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Carola Surkamp / Britta Viebrock (eds.) Teaching English as a Foreign Language An Introduction Carola Surkamp / Britta Viebrock (eds.) Teaching English as a Foreign Language An Introduction J. B. Metzler Verlag Die Herausgeberinnen Carola Surkamp ist Professorin für englische Fachdidaktik an der Uni...

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Teaching English as a Foreign Language: An Introduction Sayyed Sajad Sajadi J.B. Metzler

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Carola Surkamp / Britta Viebrock (eds.)

Teaching English as a Foreign Language An Introduction

Carola Surkamp / Britta Viebrock (eds.)

Teaching English as a Foreign Language An Introduction

J. B. Metzler Verlag

Die Herausgeberinnen Carola Surkamp ist Professorin für englische Fachdidaktik an der Universität Göttingen. Britta Viebrock ist Professorin für Didaktik der englischen Sprache und Literatur an der Universität Frankfurt.

Bibliografische Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.d-nb.de abrufbar. ISBN 978-3-476-04479-2 ISBN 978-3-476-04480-8 (eBook) Dieses Werk einschließlich aller seiner Teile ist urheberrechtlich geschützt. Jede Verwertung außerhalb der engen Grenzen des Urheberrechtsgesetzes ist ohne Zustimmung des Verlages unzulässig und strafbar. Das gilt insbesondere für Vervielfältigungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen. J.B. Metzler ist ein Imprint der eingetragenen Gesellschaft Springer-Verlag GmbH, DE und ist Teil von Springer Nature www.metzlerverlag.de [email protected] Einbandgestaltung: Finken & Bumiller, Stuttgart (Foto: iStock) Satz: primustype Hurler GmbH J.B. Metzler, Stuttgart © Springer-Verlag GmbH Deutschland, ein Teil von Springer Nature, 2018

Contents Foreword ..............................................................................

IX

1

English Language Teaching and English Language Education— History and Methods (Sabine Doff) ....................................

1.1

Background: milestones of ELT history in Germany and Europe since ca. 1800 ..................................................... Methods as an anchor of language teaching across the centuries ....................................................................... Foreign language education (FLE) and English language education (ELE) as academic disciplines in Germany ........... Conclusion: reasons for studying ELT/ELE history ...............

10 15

2

Institutionalised Foreign Language Learning—Teaching English at Different Levels (Daniela Elsner) ...........................

17

2.1

The German EFL classroom as part of the European education system .......................................................................... First encounters with foreign languages—EFL in the primary classroom ..................................................................... EFL at secondary level I—preparing learners for private and professional lives ........................................................... Preparing learners for an academic career—EFL at secondary level II .......................................................................... Training on and for the job—EFL in vocational schools ......... New paths in foreign languages education .......................... Conclusion ....................................................................

1.2 1.3 1.4

2.2 2.3 2.4 2.5 2.6 2.7 3 3.1 3.2 3.3 3.4 3.5

Teachers of English as a Foreign Language—Experience and Professional Development (Britta Viebrock) ......................... Between experiential knowledge and formal academic education: English language teachers’ mind-sets .................. Characteristics of the good English language teacher: reflective practice and professionalism ............................... Professional development and models of language teacher education ...................................................................... Future challenges of the English language teaching profession ..................................................................... Conclusion ....................................................................

1 2 4

17 24 27 31 33 34 37

39 40 42 49 52 55

V

Contents

4

Language Learners—From Learning Styles to Identity (Andreas Bonnet) ............................................................

4.1 4.2

EFL in the 21st century between learning and education ....... Language learners from a psycholinguistic point of view: learners as non-trivial machines processing language ........... Language learners from a socio-cultural point of view: learners as human beings and meaning makers ................... Implications for the EFL classroom .................................... Conclusion ....................................................................

64 68 71

English Language Learning—An SLA-based Approach (Jörg-U. Keßler) ..............................................................

73

Why every foreign language teacher needs to know about second language acquisition ............................................. The theoretical basis of second language learning ................ Interlanguage and the foreign language classroom ............... Input—output—interaction revisited .................................. Conclusion: a role for psycholinguistics in the EFL classroom

73 75 83 86 88

6

Receptive Competences—Reading, Listening, Viewing (Carola Surkamp/Tanyasha Yearwood) ................................

89

6.1 6.2 6.3

Reading, listening and viewing as interactive processes ......... 90 Reading, listening and viewing as complex competences ....... 94 Challenges of receptive processes in foreign language contexts ........................................................................ 96 Implications for teaching reading, listening and viewing ....... 98 Questions of assessment .................................................. 104 Conclusion .................................................................... 108

4.3 4.4 4.5 5 5.1 5.2 5.3 5.4 5.5

6.4 6.5 6.6

58 59

7

Productive Competences—Speaking, Writing, Mediating (Petra Kirchhoff) ............................................................. 109

7.1 7.2 7.3

Speaking: the nature of spoken discourse and how to teach it Writing: the process of writing and how to teach it .............. Foreign language mediation: new skills for English language teaching ........................................................................ Conclusion ....................................................................

7.4

VI

57

109 122 128 131

8

Focus on Form—The Lexico-Grammar Approach (Matthias Hutz) .............................................................. 133

8.1 8.2 8.3 8.4 8.5 8.6

Lexico-grammar ............................................................. Building lexical knowledge ............................................... Selecting, presenting and practising lexical items ................... Building grammatical knowledge ...................................... Implications for the communicative English classroom ........ Conclusion ....................................................................

133 140 143 148 154 157

Contents

9

Teaching Culture—Intercultural Competence, Transcultural Learning, Global Education (Britta Freitag-Hild) .................... 159

9.1 9.2 9.3 9.4 9.5

What is culture? Definitions and concepts .......................... Intercultural approaches: concepts, models and dimensions .. Transcultural perspectives in culture pedagogy .................... Teaching literature and culture .......................................... Teaching culture in and beyond the classroom: three teaching examples ...................................................................... Conclusion ....................................................................

9.6

160 163 166 170 172 175

10

Literature and Film—Approaching Fictional Texts and Media (Christiane Lütge) ........................................................... 177

10.1 10.2 10.3 10.4 10.5 10.6

Literature matters: a rationale for teaching literature and film Literature and film—concepts and competences .................. Literary genres and text selection ..................................... Teaching literature and film—approaches and methods ......... Perspectives for the literature classroom ............................. Conclusion ....................................................................

11

Principles and Methods—Focus on Learners, Content and Tasks (Annika Kolb/Thomas Raith) ............................... 195

11.1 11.2 11.3 11.4 11.5

The communicative turn and its implications ...................... Focus on learners ........................................................... Focus on content ............................................................ Task-based language learning .......................................... Conclusion ...................................................................

12

Media-Assisted Foreign Language Learning—Concepts and Functions (Torben Schmidt/Thomas Strasser) ................. 211

12.1 Basic definitions ............................................................ 12.2 From textbooks to multimedia learning environments ........... 12.3 Current technological and pedagogical trends and developments ............................................................... 12.4 Conclusion ....................................................................

177 180 183 186 190 194

196 199 203 206 209

212 216 226 230

13

Settings—Teaching in and beyond the English Language Classroom (Eva Wilden) .................................................... 233

13.1 13.2 13.3 13.4 13.5

Inside the English language classroom ............................... Beyond the English language classroom ............................. The classroom as a social meeting place ............................. The Internet and English language education ...................... Conclusion: the impact of settings on English language learning opportunities .....................................................

234 238 242 243 245

VII

Contents

VIII

14

Assessment—What, Why and How? (Karin Vogt) .................. 249

14.1 14.2 14.3 14.4 14.5

Assessment: what is it and what is important about it? ........ The why: purposes of assessment .................................... Effective assessment design .............................................. Beyond testing: alternatives in assessment ......................... Conclusion and outlook: current trends in classroom-based language assessment .......................................................

250 253 254 262 266

15

Authors ........................................................................ 267

16

Bibliography .................................................................. 269

17

Index ............................................................................ 293

Foreword The prime challenge of educating future teachers of English as a Foreign Language is to equip them with the necessary knowledge, skills and attitudes to teach to the best of their abilities and become professional practitioners with a great amount of competence, self-confidence and flexibility. At university, we strive to train experts not only with regard to the content matters of their subject, but especially with regard to pedagogical approaches and methodological principles. We try to provide profound theoretical knowledge and at the same time link this knowledge to practical issues of classroom teaching. Not only do we wish to prepare teachers for their daily practice, but also for the diverse future challenges of a vital profession. English language teachers need to become agents of change who actively respond to the demands posed by globalisation, multilingualism or digitalisation and use these developments for innovative teaching approaches. The fourteen chapters of this book touch on the fundamental issues and principles of Teaching English as a Foreign Language (TEFL) in both a theoretical and a practical way. You will be able to gather insights into all competence areas important for modern foreign language teaching, its history, its framing by education policy, and most importantly, learn about the very focus point of each lesson, the students. At the same time, you will be able to reflect upon your professional development as a future teacher of English. To facilitate the acquisition of discipline-specific knowledge and professional development, each chapter contains definitions and illustrations for easy orientation, examples for practical applications and classroom use as well as occasions for the reflection of individual experiences. In order to provide a profound knowledge base for topical discussions in introductory courses to TEFL, this book compiles a selection of up-todate critical literature written by a young team of experts in the fields of language, literature and cultural teaching from universities and colleges all across Germany (and Austria). Upon finishing this project, we would like to thank all of the authors of this edition for their expertise and dedication. We would also like to express our gratitude to several colleagues both in Göttingen and Frankfurt without whom this project would not have been possible: Katharina Delius and Kira Sara as well as Viviane Lohe and Jan-Erik Leonhardt for critically commenting on content matters; Ina Gnauck and Jule Inken Müller for their editorial work (especially concerning the bibliographic references); and Mariella Veneziano-Osterrath for her meticulous proofreading—thank you! Ute Hechtfischer and her colleagues at Metzler Publishing House have been very enthusiastic about our project from the very beginning and maintained to show a strong sense of commitment. They have also been very helpful in providing advice on the formalities of the manuscript and supervising the production process. Finally, we would also like to thank the many students of our past introductory courses who, with their intelligent questions,

IX

Foreword

ideas, and constructive feedback, have indirectly shaped the nature of this publication. We hope that this introduction will inspire the future generations of students we had in mind when writing the chapters, but also teacher trainees, in-service teachers, and lecturers alike with new insights into Teaching English as a Foreign Language. Carola Surkamp and Britta Viebrock

X

1

1 English Language Teaching and English Language Education—History and Methods 1.1 Background: milestones of ELT history in Germany and Europe since ca. 1800 1.2 Methods as an anchor of language teaching across the centuries 1.3 Foreign language education (FLE) and English language education (ELE) as academic disciplines in Germany 1.4 Conclusion: reasons for studying ELT/ELE history

This chapter deals with the history of English language learning and teaching (ELT) and English language education (ELE) as an academic discipline. In the first part of this chapter, some background information will be provided with regard to the patterns that have been discovered when looking at the past centuries of language learning and teaching in Europe (and beyond). These patterns can help us to understand where we as teachers, learners and researchers of language learning and teaching come from and thus can also offer some orientation as to where we might or might not want to go with our teaching. This first part also provides some basic facts on the history of ELT in Germany since ca. 1800. The second section of this chapter zooms into the link between learning and teaching: a comprehensive discussion of ›method‹ as a flexible, multi-layered concept will be followed by an analysis of the history of selected examples of modern language teaching methods from this conceptual perspective. The third section contains an overview of how foreign language education (FLE), with a focus on ELE, evolved in Western Germany as a fairly young academic discipline with a focus on the second half of the 20th century. The chapter concludes with an outlook on the relevance for (future) language teachers to deal with the history of their profession and their discipline. English Language Education (ELE) is the academic discipline concerned with the investigation of the what, how, why/what for and who of teaching and learning English as a second/foreign language (L2). The academic discipline which looks at these phenomena from a crosslanguage perspective is called Foreign Language Education (FLE).

Definition

1

1

English Language Teaching and English Language Education—History and Methods

1.1 | Background: milestones of ELT history in Germany and Europe since ca. 1800 Monastery tradition versus marketplace tradition: In this section, an overview of the central stages of English learning and teaching will be given, which facilitates the description and recognition of recurring patterns that have emerged in the long history of language learning and teaching. One of these patterns is the need to communicate in everyday and professional life, for example, with merchants, traders and travellers. This type of motivation and the matching ways of language learning and teaching have often been called the »marketplace tradition«. McArthur (1998, 83) sees it as complementary to the so-called »monastery tradition« in which the primary motivation for language learning is anchored in the academic field. In the latter tradition, languages are primarily seen as gatekeepers providing access to knowledge and educational institutions. A look back over time shows that language teaching and learning have often moved between these two orientations and that in many cases teachers and learners alike have tried to strike a balance between the two poles. This conflict of interests was evident in the past centuries of the European history of language learning, teaching and (university) education and also applies to the 200-year-history of teaching/learning English in Germany since 1800. This is how long it took, in fact, until English was established as the main foreign language in society and education in Germany (cf. Doff/Klippel 2007, 17 ff.). Self-regulated English language learning in the 18th century: The 18th century marked the beginning of a meteoric rise of the popularity of the English language. In the first two thirds of the 18th century, English was only sporadically present in schools and universities across the German countries. However, an interest in the language was continuously fed at this stage by the growing desire to read: formative works on politics, science, philosophy, theology, art and English literature attracted a large number o...