Memory Methods memory matchingVersión en línea Please find the matching question and answer about approaches and methods of language teaching. por Lotta König - task manager - language monitor - recorder - time monitor - noise monitor - materials manager - observer / peacemaker - breakdown recovery service - spy Explain the learning styles "visual vs. auditory vs. hands-on". Describe the three steps for out-of-school activities according to Thaler (2016). To which parts can a group be divided to give each member a task? They try to activate, strengthen and refine already acquired competences and to promote the acquisition of new competences. Competence-building learning addresses the following characteristics: - authentic, real world references (to stress the importance of that competence) - complexity (orientation on central problems and questions of real word discourses which are naturally very complex) - competence development (task objective) - process initiation (complex tasks initiate cognitive process) - openness (openly-framed, learner-centered tasks; discoursal outcomes - process structuring (necessary for processing the complex task ) Explain how foreign language lessons can be seen as transcultural or hybrid spaces. According to the action and production approach, texts are not regarded as finished pieces of art but rather open for controversy and subjective analytical perceptions. Sum up how textual analysis is meant to take place from the learners point of view. Explain how drama pedagogy can benefit language learning (particularly of a foreign language). Explain why personal reflection is essential in order to develop professionally. What are the functions and characteristics of complex tasks? Lernen (LE), Sehen, Hören, Sprache, Körperlich-motorische Entwicklung (KME), Geist (GE), Emotionale/ Soziale Entwicklung (ESE) Learners are meant to explore the meaning of a text for themselves rather than following an already existing and preformed analysis. This leads to a more learner-centered analysis insofar as the learners negotiate textual meaning to find an individually suitable meaning within a text. Therefore, a universally applicable analysis is no longer present but rather highly individual analysis by each student. The benefits for the learners are striking. They no longer struggle with finding “the right” solution but rather engage with texts from their individual point of view, being aware that other classmates might handle the text differently. What is the Jigsaw method? What are the key objectives of English teaching to achieve standards in basic education in English? Why should English lessons teach intercultural skills? Students who prefer visual stimulation while learning need to see what they are going to learn. In contrast to the auditory learning style, they could get anxious when the input provided is mostly oral. Students who like the auditory learning style don't have problems when getting input this way. Students who prefer the hands-on learning style like to have some sort of physical activity in their learning process. Name the key elements of succesful group-based learning in Collaborative Language Learning according to Kagan and explain one of them. (...) can help in lowering inhibitions and motivating students to use the foreign language they are learning. It can also enhance communicative competences including the situational use of stilistic devices. The student is protected from shame or shyness because theatre work requires a drama contract that states that everyone contributes to the best of their abilities and always works together to create a safe space for trial and error. This cooperation can further better the student's motivation and make learning easier and fun. Experiential knowledge is not formal, or theory-driven academical knowledge. It contains personal beliefs, individual assumptions, and maybe unjustified conclusions that interfere or overlie objective, formal knowledge (cf. Viebrock 2018: 40). (...) It describes language skills and what a learner has to learn to use a language properly for communicative purposes. It also says which knowledge and skills learners have to develop to be able to communicate successfully. The CEFR/GeR has three competency levels, namely elementary, independent, and competent use of language. These levels are divided into six categories (A1, A2, B1, B2, C1, C2). Descriptive factors define at what level a learner is. It is a method of collaborative language learning. Each group gets its own topic and works on it together. Afterwards expert groups are formed with one person from the home group. Now each person in the expert group reports to the other participants on his or her topic and thus gets to know the topics of the other groups. Finally, the home groups come together again and exchange information about the newly learned topics. The aim of the method is to promote communication. The groups benefit from different levels of learning. 1. Language is a system for the expression of meaning 2. The primary function of language is to allow interaction and communication 3. The structure of language reflects its functional and communicative uses 4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse 5. Communicative competence entails knowing how to use language for a range of different purposes and functions Teacher’s mind-sets are quite stable and not changed easily. However, teachers' behavior can be influenced in a positive way if (future) teachers reflect on themselves, their strategies and procedures. By reflecting trainees and teachers become aware of their teaching methods, routines and motives and through that they can improve their teaching style as well as the methods and strategies they use. 1. Sensitization = The students experience a certain situation in classroom which emphasizes the usage and relevance of a particular grammatical structure. 2. Contextualization = The students deal with content that applies this grammatical structure. 3. Classification = Cognitive analysis of that grammar structure (grammar rules are discussed). 4. Intensification = Language structures are applied for improvisations / theatrical performances. 5. Representation = Scenic presentation of that linguistic structures. 6. Reflection = The students reflect the task by analyzing their language leaning processes and their experiences of the drama pedagogical methods. Positive interdependence, group formation, individual accountability, social skills, structuring and structures. Positive interdependence means that the group members work under the assumption that they all depend on one another and that their individual actions directly affect the group, whether positively or negatively. Positive interdependence emphasizes here that this should cause the group to support each other, in order for the group work to be succesful. Several discourses meet in foreign language lessons to create a transcultural space. The first is the discourse on the life and culture of the students and teacher present in the classroom. These clash with or meet discourses on anglophone cultures and societies, as students learn about life in England, the US, Australia etc. Thirdly, because English is a global lingua franca, these discourses again meet global discourses surrounding transculturalism and multiculturalism. This model has four phases and two optional phases at the end. - Pre-task: this is a introductory phase, where the teacher introduces the students to the tasks - Task cycle: students do the task in pair or group work - Planning: students prepare a presentation of their work - Report: presenting to the class - Language focus: langauge analysis of the presentation - Practice: students do tasks with the help of the teacher Name five characteristics of the communicative view of language. First the out-of school project should be prepared at school, then the foreign language in the out-of-school learning site should be used and explored and lastly, when back at school, the out-of-school experience should be analyzed and evaluated. (...) This genre does not have many restrictions and can take many different forms. The students have to become creative (and thus active) to interpret and understand the meaning of the poems. In order to achieve this playfully they could also write a poem in a similar style or add a stanza of their own. As an added bonus this will also help them use language differently than they normally would. Which phases of teaching grammar with drama pedagogy according to Even do Surkamp and Elis (2015) mention in their text? Name and explain the type of special knowledge teachers possess besides formal academic knowledge. Explain why poetry is a good genre to work with action- and production-oriented activities. (...) Functional communicative competence; intercultural competences as well as methodological competences. Learning opportunities are provided for the development of intercultural competences so that pupils develop an understanding of other culture-specific ways of thinking and living, values, norms and living conditions and can compare their own views, values and social contexts with those of anglophone cultures in a tolerant and critical manner. Describe the Task-Based-Language-Learning model by Jane Willis. Please list the seven different categories of special needs (,Förderschwerpunkte’ – you may list them in German, too.) Explain what the "Common European Fragework of References (CEFR)/Gemeinsame Europäische Referenzrahmen (GeR)" is.
