytical learner" |
| 18. Explain the top down and bottom-up processing in relationship to reading and listening. | Top down knowledge means all the information the learner brings to a text / a discourse (inside the head information). This can be knowledge of the context (additional information about the topic of a text) or it can be specific facts or of how things usually happen. 1.Script theory (an utterance sets up expectations, in the form of a script, about what normally happens in that context) 2.Schemata (describe the structure which explains the organization of a text / discourse). Bottom-up knowledge means we use our knowledge of the language (phonology, lexis, syntax, semantics, discourse) to make sense of the sounds we hear & words we see. Speakers stress what they consider important, they use pauses to mark the boundary of sense groups or idea units, intonation marks question or indicates when it is appropriate for the listener to respond. Listeners also use their lexical and syntactical knowledge to help them make sense of what they hear. The 2 models do not oppose each other but they rather occur simultaneously. They both help to understand a text or discourse->"interactive model" |
| 19. What are the implications of a process approach to writing? Name four aspects. | It divides the composing process of a writer into 3 major components: -The composing processor. 3 processes generate the written text: planning, translating, reviewing; these processes are managed by a control called monitor. -Writing is writing for learning and not writing for display. -While product-oriented approaches focus on the final product, process-oriented approaches focus on the steps involved in drafting and redrafting a piece of work. -The task environment -The writer's long-term memory -Evaluation with portfolio Writing has been described as a complex cognitive skill and multi-draft process. There are some important aspects for successful writing: -Choice of topic -Social context -Support & teacher role -Instruction -Feedback |
| 20. What kind of insights do mistakes provide for the teacher? Give an example. | Mistakes show the teacher on what issues he has to focus in L2. It also can give an idea if a language strtegy is successful or not. The teachen can vary different strategies to find out if students approve. E.g. if students don't know the differences between verb inflections of the 1st, 2nd and 3rd person, teacher can create different tasks where students either communicate with each other or fill in gaps etc. |
| 21. Name three ways of teaching the word "ambulance" in the EFL classroom. | -Use language chunks; f.e. "the white ambulance". This provides a better storage in the mental lexicon. -Use word families: f.e. ambulance, doctor, hospital, nurse, patient etc. -Show pictures or let students draw an ambulance. This supports the "concrete learner" and is also part of the kinaesthetic approach to language learning. -Use synonyms or antonyms -Use word in context, e.g. tell a story about an ambulance |
| 22. How must function and content words be taught differently? | A content word can be taught just by itself, f.e. by showing a picture of an apple. A function word needs to be taught in context because the use of e.g. a preposition depends on the word which follows. |
| 23. Give five reasons for using stories/young adult literature in the EFL classroom. | -Young adult literature deals with topics that are very interesting for students in the EFL classroom -Good for extensive reading -Integrating different tasks into the story that can connect to each other -To deal with stories and literature comprises the level of ICC (e.g. skills of interpret and relate) -Learn language by memorizing language chunks |
| 24. What is a discourse? Give a defibnition and use one example. | Discourse refers to larger units of language such as paragraphs, conversation and interviews. It contains a meaningful use of language. Instead of discrete building blocks that form sentences, discourse thus goes beyond the sentence level, covering all kinds of spoken or written texts. An example for discourse can be a conversation in an email project. |
| 25. Explain the term "internal grammar" or "interlanguage". | Internal grammar: -Feeling for grammar -you make a mistake and you notice it and correct yourself interlanguage: -the level a student is at right now in the foreign language |
| 26. Name three roles a teacher has to fulfil and explain them. | Expert in learning: Teacher has to know how the teaching process takes place. He has to establish a good learning environment by doing the following things: Focus on social relationships, focus on atmosphere (affective filter), focus on tasks, managing the interaction, focus on mediation. Classroom manager: Teacher needs to be able to organize, create, manage and evaluate cooperative process learning environments. Language teacher: Teacher is a model for the foreign language. He is the central means of language input. Children reproduce the language types used by their teachers. Teacher talk is very important in the classroom. He has to use the language spontaneously and fluently. Researcher and learner: Teacher needs to be able to explore the quality of the interactions by researching the ways in which they contribute to a successful communicative language learning classroom. Teacher has to step back from teaching and monitor the processes of learning and teaching as a participant observer. |
| 27. Explain the word "task" in the foreign language classroom. Then imagine the following teaching situation: The teacher introduces the days of the week and different kinds of food. After telling the story "The very hungry caterpillar" with the help of story cards, the pupils have to look at the pictures and retell the story. Label the parts of the task. | A task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language, while their atention is focused on meaning rather than on form. It has to achieve an outcome. A task may be distinguished from an exercise which focuses on having the learners produce correct linguistic forms. Presentation: Teacher introduces the days of the week and different kinds of food. He tells a story with story cards. Practice and production: The pupils retell the story. Better: Pre-, while- and posttasks. |
| 28. Which approach to the teaching of grammar is used in these teaching situations? a) Pupils are taught auxiliaries by talking about the function of modal auxiliaries in the sentence. They are given a rule which they apply on the sentence level, e.g. by finding examples in the sentences. b) Learners tal about rules at school and at home. What must they do/ what are they not allowed to do etc. Modal auxiliaries are used but their primary function is communication. | a) Direct approach. Pupils learn from the function of auxiliaries directly by applying a rule that identifies the auxiliaries. b) Indirect approach. Pupils use the function of modal auxiliaries indirectly by telling about their life at home. This is a motivating topic tp talk about and supports the communicative approach to foreign language learning. |
| 29. What are the levels of involvement in reading? What are the varieties of reading styles? | -Skimming: Reading a text to get a shhort overview about content -Scanning: Reading for specific information in a text -Intensive reading: Reading to get all the information in a text. Detailed understanding -Extensive reading: Reading of longer texts (e.g. a novel). General understanding |
| 30. What are the purposes for real-life writing? | -Written interaction: corresponding and participating in computer mediated discourse, e.g. email, chat -Written production: includes writing articles or reports, creative writing -Written mediation: translation, summarising etc. -> Types of writing: -Creative writing: focus on students expressing their feelings and ideas in a climate of encouragement. -Genre writing: focus on different types of discourse organisation in written texts |
| 31. What are learners' preferences? | -Oral learners -Visual learners -Kinaesthetic learners (has to perform some action with learning new things) |
| 31.2 Name three ways how to store words in the mental lexicon. | -Clang associations (which are not related semantically, but in terms of sound, such as reflect - effect) -Paradigmatic associations (words are related to other words of the same class such as synonyms, antonyms, derivations, f.e. im/possible, help/ful) -Syntagmatic associations (different word classes such as adjective-noun pairs, e.g. broad shoulders, verb-noun pairs, e.g. ride a bicycle, colloctations, e.g. the line is busy, and idioms, e.g. to kick the bucket) |
| 32. What are the three different language properties? | The three interrelated dimensions: -Form -Meaning on form -Use |
| 33. What are sequencing activities? | Teacher starts out with simple management phrases, such as "give out the scissors" and then gradually expend language use to support grammar development, such as in "give out the small scissors" which help children to notice language use. Children's lexicalized approach to language use can also be supported and developed at the same time by suggesting more accurate forms of language use as is: "child: my mummy hospital. Teacher: Oh! your mummy is in hospital. Why?" |
| 34. What are proceduralizing tasks? | They make the use of a grammar point mandatory to fulfil the task goal and thus make learners focus an that aspect of accuracy. |
| 35. What are conversional modification strategies? | -Comprehension checks (do you understand?) -Clarification requests (Sorry, I did not get this. Could you repeat it?) -Self-repetition or paraphrase to repeat the message (we watch a film, a film about...) |
| 36. What are the two skills one needs for reading? | Lower level skills: rapid and automatic word recognition is important for fluent reading comprehension -> Learner needs to be familiar with various strategies for identifying the meaning of unknown words. Higher order skills: Activities to help readers recognise connections that go beyond the level of sentences. -> These processes do not operate efficiently when the texts are too difficult for the readers (they might lose motivation) |
| 37. Why is listening so important? | -Understanding input gained from listening triggers language acquisition -Listening is an integral part of an individual's communicative competence -A challenge to understand authentic language -Learners may attend to new forms in the language that is being presented to them while they listen -Listening is the most widely used language skill in everyday life |
| 38. What are the purposes for listening? | -For Gist (Hauptinhalte) -For specific information -For detailed understanding -For implications (Folgen) etc. |
| 39. How can you help students to understand a text they listen to better? | -Support listeners to activate their own knowledge ressources (raising expectations, make predictions...) -Give the reasons why learners are listen to a text -Amount of information -Give number of speakers involved -Pace of delivery -Speaker's accent -The environmental background noises -If speaker can be seen on video so that visual clues can support understanding -Familiarity of an interest in topic |
| 40. What is an effective methodology for the teaching of listening? | -Pre-listening: teacher will have to tell learners why they are going to listen to the text, waht they should find out to focus their attention on relevant aspects. (use tasks that activate what they already know & that raise their expectations, f.e. writing about predictions, looking at pictures, making lists of items, reading a text, reading questions to be answered while listening) -while-listening: needs to link in relevant ways to pre-listening. (compare their ideas, design tasks that allow learners to focus on listening, marking/checking items in pictures, matching pictures or putting them in order, drawing/compleing pictures, progress from global understanding to listening for detail -> listening to text a 2nd time) -post-listening: either focus on activities that lead to consolidation of the language presented in the text (practice phrases to express a certain speech function) or on ones that offer extension of content (use additional texts, compltion of forms/charts, extending lists, matching what you have heard with a reading text) |
| 41. What kind of knowledge helps guessing nknown words while reading? | -Morphological knowledge: e.g. S. knows the word "add" & therefore recognizes the derivation "addition" -Syntactic knowledge: e.g. if a word follows the modal "can" it is very likely the main verb, -Semantic knowledge: e.g. the statement "she is very clever" is followed by an example of why Madeline is clever ("she can do a ton of tricks") -Knowledge of word meaning inferred from L1 (aware of false friends!) -General world of topic knowledge: "snuggle up with the cat" you know what you may do with a cat |
| 42. What is the difference between "Landeskunde" and cultural studies? | Cultural studies analyses different cultural phenomena and the way they represent cultutral meaning. It looks critically at the construction of myths. It deconstructs the myth of a national culture and sees culture as a terrain of conflict and contestation. Cultural studies rejects binary oppositions (us vs. them) but looks at issues from multiple perspectives including a historical one. Culture is seen as a dynamic concept and not a static. A different set of questions is triggered: who really discovered America? Was America discovered at all? etc. Such an approach allows the learners to develop a more critical and more comprehensive view of the other culture and thus facilitates BYRAM's fifth competence: critical cultural awareness. |
| 43. What are auto- and hetero-stereotypes? | Auto-stereotypes: Stereotypes one has about the own cultures Hetero-stereotypes: Stereotypes one has abourt another culture |
| 44. Why is learning-centered approach for cultural studies important? | The teacher guides lerarners' critical inquiry because students will consider popular culture texts as pure fun, and will not see the ideological subscripts which often carry nationalistic, racist or misogynist messages. The choice of the popular culture texts is rather a learner-centered approach -> e.g. students like cartoons like Roger Rabbit "Who frame Roger Rabbit?" |
| 45. Why has writing become so important nowadays? | The development of computer-medievated-communication (CMC) has lead to a growing importance of purposeful interactive writing with a real audience. As a result, traditional distinctions between speech and writing can no longer be maintained and writing has become a collaborative process. Writing skills is seen as a part of developing students' literacy of which learner autonomy is a part. CMC in class supports the real-life purpose of writing. |
| 46. How can a teacher support writing? | -Write about topics and informations which students are familiar with -The social context -The teacher needs to show a positive attitude, believing that students are capable of doing the work -The teacher needs to provide students with a wide range of opportunities of writing -Develop among students a sense of community and sharing so that writing can become a collaborative and cooperative endeavour -Make students clear that writing needs time to develop -Give positive feedback -Encourage students to take risks, to innovate and to rethink |
| 47. How should feedback be on writing? | Feedback should be on form and content. It may be helpful to feature on one or two features at each stage. (First read aloud to a group for comments of how well thy understand its overall idea. Later they may check the text in pairs for verb endings etc.) Assessment is extremely time-consuming and could be in form of a portfolio. |
| 48. What are the major elements for speech production? | -Conceptualisation: Planning the message content -Formulation: Finding words and phrases to express meaning, sequencing them, and preparing the sound patterns of the words and phrases to be used -Articulation: Controlling the articulary organs, such as lips, tongue, teeth -Self-monitoring: Identifying and self-correction mistakes during oral profuction |
| 49. What makes speaking a complex skill? | - It is usually reciprocal (wechselseitig) -> often simultaneous and immediate contributions -Less predictable than written interaction -Time pressure to produce language with no time to plan it |
| 50. Why is task recycling good for learners? | Task recycling seems to be a way to allow learners to integrate fluency, accuracy and complexity. |
| 51. Name dierent types of speaking activities. | -Fluency-based activities: free discussions, role-plays, so-called gap-activities which require learners to negotiate meaning (e.g. information-gap-transfer of given info from one person to another, opinion-gap-identifying and articulating a personal preference, feeling or attitude) -Accuracy-based activities: They focus on the development of one aspect of language and there is a high degree of control over student input. |
| 52. What are the advantages and disadvantages of learning English in the foreign language classroom? | Advantages: -We can concentrate on structured and intensive language work with a group of learners Disadvantages: -Simulating a foreign language environment -Time frame of usually 45 minutes -Giving grades |
| 53. What are the characteristics of CLT? | -focus on meaning potential of language -stresses the social aspect -encourages learner's choice in language structure -exploits social meaning of language |
| 54. What is the sociocultural approach to language learning? | Parents and other people in a childs environment are important for his/her mental development. -> ZPD (zone of maximal development): problem solving under adult guidance or in collaboration with more capable peers |
| 55. How can teachers support learning strategy use? | -Employ diaries, surveys, informal discussions about strategies learners use -Consider all strategies -Find out which aspects a learner is lacking -Study effectivenes of strategies -Teach strategies explicitly and integrate them into your tasks -Show learners how their learning styles influence their strategy use |
| 56. What are the characteristics of the task-based approach? | Activities in which language is used for carrying out meaningful tasks to promote learning. It is part of the underlaying learning theory of the communicative approach. Teacher can select sequence activities in the social context of classroom. |
| 57. What other forms of TBLL do exist besides project work? | -Storyline approach: Promotes interdisciplinary work in content-based learning. Teacher provides a narrative story which involves the reading and writing of various text genres, as well as language production through communication with other learners and native speakers outside the classroom and the presentations of results -Szenariendidaktik: Learners work individually or collaboratively on a number of text impulses (such as different text genres on the topic friends). They present their revised products to other learners or people outside the classroom and receive feedback. |
| 58. What is electronic literacy and multi literacy? | -Electronic literacy: how to use computers to interprete and express meaning. It involves information literacy, the ability to finde, organize and make use of information. It also encompasses how to read and write in a new medium. "Three-tier structure", i.e. communication, construction of texts and websites, and research. -Multi-literacy: There is no "native speaker". There is a multiplicity of communication channels and media, which forces our learners to learn how to deal with different modes of communication. The hypertext and interactive media integrates visual, textual, audio and spatial patterns of meaning (knowledge about all media). |
| 59. Explain the function of the mental lexicon. | 1. Input/intake, 2. Storage, 3. Retrieval, recall, practise New vocabulary is introduced through context, connections, links, webs, nets, associations, files etc. |
| 60. How many words should a teacher introduce in 45 minutes? | Not more than 7-8. Only if words are introduced in following way: -Guess from context -Word is close to language 1 -Lexical chunks -Range of words -Learner's world -Networking |
| 61. What is a communication strategy? | -Guessing from context -Ask questions -Check for clarifications (could you repeat?) -Self repetition -Paraphrasing -Use affective level (reduce inhibition) |
| 62. Name the major phases of teaching/learning languages. | -Grammar translation method: late 19th century -Audio lingual: 1970ies -Communicative language learning: 1970ies -> method TBLL do develop ICC |
| 63. Name three different associations how words can be stored in the mental lexicon. | -Clang associations: Not related semantically, but in terms of sound e.g. reflect-effect -Paradigmatic associations: words are related to other words of the same class, e.g. synonyms, antonyms, derivations, word combinations etc. -Syntagmatic associations: language chunks |
| 64. What are language chunks? | Parts of phrases that are often retrieved frommemory as these preassambled chunks. You can use them in meaningful context and they develop language fluency. They also help to develop a more colloquial use of English. Learners who are used to learning and storing individual word lists tend to translate utterances following their L1 grammar patterns. |
| 65. What is the lexical approach? | Words and sounds form the basis of language learning. Combining them in meaningful ways and learning them in chunks allow the learner to communicate without focusing on grammar right away |
| 66. What five questions are important before we start to teach grammar with the TBLL approach? | -Is it neccessary to analyse a grammatical feature on the cognitive level? (no need is the feature is similar in L1 and L2; maybe simply teach a lexical phrase) -How can the student learn the structural elements of the grammatical feature? (e.g. support student in inductive learning by presenting different sequences to signal different kinds of usage, e.g. positive/negative statements, questions etc.) -Which functions of the grammatical feature need to be presented? (learner-centeredness) Present feature in a communicative way e.g. grammar oictures, games, songs etc.). -Do we have to analyse the differences between L1 and L2 since they might provide a stumbling block for learners? (e.g. Make/do in relation to "machen") -Which other structures in the target language need to be contrasted with the new feature to avoid mix-ups? -> allows learner to develop language awareness and to understand the relationship between form and meaning. They become active explorers of language (inductive approach) |
| 67. Explain the priciple of communicative language teaching. | It started in the early 1970ies. CLT calls for an integrated skills approach which stresses the interactive nature of communication. When people communicate they interpret each other's utterances and they collaborate to make or to negotiate meaning. It focuses on the meaning potential of language and it stresses the social aspects of that context. |
| 68. What is the literary triangle? | The reader has become the most important part in teaching literature. The literary triangle is the relationship from text, author and reader. It stresses the "learner-centered approach" for teaching literature. |
| 69. What is the potential of literary texts? | -The yprovide authentic material for language learning. Interesting and motivating content matter. -Support extensive reading and opportunities for oral and written activities -Rich resource for intercultural learing -Support a learner-centered approach to teaching |
| 70. What is literature with a capital "L" and a regular "l"? | "L": Classical texts or the great texts of English literature, e.g. Shakespeare "l": includes advertisements, jokes, newspaper headlines etc. |
| 71. What is efferent and aesthetic reading? | Efferent reading: attention is primarily focused on selecting out and analytically abstracting the information or ideas or directions for action. Aesthetic reproach: The personal associations, feelings and ideas bing lived through during the reading. |
| 72. What is "closed reading"? | The "New Criticism" (1920 - 1960) considered only the literary text itself without its contextual influences. Closed reading means also to deal with literary texts from a purely linguistic point of view. |
| 73. What is reader-response criticism? | Moving away from an attempt at providing an objective and thus rather closed view of literary readings to a subjective and more open view which focused on the relationship between the text and the reader. The reader becomes a very actice agent in the dialogue between text and reader. |
| 74. Why is literature good for intercultural learning? | Literature allows the learner to experience other cultures and value systems. They can change and co-ordinate perspectives and thus begin to understand the other culture. This dialogue between text and reader is supported by text selections and tasks that facilitate negotiation of meaning between the foreign culture of the text and the learner's own culture. |
| 75. Explain the literary model of DELANOY. | There are two axes. One axis describes the relationship between the literary text and tasks (i.e. the interactions in the classroom between texts and learners), the other represents the continuum from trying to understand other cultures through literary texts to resisting the text's or the author's reprsentation of reality. The reader is at the crossing of the axes. |
| 76. Why is children's literature good to use? | They contain strong repetitive element (e.g. doing three tasks to defeat the giant). In stories, such as "The very hngry caterpillar" repetition ("I am still hungry") not only facilitates understanding of the structure of the story, it also supports the learning of language chunks. |
| 77. How to design creative tasks while teaching literature to support ICC? | 1. Focus on the otherness of the text. Making learners aware of multiple perspectives on a text -> pre-reading 2. Make learners aware of their own cultural perspectives and experiences in relation to the world created by the text. (e.g. writing a reading journal, choosing music or pictures, filling in gaps etc.) -> pre-/while-reading 3. Learners engage with the perspectives of characters in the text (e.g. text puzzles, original text has to be rediscovered in a merged text version, role plays etc.) -> teacher supplies linguistic, literary or cultural background knowledge -> while-reading 4. Learners need to telate their own views to those of the characters (e.g. adding parts that have been omitted from the text, evaluating etc.) |
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