Theorie und Praxis Englisch Didaktik PDF

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Summary

Englisch Didaktik Hauptseminar SoSe19...

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Session

1 Komplexe Kompetenzaufgaben mit Lehrplan (Text: Surkamp) Was ist ein Lehrplan? bildungspolitisches, administratives und juristisches Dokument, das für den institutionellen Kontext Schule festlegt, welche Kompetenzen, Inhalte, Gegenstände und sprachlichen Mittel die SuS zu bestimmten Zeitpunkten erreicht und erarbeitet haben müssen

Background Lehrplan: Common European Frameowork (regulates foreign language education) KMK Bildungsstandards (aus Kultusministerien der Bundesländer) LehrplanPLUS in Bayern (subject-specific curriculum) -

prescribesandlegitimizesa certaineducational conceptorvision(prevalentin a country) output, competenceandstandardorientation Orientierung für die alltägliche Unterrichtspraxis dar und ermöglichen den Fremdsprachenlehrenden Gestaltungsraum.“ - Pflicht - Basis for coursebooks - Turned into a classroom-specific working and teaching plan for respective learner group ➢ TEACHERS NEED TO KNOW THEIR LEHRPLAN + HOW TO PUT THE LEHRPLAN INTO TEACHING PRACTICE

Session 2: Complex Competence Tasks Complex Meaningful+relevant Real-world issues Openness Initiating learning proc.

Competence More than skills Develop meaningf. Content Solving problems + Expressing positions Participating in discourses

Tasks Language use meaning outcome reality

Why CCT helpful for teachers? -

Functional construct & pedagogic framework> CCT = planningmodel that helps teachers carefully design lesson

How to plan CCT: How to find topics: • Personally meaningful + socially relevant • Real world issue • Connected to topics in coursebook • Age-appropriate (Themengebiet section Lehrplan PLUS)

competence aims and knowledge: • What communicative competences developed in each step of the task and in the outcome? • What knowledge does each step of the task convey or activate? • Other competences activated? (social, presentation ) • Competences+knowledge developed in the task sequence = necessary to prepare final task outcome

Arrangement of input materials • • • • •

provides the material and textual basis for the various steps of the task sequence diversity of text types and the extended notion of text: images, written texts, (non)fiction, media… mirrors the discourse/ theme of the task sequence input materials transport various opinions of a certain topic into the classroom multi-perspectivity content + language of materials = complex + comprehensible

Task instructions: • • • •

each step= precise instruction Name the activities, the materials, the time frame, the social interaction etc. Include activities that help learners practice new linguistic forms /competences Full range of bloom’s task taxonomy (pyramide)

Linguistic resources/forms • • • • •

What linguistic resources and structures are necessary to complete the task outcome (grammar, chunks, vocab)? What forms need to be practiced throughout the task sequence so that they are available for the outcome? In how far are the input materials and the planned outcome challenging in view of language? (scaffolding?) establish genre conventions, e.g. for the product ‘language loops’ (focus-on-form interventions)

Assessment An umbrella term: • Diagnostic tool -

To know the learners‘ developmental stage in LL To know determine the learners‘ abilities and knowledge prior to instructions Helps to determine the learners‘ individual needs

• Diagnostic assessment carried out via: -

Summative tests (often used for grading learners) Monitoring • Observation (Formative assessment during class activities) Review of learners‘ academic records

• Definition: -

Ongoing process of observing, recording info, testing, scoring & interpreting Used to obtain feedback and helps to refocus own teaching (learning more efficient and effective)

Testing: • • •

Evaluating:

Sprecific tool to obtain info about learner’s Achievement Objectively evaluated &scored Apllied at any stages of assesm. (diagn./summative)

Assessment tool Anecdotal record Checklist Learning journal Midterm/final exam Oral assessment Peer assessment Performance assessment Portfolio assessment Self-assessment Standardized test

• •

Final product of all info gathered through assesm. Another example for evaluation: Course evaluation at end of semester ➢ Involves all info

description Informal descr. Of behavior based on observations List of skills/behaviours > record students progress (lernentwicklungsstand) Students reflections, responses to lessons, self-assessment Formal evaluation of specific skills Informal assessment of oral fluency Assess classmates performance + provide constructive feedback Activity in which learners asked to demonstrate what they’ve learned (summarize) Collect samples of their work to document progress Monitoring of their own development and forming judgements Formal examination of specific skills, most objective means

Quality criteria for assessment in the EFL classroom

Process of written assessment: Possible formats • linked to the quality criteria for assessment. • After making sure that the3 major criteria are addressed(objectivity, reliability, vadility),focus on tasks‘ format: -

Closed questions/ tasks: true/false, multiple choice, e.g. mostly for listening, sometimes also for reading task(s) Half-open questions/ tasks: learners use own words to answer the questions, keywords, pre-structured sentences; (they matchterms, pictures etc., e.g. in reading task(s))

Correction & grading: • specific symbols and notes that help to make correction transparent for students • Weighting of error depends on the goal of the assessment(„Diktat versus Klassenarbeit“> orthography versus content) • use (BE)“ > to avoid correction of errors as the basis for grading(works in a Diktat or closed formats) • BE address learners‘ competences teachers want to assess, e.g. in a writing assignment, teachersgive4 BE language skills(grammar, lexis, orthography, register) & 6 BE content(length, context, structure, cohesion, coherence)

Evaluation & students correction: • Talk about the aspects students struggled with the most(before you hand out the tests!) • present good answers/ solution of students> praise, motivation(it‘s not always motivating to give students your expert solutions ;-)) • Plan enough time for giving back the tests(not in the last five minutes of a lesson) • hand-out with information on how to correct their mistakes(make students reflect on their mistakes > reasons)

Oral assessment-feedback • Recast: implicit correction > repetition of student’s error in correct form “I goed home” > “Ah you went home” • Explicit correction: “you don’t say goed you say went” • Clarification request: “pardon? What did you say?” • Repetition (with striking accentuation): “ He GOED home?” • Elicitation: “He goes home today, but yesterday he…?” • Metalinguistic feedback: “The simple past of go is not goed” • In general: - Focus on accuracy: implicit feedback easy to understand - Focus on fluency: explicit feedback(ift severe mistake) - In communicative phases: note down errors& mistakes–give a summarized feedback +practice next lesson - Do not overcorrect! Focus on specific aspects to avoid misunderstandings - Talk to your learners about possibilities and problems of correction& feedback

Grammar Why do we have to teach grammar? RAABE • •

Explicit knowledge (EK) about language ( grammar, metalinguistics) Implicit knowledge (IK) about language (mostly used) > EK only useful if linked to communicative aspects and turned into IK (=interface position)

Different positions: 1. Grammar, yes please: Conscious processes are the basis for all forms of learning, including language learning ACT Model by Anderson For grammar teaching: explicit, deductive grammar teaching

2. Grammar, no thanks! (picture= Krashen’s non Interface-Position) • Difference btw learning & acquisition • EK has monitoring function (good for tests) • He also focuses on LAD (i+1) (comprehensible input hypothesis) 1. no knowledge about real function of mental processes yet > questionable if EK can turn into IK 2. Pushed output (with error correction) enhances learning Learners know more than they learn in grammar lessons> LAD? Produce language without knowing the rules (EK) yet

• -

Consequences for grammar lessons: No explicit grammar teaching Keep affective filter low (grammar teaching would increase it because of boredom or fear) Focus on communicative aspects>natural communication processes, authentic input & language use

3.

Grammar, ok, if -Position: 1. Variability-position

2. Teachability-hypothesis

3.Noticing-hypothesis

3.1 Variability-position • • • -

2 dimensions: analysis of knowledge(AK) & cognitive control Increasing AK:learner more creative with language( an apple, a bike… article + n if noun begins with vowel) Learner gains more cognitive control: flexible coordination of relationships btw form + function /meaning Consequences for grammar teaching: (explicit) Learning objective: focus on skills (writing & meatlinguistic skills for analyzing texts) Learning objective: rules (must be applicable to learners,need to match language level)...