Fachdidaktik Englisch – Zusammenfassung Klausur PDF

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Die Zusammenfassung habe ich für die Klausur am Ende des Semesters erstellt....

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Fachdidaktik Englisch – Zusammenfassung Klausur  Abkürzungen  ICC = Intercultural Communicative Competence (Verstehen, Handeln, Wissen, Einstellungen, Bewusstsein)  EFL = English as Foreign Language  Funktionale kommunikative Kompetenz Hör- und Leseverstehen, Schreiben, Sprechen, Sprachmittlung  Text- und Medienkompetenz Mündlich, schriftlich, medial  EFL learning and teaching and related disciplines  Linguistics, Applied Linguistics, Pragmatics  Pedagogy, Psychology, the Learning Sciences  Literary and Cultural Studies  Computer Sciences  CALL = Computer Assisted Language Learning  MALL = Mobile Assisted Language Learning  MELLT = Mobile Enhanced Language Learning in teacher  Language acquisition: developing implicit knowledge in a subconscious way  Language learning: explicit and conscious appropriation of language items and rules  natural vs. instructional setting  What makes a good teacher?  Multiple perspectives: ability to approach educational issues from a wide range of perspectives  Experiential learning: ability to reflect upon practical field experience and integrate this teaching experience into academic discourses in lectures and seminars  Construction of knowledge: ability to keep record of, diagnose, evaluate and discuss one’s personal and professional growth  Critical inquiry: ability to reflect on the impact of one’s own teaching practice as well as general school settings and policies on students, their families and the school community  Characteristics of a good language teacher  Engaging: create interesting learning experiences and interactive learning environments, variety of materials and methods  Enthusiastic: for subject matter  Intelligent: in command of the subject, general knowledge  Well-organized: lesson preparation  Flexible: able to solve unexpected problems  Fair: know how to criticize  Professional: attitude  Reflective: evaluate their own teaching performance, adjust teaching methods  Additional knowledge: technological knowledge, pedagogical knowledge, content knowledge, knowledge and competences regarding learners -> child and adolescent patterns and stages of development  Adjust materials, methods, class room instruction and interaction regarding to stage of development  Knowledge about background of students: social status, ethnicity, gender, individual learning histories, diagnoses of competence levels

 Knowledge and competences regarding pedagogy  Reflect on classroom interaction  improvement of the general classroom atmosphere and learning environment  ways of giving oral and written feedback  balance between teacher talk time and student talk time  knowledge of a variety of methods  forms of assessment: appropriate, transparent  Paradigm shift teacher centered -> student-centered product oriented -> process oriented reproduction -> application knowledge and comprehension -> analysis and synthesis textbook-driven -> project-driven passive and isolated -> active and collaborative fragmented curriculum -> interdisciplinary curriculum teacher assessment -> self and peer assessment homogenizing -> diversifying fragmented literacies -> multi literacies local -> local-global  learning centered vs. learner-centered  “Teachers don’t teach as they were taught to teach, but as they were taught themselves.” – David Ausubel  European, state and federal curricula  CEFR: Common European Framework of References for languages  KMK: KulturMinisterKonferenz  Fachanforderungen: Land SH  Teaching English: historical perspective  Latin as lingua franca: common language used among speakers not sharing a native language  in Renaissance: Greek favored over Latin (education for rather small elite)  spread on English, English as a world language  18th/19th century British Empire, global dominance of USA in 20th century  Teaching English: international perspective  today: English as lingua franca: dominates popular culture, the Internet, trade, finance, politics, academics  appropriation of English by non-native speakers -> numerous varieties and differences  features of standard English often disregarded a) pronunciation of the phoneme /th/ -> /dis/ b) inflection of verb in 3rd person singular -> he talk c) would in if-clause -> if she would come  Teaching English: national perspective  18th century: English gained ground in German schools  19th century: English became second modern FL:  next to French in Realschule  third or fourth option next to Latin and Greek in Gymnasium  Grammar-Translation Method

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a) vocabulary and grammar b) enables to read c) supports general education  Reform movement of late 19th century  FL teaching should concentrate on a) functional skills of oral communication b) knowledge about target country  English as first FL Teaching English: national perspective after World War II  1970s: Communicative Language Teaching (CLT)  priority from teaching knowledge about language to language performance (speaking & listening) Teaching English: national perspective in the 21st century  Focus on testable output  Plurilingual speaker-norm  CEF and Pisa shock 2000 -> revision of language teaching and learning The common European framework of reference for language  CEF = Common European Framework  demise of native-speaker model  learner as social agent  language as (inter-) action  general competences  declarative knowledge: knowing what  know-how and skills  existential competences: personality traits, points of view, attitudes  ability to learn: learner strategies  communicative language competence  linguistic competence about language structures and how to use these: vocabulary, grammar, pronunciation and intonation, spelling  reception: listening and reading  production: speaking and writing  interaction  mediation  from input teaching to output of learning German new educational standards  Kommunikative Kompetenzen: Hörverstehen, Leseverstehen, Schreiben, Sprachmittlung, Sprechen  Verfügung über sprachliche Mittel: Wortschatz, Grammatik, Aussprache und Intonation, Orthographie  Criticism:  Bildungsstandards ignore Bildung in the sense of personal growth, orientation, reflection  Little content  Focus on functional communicative competences  No minimum standards but average standards  Standardization  Encourages teaching to the test Teacher education in Germany

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Stage 1: B.A. and M.A. lectures, seminars, tutorials etc. (5 years)  Stage 2: Traineeship, second state examination, observation, guided teaching (1-2 years)  Rekontextualisierung im Bildungswesen  Communicative competence = knowing when and how to say what to whom, being able to communicate appropriately with others  Approach = theory about principles and functions of language, learning, education  Method = roles of teachers and learners, content, material, activities  Technique = smallest step in ordered sequence of procedure  Most important methods  Grammar translation method (17th to 20th century)  Vocabulary and grammar first, ideas of interest second  Listening and speaking neglected  Direct method: situated listening and speaking (late 19th century until today)  Everyday language  Neglects reading and writing  Ignores different cultural frames  Audiolingual/audiovisual method: habit formation (1950s to 1960s)  Language as a formal system  Repetition drill  More visualized and situated dialogues  Ignores motivational and practical needs  Listening and speaking before reading and writing  Time for practicing  Quick results for beginners  Little room for flexibility and cultural knowledge  Neglects development of interlanguage and language awareness  Ignores learner’s cognitive and emotional needs  Communicative language teaching: authentic communication  Meaningful and appropriate communication  Language awareness  Fluency and comprehensibility before accuracy  Consists of: linguistic competence, sociolinguistic competence (awareness of cultural aspects of language), strategy competence, discourse competence (how to combine grammar forms and meanings)  Task based language teaching: problem-solving  Communicative skills  Taks = activity used for a communicative purpose (goal)  Practical problem solving  Authentic learner-driven interaction  Collaborative and participatory methods  Teaching language without culture?  Lingua franca approach:

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general rules of politeness and conversation strategies -> list of Do’s and Don’ts VS.  More comprehensive educational goals: Language and communication always inflected by national identities and region, social classes etc. From Landeskunde to Cultural Studies and intercultural competence Kulturkunde -> Wesenskunde -> Landeskunde -> Intercultural learning  Cultural Studies introduced in 1960s and 1970s by Raymond Williams, Richard Hoggart, Thompson  Intercultural learning: learning about habits, norms, values, taboos etc. Concepts of intercultural competence  Critical awareness: own cultural preconditioning and cultural conditioning of others  Tolerance, openness, respect, willingness  Readiness to meet with others  Action competence: communicative acts “Iceberg model” of culture: national cultures “produce” different cultural icebergs, which shape and form the individual’s mind set Development of intercultural sensitivity 1. Denial: no believe in cultural differences 2. Defense: accept but demonize differences, defending home culture 3. Minimization: trivialize difference 4. Acceptance: difference as a neutral thing 5. Adaption: difference as a positive thing, behavior and attitudes change 6. Integration: I can become different and still be me, become bicultural Intercultural awareness = knowledge, awareness, understanding of relation between ‘world of origin’ and ‘world of target community’, awareness of regional and social diversity in both worlds Assessing and evaluating inter- and transcultural competence  Ability to identify and explain cultural phenomena and to relate to problems and challenges  Knowledge about target culture and sub-cultures and historical and social background Ten suggestions how to teach ICC 1. Gradual and continuous development, basic intercultural learning in elementary school 2. More from intercultural learning to ICC 3. Funktionale kommunikative Kompetenz, tasks adapted to critical cultural awareness, every lesson: intercultural part 4. Byram’s model -skills of discovery and interaction -skills of interpreting and relating -intercultural attitudes: openness, curiosity -knowledge 5. Be aware, that every student’s “third place” is different -> individual ICC 6. Knowledge about target culture 7. Variety of authentic texts -> multiple perspectives

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8. Self- or peer-assessment, first: level of attitudes 9. Stereotypes, no over-simplification 10. Initiate process, work on knowledge level What is language?  System of rules/communicative practice  Tool of thinking/form of behavior  Languages share universal features/languages are different systems Language acquisition = developing implicit knowledge in a subconscious way Vs. language learning = s.o.  Natural vs. instructional setting Contact native speakers educational institutions Meaning before accuracy non-native speaker=model Errors usually go uncorrected feedback and correction Time pressure on production time to learn/produce Varied, authentic, much input simplified, limited input Approaches to language acquisition  The Empiricist (Behaviorist) Approach  Learning based on experience and imitation of the language used in the learner’s environment  The Nativist Approach  A specific genetic or innate capacity enables language acquisition  Cognitive, Social, or Radical Constructivist Approaches  Language learning as result of the individual’s interaction with the world Behaviorism: Feeding the parrot 1. Environment stimulus the learner 2. Learner responses with positive reinforcement 3. Negative feedback conditions habit-formation  Audiolingual method (1950s-1960s)  Pattern drills effective for acquiring fluency, accuracy  No explicit grammar teaching  Empirical evidence  Very young children imitate frequent and basic language patterns -> they don’t simply parrot input but select what they imitate  Contrastive Hypothesis  Some errors caused by interference from L1 (false friends etc.)  However, imitation/interference cannot fully explain that learners with different native languages display similar errors in the beginning of second language acquisition Nativism: genes, genes, genes – Krashen: 5 Hypothesis on language learning 1. Acquisition-Learning Hypothesis: Students unconsciously acquire a FL rather than consciously learn it 2. Natural Order Hypothesis: Students learn features of L2 in the same order as in L1 3. Monitor Hypothesis: Explicit learning of rules doesn’t contribute to acquisition 4. Comprehensible Input Hypothesis: Input needs to be comprehensible if somewhat challenging (a little above the level of learners), learner needs silent period in order to process input

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5. Affective Filler Hypothesis: Supportive, anxiety-free learning atmosphere and learner motivation relevant for input to get through to the student Cognitivism: the mind as a processor – Piaget  Piaget: Development leads to a growing formation, differentiation, and coordination of schemata that allow for a more sophisticated understanding of phenomena  Pattern finding and intention reading Usage-based language acquisition according to Tomasello and Prienemann & Keßler  Usage events: utterances in context  Frequent repetitions of perceived patterns -> lead to appropriate usage Guided instruction  Meaningful language input  Increasingly complex tasks that stimulate cognitive processing  Explicit feedback  Critics: knowing how to communicate ≠ knowing rules Constructivism: the creative mind  Learning: adapting actions, concepts and language in order to make them viable  Teaching ≠ handing down knowledge  Offer authentic material, tasks, support  Too much complexity -> frustration Teaching English: competence and skill development  Language learning as stage-wise process  Life-long task from pre-school to adult age  Learning = autonomous process  Acquisition of strategies to influence individual learning outcomes  Learning strategies = “specific actions, behaviors, steps or techniques that students (often intentionally) use to improve their progress in developing L2 skills”  Categories: metacognitive, cognitive, social/affective strategies (s. AB) Learning types: visual, auditory, emotional, motoric Individual factors on language learning: intelligence, aptitude, learning styles, personality, attitudes/motivation, motivation in classroom, learner beliefs Inclusion  Heterogeneity, Exclusion, Separation, Integration, Inclusion  Inclusion-principles  Learning opportunities for everyone  Inclusion-elements -> Helping students to gain and keep self-esteem  Security  Belonging (support)  Identity (‘I am special’)  Purpose (‘I know what to do. I know my goals’)  Competence (‘I am capable of doing things’) Receptive skills: reading and listening  Improving reading skills  Pre-reading: brainstorming, first look at text  Reading: skimming to scanning, re-reading

 Post-reading: reflecting, key passages, summing up Worn out and outdating teaching methods in EFL classroom  When teaching reading skills: teachers should no longer have students read out a text  Couple reading tasks with tasks focusing on understanding, interpreting analyzing  Scrap comprehension questions completely -> all these methods run counter to natural practices of reading  Listening: “the Cinderella skill”?  Problems for learners: o Words spoken ≠ repeated, cannot be listened to a second time o Speech = frequently fast o Problems of audibility depending on quality of recording, background noise o Problems with slang, accents, dialects, varieties  Improving listening skills  Pre-listening: activating, pre-teaching vocabulary, giving hints, creating motivation  Listening: various listening types, pre-set task, taking notes, attention to main ideas  Post-listening: reflecting, analyzing, repeating, oral written summaries  Arendt: listening tasks should not have several repetitions of the recording (these practices run counter to listening scenarios in real life)  Productive skills: writing and speaking  Writing as complex process: planning -> drafting -> revising -> editing  Arendt: writing should never be practiced with patterned activities such as ‘model dialogues’ but rather by focusing on real life and creative forms of writing  Speaking: transaction and interaction (learner-learner interaction)  Speaking as a process: conceptualizing -> formulating -> articulating  Effective speaking activities: mini-debates, interviews, discussions, role-playing, storytelling, formal speeches, illustrated talks  Arendt: frontal teaching = main obstacle to students developing speaking and interaction skills  Mediation and intercultural competence  Mediation = translate simultaneously, summing up FL text in one’s own language, paraphrasing texts the other person doesn’t understand  Politeness skills  Differences between cultures  Teaching nonverbal communication  What to teach: selecting suitable literary texts  Literature can be taught at all levels (age and level has to be considered in terms of reading material, teaching goals) 

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Similar distinction between Culture and culture (Raymond Williams) Literature and literature (John McRae)  Literature = classical texts

 literature = popular fiction, fables, song lyrics generic features = special characteristics concerning content, form and function  selection criteria  majority of students able to understand text?  Interesting (for boys and girls)?  Annotated edition (pictures)?  Story=believable?  Students able to realte to the topic?  Learning effect?  Text related media?  How to decide on a book?  Pre-selecting books, introducing them to class o Some read and present them vs. voting  Gender = criteria o Girls read boys books ≠ vice versa o Gender differences based on differences in brain activity  Literature for different levels 1. Beginners (6-11 years): short, funny texts, playful learning 2. Intermediate classes (12-16 years): more demanding texts, Begleit- und Anschlusslektüre 3. Advanced students: original works, full understanding of literary texts  Teaching the canon in the EFL-context  Canon = list of books being the most important works of literature  Why teach literature?  Language development: texts = genuine samples of all styles, texts  Intercultural learning: mutual understanding  Social prestige: literature holds high status  Personal enrichment: different views of life, personal relevant issues  Motivational value: change from classroom routine  Interpretational openness: multiple interpretations possible  Reading approaches (Thaler)  Straight through approach: students read at home  Pro: students prepared  Con: not everyone necessarily reads the texts  Segment approach: chapter for chapter is read  Pro: tension, no one has read the whole book for themselves  Con: needs much time, some people pre-read  Sandwich approach: parts of a book are read, some parts are skipped  Pro: saves time  Con: harder to understand the whole  Appetizer approach: only one excerpt is read  Pro: less time needed, detailed analysis  Con: ignores book as a whole, no deep understanding, context missing  Topic approach: many books by one author/regarding one topic are read  Pro: deep understanding of special topic, older students  Con: no deep understanding of single books  Patchwork Approach: different books concerning the same topic 

 Pro and Cons as for topic approach  Appropriate terms for Jugendliteratur  Children’s literature (up to 12 years)  Teenage fiction,...