EFL
Zusammenfassung
.
1
Key Terms
Input Information someone
gives
:
·
Intake :
Information someone takes in/remembers/understands/is able to use
·
Acquisition /acquire : natural
was of "Learning" something
·
Learning/ learn : active process/concious action
to communicate Second
Aim of SLA with others learn about other cultures
Language Acquisition
->
·
:
+ more
simultaneous bi-/
multilingualism
Learn
lacquire more than
Langage at the time
·
: one same
sequential bi-/multilingualism Learn one
language after another
·
:
L1 first language (s) that (before age of 3)
·
:
you acquire
L2
language that not L1
·
:
is
every
second languge : L2 that is
learned/acquired in the
community while
living there (- Context)
foreign languge language :
learned in an institutional context
Lingua franca people that don't
speach in their (1 B LArussian speaks
·
with L2
Lagerman spanish
:
z . .
in
TESOL
Teaching Englisch to Speakers of other
Languages
·
:
EAP
·
English for Academic Purposes
:
CEFR Common European Framework of References for Languages
·
:
>
-
2001 Council of Europe
>
-
describes
teaching/Garning standard in Europe -
comperable
ELF English Lingua Franca
·
:
as a
ESL :
English as a Second language
EFL
English Foreign language
:
·
as a
ESP :
English for Specific Purposes
·
CLIL Content
Language Integrated Learning language teaching subject
·
:
+
>
-
+
>
-
e Bili
.
g
.
Content based
CBLT :
Teaching teaching I subject the language biology target langige Language learned the
·
>
in > is
was
+ in on
- -
>
-
focus on
subject/content
·
L1A : First
Language Acquisition
, Implicit/explicit learning
·
:
that " th"is
g walking knowing
1
.
Implicit learning is
acquisition of knowledge e . .
,
more common in
mylish
than
"ty", ..
.
2
Explicit learning is a more conscious
operation - need to know how to do it, e .
g
.
playing chess , speaking Latin ,
..
·
Incidental/intentional learning
.
1 Incidental
learning
attention
words
by reading inferring meanings from context what i s to be learned
:
e + e
g
.
. on
Intentional from bilingual
Learning
·
: e words a list
z
.
.
. The curriculum
2
Competence Orientation
>
-
↳. written down in curriculum
competences the teacher has to teach / to orient his
teaching what Sneed to know at the end
·
on -
Sth do , learn todo combines
knowing doing shows out
·
can can
jau
.
, + come
,
after Sare expected to be able to do
·
... ...
S'soutcome T's
important not input
·
is
↳ Skills :
1 intercultural
.
competence , e .
. understanding
g , behavior , knowledge
,
...
. text
2 media written toralt medial
competence ,
e
g
.
.
.
3
language awarness
U .
communicative
competence/language skills ,
e .
g .
Listening ,
Writing ,
Speaking ....
.
5
language learning competence
CEFR Common European Framework of Reference for (Concil of Europe 2001)
Language
·
:
common European basis for languge teaching learning assessment
-
+
,
makes
languge learning teaching comparable all
langges states of EU
·
+ + across +
exams
mutual
transpareng recognition EU
-
+ across
-
Reference Levels :
A :
Basic user B :
Independent User C :
Proficient User
Breakthrough
-
1 /
(2
A1
Waystage B1 Treshold B2
Vantage (1
Effektive Operational Masty
:
:
A2 :
: : :
Proficing
,3 .
Learning Theories :
How i s ((1 + (2)
language learnt?
>
-
3 Behaviourism , Innatism Interactionism
important theories
·
:
,
>
-
Why do we need these theories?
important for teachers to be + reflect underlying hypotheses theorie
·
awa re of +
"
without of knowledge of other languages storedharnt teaders will effektive
understanding how
always be less than
they could be
·
". . . an is .
,
Behaviourism :
(1950s 1960s) +
Immitating
Behaviour to specific
adequate stimuleus
·
response a
:
Language learning process of conditioning
·
:
habit-formation : stimulus >
-
Response Pavlou)
+ influenced by consequenzes following an action Korrection/Reinforcement/Feedback)
S +
R ->
consequence (affects R) (Skinner)
·
children come as blank slates e influenced by environment
·
all actions-Garnt behavior
Teaching forming habits and training appropriate behaviour through (positive) feedback
·
:
hangage learning/acquisition formation habit
·
=
Language Teaching Audiolingual Method constant repetition to teach
·
: :
behaviour (pattern dill) formation
↳
languge , So respond to a stimulus > reinforcements habit
↳ form pattern : 1 .
Repetition of sentence ,
1 .
inflectionf changes 1 word
,
3.
replacement Sy sentunce
: with neword ,
restatement
Tsays part of habit formation
U S
sentence the whole sentence
:
new >
-
new >
say
.
-
·
Habit formation ((1)
environment
↓
feedback
in
put Ocorrection &
reinforcement)
↓
child S
↓ imitation
output
Zusammenfassung
.
1
Key Terms
Input Information someone
gives
:
·
Intake :
Information someone takes in/remembers/understands/is able to use
·
Acquisition /acquire : natural
was of "Learning" something
·
Learning/ learn : active process/concious action
to communicate Second
Aim of SLA with others learn about other cultures
Language Acquisition
->
·
:
+ more
simultaneous bi-/
multilingualism
Learn
lacquire more than
Langage at the time
·
: one same
sequential bi-/multilingualism Learn one
language after another
·
:
L1 first language (s) that (before age of 3)
·
:
you acquire
L2
language that not L1
·
:
is
every
second languge : L2 that is
learned/acquired in the
community while
living there (- Context)
foreign languge language :
learned in an institutional context
Lingua franca people that don't
speach in their (1 B LArussian speaks
·
with L2
Lagerman spanish
:
z . .
in
TESOL
Teaching Englisch to Speakers of other
Languages
·
:
EAP
·
English for Academic Purposes
:
CEFR Common European Framework of References for Languages
·
:
>
-
2001 Council of Europe
>
-
describes
teaching/Garning standard in Europe -
comperable
ELF English Lingua Franca
·
:
as a
ESL :
English as a Second language
EFL
English Foreign language
:
·
as a
ESP :
English for Specific Purposes
·
CLIL Content
Language Integrated Learning language teaching subject
·
:
+
>
-
+
>
-
e Bili
.
g
.
Content based
CBLT :
Teaching teaching I subject the language biology target langige Language learned the
·
>
in > is
was
+ in on
- -
>
-
focus on
subject/content
·
L1A : First
Language Acquisition
, Implicit/explicit learning
·
:
that " th"is
g walking knowing
1
.
Implicit learning is
acquisition of knowledge e . .
,
more common in
mylish
than
"ty", ..
.
2
Explicit learning is a more conscious
operation - need to know how to do it, e .
g
.
playing chess , speaking Latin ,
..
·
Incidental/intentional learning
.
1 Incidental
learning
attention
words
by reading inferring meanings from context what i s to be learned
:
e + e
g
.
. on
Intentional from bilingual
Learning
·
: e words a list
z
.
.
. The curriculum
2
Competence Orientation
>
-
↳. written down in curriculum
competences the teacher has to teach / to orient his
teaching what Sneed to know at the end
·
on -
Sth do , learn todo combines
knowing doing shows out
·
can can
jau
.
, + come
,
after Sare expected to be able to do
·
... ...
S'soutcome T's
important not input
·
is
↳ Skills :
1 intercultural
.
competence , e .
. understanding
g , behavior , knowledge
,
...
. text
2 media written toralt medial
competence ,
e
g
.
.
.
3
language awarness
U .
communicative
competence/language skills ,
e .
g .
Listening ,
Writing ,
Speaking ....
.
5
language learning competence
CEFR Common European Framework of Reference for (Concil of Europe 2001)
Language
·
:
common European basis for languge teaching learning assessment
-
+
,
makes
languge learning teaching comparable all
langges states of EU
·
+ + across +
exams
mutual
transpareng recognition EU
-
+ across
-
Reference Levels :
A :
Basic user B :
Independent User C :
Proficient User
Breakthrough
-
1 /
(2
A1
Waystage B1 Treshold B2
Vantage (1
Effektive Operational Masty
:
:
A2 :
: : :
Proficing
,3 .
Learning Theories :
How i s ((1 + (2)
language learnt?
>
-
3 Behaviourism , Innatism Interactionism
important theories
·
:
,
>
-
Why do we need these theories?
important for teachers to be + reflect underlying hypotheses theorie
·
awa re of +
"
without of knowledge of other languages storedharnt teaders will effektive
understanding how
always be less than
they could be
·
". . . an is .
,
Behaviourism :
(1950s 1960s) +
Immitating
Behaviour to specific
adequate stimuleus
·
response a
:
Language learning process of conditioning
·
:
habit-formation : stimulus >
-
Response Pavlou)
+ influenced by consequenzes following an action Korrection/Reinforcement/Feedback)
S +
R ->
consequence (affects R) (Skinner)
·
children come as blank slates e influenced by environment
·
all actions-Garnt behavior
Teaching forming habits and training appropriate behaviour through (positive) feedback
·
:
hangage learning/acquisition formation habit
·
=
Language Teaching Audiolingual Method constant repetition to teach
·
: :
behaviour (pattern dill) formation
↳
languge , So respond to a stimulus > reinforcements habit
↳ form pattern : 1 .
Repetition of sentence ,
1 .
inflectionf changes 1 word
,
3.
replacement Sy sentunce
: with neword ,
restatement
Tsays part of habit formation
U S
sentence the whole sentence
:
new >
-
new >
say
.
-
·
Habit formation ((1)
environment
↓
feedback
in
put Ocorrection &
reinforcement)
↓
child S
↓ imitation
output
