Teaching English as a Foreign Language

Teaching English as a foreign language Abbreviations EFL: English as a foreign language TEFL: Teaching English as a foreign language TOEFL: Test of English as a foreign language L2: Second language SLA: Second language acquisition L3: Third language CLT: Communicative language teaching CC: Communicative Competences TBLT: Tasked-based Language Teaching (also: TBLL/TBL) ICC: Intercultural communicative competence LAD: Language Acquasition device UG: Universal Grammar FLT: Foreign Language teaching MSBNRW: Ministerium für Schule und Bildung NRW KMK: Kultusministerkonferenz CEFR: Common European Framework of Reference for Languages GER: Gemeinsamer Europäischer Referenzrahmen für Sprachen First Language aquisition: The Wung-Test: • Children somehow absorb grammatical rules; can apply them to words they have never heard before àTransfer of grammatical knowledge to new words àL1 develops systematically àChildren are able to create new forms The what: • babies need interaction with a human speaker • language acquisition to some extent related to cognitive development ->Example: understanding of Sg/Pl & irregular plurals (‚feet‘) ->Counterexample: understanding of time & ‚tomorrow‘ or ‚last week‘ • language acquisition (unconscious, focus on meaning; Krashen) vs. language learning (conscious, focus on language) Behaviorism (Skinner, 1940s/1959s) • basic idea: “say what I say” • imitate language: word for word repetition • practice language: repetitive manipulation of form • positive reinforcement => successful communication => reinforced and repeated Second language acquisition: Behaviorism (Skinner, 1940s/1950s) • learning is explained in terms of imitaionen, practice, reinforcement, habit formation: -> imitating & practicing leads to forming patterns of correct language use (--> in contrast to what The Wug Test shows) -> stimulus-response cycle: positive reinforcement as the driving force for language acquisition • Teaching approach: Audiolingual Method --> listen & repeat • grammar-translation method, gap-filling, learning phrases • Criticism: no real-life/spontaneous L2 use; logical problem (see The Wug Test) Innatism (Chomsky, 1959) • Basic idea: children are… o …born with an innate ability to learn languages: language acquisition device (LAD) o …biological programmed for language acquisition: universal grammar (UG); contains principles universal to all languages • Consequences: input needed to activate the UG/LAD • BUT: no evidence of UG/LAD Interlanguage (Selinker, 1972) • Contains features from L1 and L2 • Individual due to variations of mental grammar • Interlanguage is rule-governed and predictable (e.g. overgeneralization) Monitor Model (Krashen, 1982) • Combination of 5 hypothesis: “We require language when we understand messages” - comprehensible input (Krashen) (1) Acquisition-learning hypothesis (learning: focus on grammar, acquiring: focus on meaning) (2) Natural order hypothesis (3) Monitor model hypothesis (stronger in writing, edits, corrects) (4) Input hypothesis (Chomsky: everything is input and good; Krashen: siehe oben) (5) Affective filter hypothesis Comprehensible Output hypothesis (Swain, 1985) • Claim: language learners need sufficient opportunities for language practice and use • Learners need rich input AND chances to produce output • “in order to learn speaking, you need to speak it.” • When you produce output, you get feedback (reaction); you will realize if they understood you by their reaction Interaction hypothesis (Long, 1996) • Language learning through (1) Exposure to language (input) (2) Production of language (output) (3) Feedback on that production (interaction) Interactionism (Piaget & Vygotsky) • interplay between innate learning ability of children (Piaget) and environment (Vygotsky) • Emphasize relationship between cognitive development (Piaget) and language acquisition (Slobin) --> learn from experience, influenced by skills and knowledge • Reject assumption of universal grammar; hypothesize what children need to know is essentially available in language they are exposed to • child as an active learner, interaction is needed!!! • Piaget = Learning with objects; Vygotsky = learning socially) à in teaching lessons: groupwork, active participation, learning by doing Receptive Competences Communicatice Competence is the ability “to actively use the foreign language in meaningful communicatove situations“ Dimensions of Communicative Competence: Knowing how to… o use language for different purposes and functions o vary use of language according to the setting and the participants (e.g. knowing when to use formal/informal speech) o produce and understand different types of texts o maintain communication (e.g. by using different kinds of communication strategies) The so-called “skills“ in FLT Oral Written Receptive Competence Listening Reading Productive Competence Speaking Writing à PLUS: VIEWING AND MEDIATING Input à Output à Interaction Productive Competences - A skills-based approach Communicative competences is the ability “to actively use the foreign language in meaningful communicative situations” Dimensions of communicative Competence Knowing how to… o use language for a range of different purposes and functions o vary our use of language according to the setting and the participants o produce and understand different types of texts o maintain communication despite having limitations in one´s language knowledge What is the difference between receptive and productive skills? - Four different skills: reading, listening audio-visual (receptive), speaking, writing (productive), mediation - Oral (listening, speaking) and written (reading, writing) - Bottom-up and top-down Communivative Competence & the curriculum • communicative competence • intercultural competence • Verfügbarkeit von sprachlichem Mitteln/Korrektheiten • methodische Kompetenz Communicative Competence & SLA theory: input, output & interaction hypotheses • SLA theory: L2 learners need input, output & interaction • Teaching approach: communicative language teaching (CLT) • Learning objective: communicative competence (CC) • Significance of skills for communicative competence: one element of CC How does the teacher motivate her students and encourage them to speak the L2? • Uses learner´s names • Creates a real-life situation • Asked them for personal choices • Positive feedback Model of speech production Conceptualisation = planning the message content and drawing on various knowledge sources (background, topic, speech situation, discourse patterns) Formulation = finding words and phrases to express the meanings, preparing sound patterns of the words and phrases to be used Articulation = controlling the articulatory organs, such as lips, tongue, teeth Self-monitoring = indentifying and self-correcting mistakes during oral productions Krashen’s Monitor Model: cf. SLA Features of learners’ speech Focus speech where message is communicated coherently with few pauses and hesitations, causing minimal comprehension difficulties speech where the message is communicated using correct grammar, lexis Accuracy and pronunciation speech where the message is communicated precisely and appropriately Complexity to the context and the partners in communication, using more advanced grammatical forms and differentiated lexis Fluency Main parts of the writing process/Model of writing (1) Collecting (Identifying aim, collecting ideas) (2) Planning (structuring ideas) (3) Drafting (writing first draft) (4) Rewriting (improving first draft, preparing final version) (5) Presentation meaning form meaning and form Tasked-based Language Teaching (TBLT) TBLT vs. Language Exercise Historical origin of CLT • Until 1945: EFL only at Gymnasien, Realgymnasien and Realschulen • 1950s: audio-lingual method (“army method”) • Learning through drilling, memorizing and avoiding errors • Separate teaching of four skills and grammatical structures • 1961: Hamburger Abkommen: EFL introduced at Hauptschulen • 1970s: communicative turn, Criticism of audio-lingual method: linguistic competence is more creative • Significance of action-oriented learning (Handlungsorientierung) • Communicative Competence as overarching goal of FLT • 1993/2004: EFL introduced at primary schools Communicative Competence / Communicative curriculum cf. Productive Competences Tasked-based learning: • promoted communication, interaction and negotiations • fosters • active participation • activity in which target language is used on purpose Project-based learning • extendet taks cycle • group work -> result from a joint process of negotiation between all participants Bildungsstandard & CLT „Die sprachlichen Mittel Wortschatz, Grammatik, Aussprache, Intonation und Orthographie sind funktionale Bestandteile der Kommunikation. Anzustreben ist ihre höchstmögliche Verfügbarkeit, allerdings haben sie grundsätzlich dienende Funktion. Im Vordergrund steht die gelungene Kommunikation.“ CLT and the origins of TBLT • TBLT is most radical form of CLT • Focus on learners and focus on content Focus of Learner: • Individualization and differentiation (quantitative <-> qualitative) --> (Individualisierung und Differenzierung) • Learners autonomy (Lernautonomie) • Holistic learning (Ganzheitliches Lernen) • Multilingualism (Mehrsprachigkeit) • Competence orientation Curricular Guidelines & Teaching Resources Context of TEFL • form of educational (realized by teacher) and language policy (Europe <-> Germany) Levels of Language policy in Germany à European (CEFR / Companion Volume) à National ( Kultusministerkonferenz (KMK) Bildungsstandads) à Federal States (Curricula) à School (School syllabus) Common European Frameworkd of References (CEFR) • central document of European language policy à global impact • based on situations of language use • can do descriptors for each skill (A1-C2) • Companion Volume to CEFR (2020): references e.g. to creative texts, online interaction, pre-A1 level Level System Ländergemeinsame inhaltliche Anforderungen and die Lehrerbildung • Contents all novice teachers ought to study in their teacher education • requirements for novice EFL teachers comprise à four disciplines: Linguistics, Literary Studies, Cultural Studies & TEFL Four key competences: (1) The teacher as a reflective learner --> reflecting one’s own teaching --> keeping up with developments in teaching EFL (2) Applying professional knowledge --> theories of language acquisition --> choice of appropriate topics, materials, tasks (3) School as a part of society --> teaching EFL in societal context (e.g. migrationsbezogene Mehrsprachigkeit) --> teaching in multi-professional teams (e.g. Sonderpädagoge) (4) Inclusion --> diagnostics & support measures (e.g. Lernstandserhebnung) --> considering learners’ individual needs (e.g. dyslexia, underachievers) Teaching Culture Dimensions of culture Byram’s model of Intercultural communicative competence • skills of interpreting and relating: ability to interpret a document/event from another culture, explain and relate to one’s own • attitudes: curiosity/openness, readiness to suspend disbelief about other cultures & belief about one’s own • critical cultural awareness/political education: ability to evaluate critically and on basis of explicit criteria perspectives, practices & products in one’s own and other cultures and countries • skills of discovery and interaction: ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication/interaction • knowledge: of social groups and products and practices in one’s own and in one’s interlocutor’s country, and of the general processes of societal and individual interaction Using Literature and film in TEFL Canon • Definition of canon - a sanctioned or accepted group or body of related works which are representative o a period or genre • Past à elite literary canon - list of works by renowned authors primarily white men • Present à opening for new texts and films, author range expanded including females and different cultural backgrounds • canons are used in schools to give insight into a specific period or society • current use of canon and changes are important to provide a more complete picture of a specific period or society Reader Response Theory • developed in 1970s/1980s basic ideas • reading process as creative act (readers make meaning) • exchange between reader & text • negotiation process, rather than decoding 'hidden meaning' • ´teaching literary texts in classrooms o educate 'the whole person' o tolerate ambiguity o allow for different perspectives on a given text (e.g., literary text on migration vs. newspaper article) Dimensions of teaching literature and film • Multi-affective dimension: can be motivating, emotional & individual reactions, provides protective spaces for learner’s imagination and personal response • Dimension of language learning & competence development: provides extensive & authentic language input from target culture, help develope reading competences & critical abilities concerning text reception • Aesthetic and formal dimension: aesthetically satisfying/challenging, memorable • Cultural dimensions: change and coordination ond perspectives, provides specific insights into stories narrating about other people or culture Lütge’s criteria for selecting a text • length and difficulty: Depending on the age and proficiency of the students the language used in the given text needs to be assessed • interesting, engaging, motivating, and appealing to students: texts considered need to appeal to the students in order for them to be engaged in the learning process • authentic and representative: texts used should be representative of the target culture. It is important to use texts that were written for readers of the target language and not just language learners • adequate à topic and age group: The content of the text that is considered should be appropriate and relevant for the age group Narrative texts • most commonly used in foreign language learning • offer different possibilities for language learners: analyzing formal aspects, aesthetic aspects and for enjoyment • several aspects for consideration: what – story-level, how – discourse-level, and extra-textual à aspects can be used to develop critical text receptive competences Film: • more and more important in foreign language learning settings; can be used to increase multimedia competences(motivating and an important feature of popular culture) à adaption, motivation Pre-reading/watching activities • exercises or activities that are completed before reading a text or watching a film; provide a means of preparing students for the work with the text by activating prior knowledge • used to build up excitement à Example: Watch the trailer/ read the summary and guess the outcome While-reading/watching activities • exercises or activities that are completed while reading the text • can assist students in developing receptive competences • can also ensure a more deliberate and intense examination of the text and steer the focus on certain aspects of the text à Example: Completing an action line while reading/watching (students write short notes on major developments in the text/film) Post-reading/watching activities • exercised or activities after the students have read a given text • activities help students to reflect on what they have read or watched • provide a means to react to a text critically or creative à Example: Writing or acting out an alternative end to the film/novel Multimodal Literature • literature that includes both text and graphics • offer many opportunities in foreign language classrooms: à motivation, cultural insights, support student’s comprehension Function of Narratives • object of learning vs. medium of communication • constructing individual & collective identities • fundamental human need (e.g. explain, make sense, entertain, cope with difficulties) • moral & educational function Learning objectives • ell good, well-structured stories (spoken, written, audio-visual, etc.) • critical & reflective attitude towards (new) narrative genres • motivation & foster reading (younger learners) • analytical skills (older learners) à GIVE YOUR STUDENTS THE OPPORTUNITY TO BE CREATIVE; UNDERSTAND THE CONTEXT; PROCESS NEW KNOWLEDGE