https://wiki.angl-am.uni-oldenburg.de/api.php?action=feedcontributions&user=Lindsay&feedformat=atom Angl-Am - User contributions [en] 2024-03-28T18:20:12Z User contributions MediaWiki 1.22.15 https://wiki.angl-am.uni-oldenburg.de/index.php/2010_AM_The_Modern_ELT-Classroom,_Th_8-10 2010 AM The Modern ELT-Classroom, Th 8-10 2010-07-04T07:12:13Z <p>Lindsay: /* Week 13 - July 01, 2010 */</p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Thursdays, 8-10am<br /> * '''Venue:''' A10 1-121 (Hörsaal F)<br /> <br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - April 08, 2010 ==<br /> <br /> Research in EFL<br /> <br /> *Poster Session (examples)<br /> *Research paper<br /> *How to elicit data (examples)<br /> <br /> For next week:<br /> *Application: What do the curricula say? (Please have a close look at the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5 Hauptschule/Realschule and Gymnasium). Be prepared to comment on a) the learning outcomes, b) the level, and c) how textbooks implement the outcomes (find a sample from a unit of your choice).<br /> <br /> <br /> == Week 2 - April 15, 2010 ==<br /> <br /> Research in EFL<br /> <br /> Done: We<br /> <br /> *defined the terms &quot;standards&quot;, &quot;competence&quot;, &quot;can-do descriptors&quot;<br /> *analyzed and commented on the core curriculum for grades 5/6<br /> *defined the role of grammar/pronunciation/lexics in the core curriculum<br /> *described the theoretical underpinnings of CeR<br /> *commented on the lesson plan &quot;food-words&quot; for Gymnasium grade 6<br /> <br /> For next week:<br /> *Action Item: Rewrite the lesson plan &quot;food&quot; by contexualizing activities in all phases.<br /> <br /> <br /> == Week 3 - April 22, 2010 ==<br /> <br /> Concepts of communicative competence<br /> <br /> *We will discuss your version of &quot;food&quot;; comparision with lesson plan 2<br /> <br /> *Definitions of standards, curriculum, ...<br /> <br /> *Implementation of core curriculum in textbooks: a) communicative competences, b) methodological competences, and c) differences in implementation of GeF in German curricula<br /> <br /> Done:<br /> *Discussion of alternative version of &quot;food&quot; lesson. Focus: more learner orientiation (contextualization, continuity, playful activites (see last page of download FOOD in stud-ip)<br /> *Methodological competence: definition, categories (core curriculum Niedersachsen), and samples<br /> *AI: Lesson plan food 2: a) evaluation of methodology, delivery, activities, communicative level and b) evaluation of activities that can be classified as aiming at methodological competences<br /> <br /> For next week:<br /> *Please identify and describe elements/activities/objectives in LP 'food2' that support methodological competence.<br /> *Outline 1-3 additional activities that foster strategies and/or techniques for building up one's methodological competence.<br /> <br /> <br /> == Week 4 - April 29, 2010 ==<br /> <br /> Types of communicative lesson plans<br /> <br /> *Evaluation of food2-lesson plan (focus on development of communicative and of methodological competences)<br /> *Impulsreferat: Features of communicative competence<br /> *Comparison of various approaches to communicative lesson planning (Hecht/Waas/Ziegesar/Ziegesar, zoo plan, which can be found in stud-ip): How is the plan sequenced? What types of activities are there that foster interaction? Try to categorize the types of activites (e.g. controlled, less controlled, uncontrolled, or: listing, ordering.....). For one sequence in the lesson plan, please outline an alternative (see [http://www.4teachers.de/?action=show&amp;id=22&amp;sid= link]).<br /> <br /> Done:<br /> *Evaluation of food2-lesson plan (with a focus on the development of communicative and methodological competences)<br /> *Comparison of concepts of communicative competence (text based)<br /> <br /> For next week:<br /> *Please compare individual definitions with Brown, Doý, Piepho (visualization appreciated)<br /> *Describe levels/categories of competence (according to Brown, Doyé) that are initiated or fostered in LP food 1 and LP food 2<br /> <br /> <br /> == Week 5 - May 06, 2010 ==<br /> <br /> Learning outcomes<br /> <br /> Impulsreferat: [http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf learning outcomes], [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp CEFR], Niedersachsen's core curriculum<br /> <br /> Action Item: Design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for classes 5/6 or 7/8<br /> <br /> Action Item: Write a) objectives and b) learning outcome for a unit of your choice.<br /> <br /> Action Item: Outline three different tasks that cover the content of a unit of your choice<br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Done:<br /> *1. Task: a) (You can) compare individual definitions with Brown, Doý, Piepho (visualization appreciated) and b) (You can) describe levels/categories of competence that are initiated or fostered in LP food 1 and LP food 2.<br /> *2. Impulsreferat: You can define learning outcomes<br /> *3. Principles of Bildungsstandards: You can explain the structures and intentions of Bildungsstandards (Kultusministerkonferenz).<br /> <br /> References:<br /> *[http://db2.nibis.de/1db/cuvo/datei/bs_ms_kmk_erste_fremdsprache.pdf Bildungsstandards]<br /> *[http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp Common European Framework of Reference for Languages (CEFR)]<br /> *[http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf Learning outcomes]<br /> <br /> For next week:<br /> See action items for week 7 and please bring a textbook to class (Sek I or Primary level).<br /> <br /> <br /> == Week 6 - May 13, 2010 - Ascension - No Class ==<br /> <br /> <br /> == Week 7 - May 20, 2010 ==<br /> <br /> Learning arrangements<br /> <br /> Action Item 1: Please design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5/6 or 7/8.<br /> <br /> Action Item 2:: Please write a) the objectives and b) the learning outcomes for a textbook unit of your choice.<br /> <br /> Action Item 3: Please write a learning task that supports the development of a writing standard (see worksheet).<br /> <br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Please bring a textbook to class (Sek I or Primary level)<br /> <br /> Impulsreferat: Differenzierung/Individualisierung See [http://books.google.com/books?id=OiKfhxJ-np8C&amp;printsec=frontcover&amp;dq=differentiation&amp;hl=en&amp;ei=GoLiS_qLCM6ssAainbgh&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=1&amp;ved=0CC4Q6AEwAA#v=onepage&amp;q&amp;f=false link]<br /> <br /> Task: 1. What forms of individualization can you find in textbooks/in lesson plans? 2. T what extent do methods in the [http://www.studienseminar-koblenz.de/medien/methodenwerkzeuge/Steckbrief%20der%20Methoden-Werkzeuge.pdf chart] support differentiation and why?<br /> <br /> [http://www.guter-englischunterricht.de/ Quality management]<br /> <br /> Action Item: Collect criteria for good language teaching according to the website compare with link<br /> Develop a checklist<br /> <br /> SAI: Outline a questionaire for collecting data on how teachers assure quality in their teaching [http://statistik.wu-wien.ac.at/mathstat/stadlerALT/stadler2_OLD/how-to2rp.pdf see link]<br /> <br /> <br /> == Week 8 - May 27, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> Task 1<br /> *Please outline a working definition of differentiation that focuses on foreign language learning.<br /> *Collect a list of procedures that support differentiation in the ELT-classroom.<br /> *Go through 2-3 units of a modern textbook of your choice and list activites in which differentiation is achieved.<br /> <br /> Impulsreferat: Vocabulary teaching; Texts: Richards/Rendnya, [http://www3.cambridge.org/catalogue/catalogue.asp?isbn=0511500416 Section 11]<br /> <br /> Action Item: How is the teaching of vocabulary being realized in lesson plans (see 4 teachers.de or englische-fachdidaktik.com chapter 15). Choose at least 3 different plans for analysis.<br /> <br /> <br /> == Week 9 - June 03, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> Action Item: How is the teaching of vocabulary being realized in lesson plans (see download 5 on stud-ip)<br /> *a) Techniques of introducing the new words<br /> *b) exercises and tasks<br /> *c) transfer/application.....<br /> *Please also comment on the ways individualization is achieved<br /> <br /> <br /> Texts: Richards/Rendnya, [http://www3.cambridge.org/catalogue/catalogue.asp?isbn=0511500416 section 11]<br /> <br /> <br /> Activity in class: Developing a questionaire. How do teachers deal with vocabulary in class?<br /> See also Gehring, Englische Fachdidaktik, Berlin 2010, [http://www.esv.info/contributor/WOLFGANGGEHRING/katalog.html chapters 11, 15, 19]<br /> <br /> <br /> == Week 10 - June 10, 2010 ==<br /> <br /> Vocabulary strategies in textbooks<br /> <br /> Task: Please develop a questionnaire for researching strategies of vacabulary learning among ELT-student. Please also bring the textbooks to class.<br /> <br /> Class cancelled!<br /> <br /> <br /> == Week 11 - June 17, 2010 ==<br /> <br /> Teaching language based<br /> <br /> <br /> == Week 12 - June 24, 2010 ==<br /> <br /> Teaching task based<br /> <br /> <br /> == Week 13 - July 01, 2010 ==<br /> <br /> Teaching content based<br /> <br /> class cancelled!<br /> <br /> == Week 14 - July 08, 2010 ==<br /> <br /> Individual counselling (poster session, action items)</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-06-17T20:06:10Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == Aufgabe = task ==<br /> <br /> == Aufsatz = composition, essay ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == DESI Studie (Deutsch-Englisch-Schülerleistungen-International) = DESI study (Assessment of Student Achievements in German and English as a Foreign Language) == <br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erwartungshorizont = model answers; level of expectation ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == fächerübergreifend = interdisciplinary ==<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == Fragenkatalog = list of standards ==<br /> <br /> == Frontalunterricht = teacher-centered instruction, frontal instruction ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Lehrbuch = textbook, schoolbook ==<br /> <br /> == Lehrwerk = teaching material ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations, learning outcomes ==<br /> <br /> Learning outcomes are statements that describe what a learner will be able to do as a result of learning and teaching. “Learning outcomes are, in a way, a tool to describe and define a learning and assessment process and its product […] From the students’ perspective, the outcome approach communicates what they are expected to be able to do and the criteria that will be used to access them. This means that the description of the learning process has shifted from input to output.” (Gallavara et al 2008:12)<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernaufgabe = learning task ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernpsychologie = the psychology of learning ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == ReferendarIn = student teacher ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == roter Faden = thread, central theme ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schnipsel = snippet ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Sprachkompetenz = language competence, fluency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == Übung = exercise ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Notes_and_observations_from_your_language_tutor_(Aufbaumodule) Notes and observations from your language tutor (Aufbaumodule) 2010-06-17T20:04:54Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> <br /> == October 2008 ==<br /> <br /> *Mistake: “You need not necessarily grammar.”<br /> *Context: talking about the CLT approach<br /> *Problem: syntax<br /> *Solution: “You don’t necessarily need grammar.”<br /> <br /> <br /> *Betriebswirtschaftslehre = business administration<br /> <br /> <br /> *cue (our context: cue cards): “a signal for someone to do something” (see [http://www.dictionary.cambridge.org/ Cambridge Online Dictionary]) = Hinweis, z.B. Regiesignal<br /> <br /> <br /> *Realia = realia [http://www.aolsvc.merriam-webster.aol.com/dictionary/realia see also pronunciation]<br /> <br /> <br /> *communicative – [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Unterpunkt = subitem<br /> <br /> <br /> *Leistungsbereitschaft = willingness to perform; motivation<br /> <br /> <br /> *Hypothesen prüfen = to test hypotheses<br /> <br /> <br /> *Hypothesenbildung = formulating hypotheses<br /> <br /> <br /> *Reifungsprozesse = maturation processes<br /> <br /> <br /> *Erarbeitung = development, formulation<br /> <br /> <br /> == November 2008 ==<br /> <br /> *Lernziele sollen heute in Stundenmodellen als „Kompetenzen“ formuliert werden.<br /> <br /> <br /> *Eselsbrücke = mnemonic aid<br /> <br /> <br /> *Bildung = education, formal education<br /> <br /> <br /> *Erziehung = upbringing, education, training (I think it is difficult to differentiate between &quot;Bildung&quot; and &quot;Erziehung&quot; in English. I seem to remember from Pädagogik that the term &quot;Bildung&quot; is unique to the German language. The above translations are those from Langenscheidt.)<br /> <br /> <br /> *Abstimmung = vote<br /> <br /> <br /> *Bauchgefühl = gut feeling, gut instinct<br /> <br /> <br /> *Mistake: “What does monitoring mean in context of language acquisition?”<br /> *Context: talking about pronunciation<br /> *Problem: definite article missing<br /> *Solution: “What does monitoring mean in the context of language acquisition?”<br /> <br /> <br /> *Mistake: “They don’t know how to spell a 'th'.”<br /> *Context: talking about pronunciation<br /> *Problem: word choice<br /> *Solution: “They don’t know how to pronounce a 'th'.”<br /> <br /> <br /> *Mistake: “They have to look on the pronunciation.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “They have to look at the pronunciation.” Or “They have to concentrate on the pronunciation.”<br /> <br /> <br /> *workbooks/exercise books vs. textbooks<br /> <br /> <br /> *Lautschrift = phonetic transcription<br /> <br /> <br /> *Mistake: “I am able to differ the sounds.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “I am able to differentiate between the sounds.”<br /> <br /> <br /> *Einsprachig = monolingual<br /> <br /> <br /> *personage - [http://www.merriam-webster.com/dictionary/personage pronunciation]<br /> <br /> <br /> *jemandem eine Frage stellen = to ask somebody a question/to put a question to somebody (as far as I found both options are correct, although I would never use the second option)<br /> <br /> <br /> *Begrenzung = limitation/restriction<br /> <br /> <br /> *Eingrenzung = perimeter, containment (aber je nach Kontext kann die Bedeutung vielleicht anders sein – leider kann ich mich nicht daran erinnern, in welchem Kontext dieses Wort benutzt wurde)<br /> <br /> <br /> *moderieren = (TV) present, (Am.) moderate ([http://www.merriam-webster.com/dictionary/moderate%5B2%5D see Merriam Webster online])<br /> <br /> <br /> *to facilitate = erleichtern<br /> <br /> <br /> *moderator ([http://www.merriam-webster.com/dictionary/moderator see Merriam Webster online])<br /> <br /> <br /> *facilitator = ([http://www.merriam-webster.com/dictionary/facilitator see Merriam Webster online]) (I think this term best suits our purpose in class, because a facilitator is someone that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision &lt;the workshop's facilitator kept discussion flowing smoothly&gt;)<br /> <br /> <br /> *Handlungsorientierung = task-based learning<br /> <br /> <br /> *handlungsorientiert = task-based<br /> <br /> <br /> *selbstverständlich = (adj.) self-evident, obvious, natural; etwas als selbstverständlich betrachten = take something for granted; (adv.) of course, naturally<br /> <br /> <br /> *Mistake: “Important is also …”<br /> *Context: we were discussing features of CLT<br /> *Problem: syntax<br /> *Solution: “It is also important that …”<br /> <br /> <br /> *War das eine Meldung? = Did you raise your hand?<br /> <br /> <br /> *Mistake: “The topic is getting boring after awhile.”<br /> *Context: talking about authentic language use; topics taught in the classroom<br /> *Problem: tense<br /> *Solution: “The topic gets boring after awhile.”<br /> <br /> <br /> *Mistake: “That’s not really a new knowledge for them.”<br /> *Context: talking about authentic language use<br /> *Problem: indefinite article<br /> *Solution: “That’s not really new knowledge for them.”<br /> <br /> <br /> *Didaktisierung = didactization<br /> <br /> <br /> *Leistungserwartungen = performance expectations<br /> <br /> <br /> *außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)<br /> <br /> <br /> *Mistake: &quot;... to do something all the day.&quot;<br /> *Context: talking about consciousness-raising<br /> *Problem: article<br /> *Solution: &quot;... to do something all day.&quot;<br /> <br /> <br /> *anwenden = to apply<br /> <br /> <br /> *Nachhilfe = private lessons<br /> <br /> <br /> == December 2008 ==<br /> <br /> *Suchworträtsel = word search<br /> <br /> <br /> *Kreuzworträtsel = crossword puzzle<br /> <br /> <br /> *Mistake: “Is that an vocabulary exercise?”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: indefinite article<br /> *Solution: “Is that a vocabulary exercise?”<br /> <br /> <br /> *Mistake: “The students should learn to think as well as write English.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The students should learn to think as well as write in English.”<br /> <br /> <br /> *Mistake: “I tend to get convinced by this opinion.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “I tend to be convinced by this opinion.”<br /> <br /> <br /> *Mistake: “The exercise gives you a way how to connect the words.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The exercise gives you a way to connect the words.” Or “The exercise shows you how to connect the words.”<br /> <br /> <br /> *mediation (skills) – [http://www.merriam-webster.com/dictionary/mediation see Merriam Webster for pronunciation]<br /> <br /> <br /> *sensibilisieren = to sensitize<br /> <br /> <br /> *Mistake: vocabularies<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: vocabulary does not take the plural form in English<br /> *Solution: vocabulary (pl.)<br /> <br /> <br /> == January 2009 ==<br /> <br /> *einschätzen = estimate, evaluate<br /> <br /> <br /> *umgehen mit = to handle, deal with<br /> <br /> <br /> *Leitmedien = leading media, most used media, most important media (these are my suggestions for the following context)<br /> <br /> <br /> *Context: Why are textbooks the Leitmedien in the classroom?<br /> <br /> <br /> *Erziehungsziel = (major or central) educational goal (also my suggestion)<br /> <br /> <br /> *Mistake: “I’ve already teached it…”<br /> *Context: talking about content in textbooks<br /> *Problem: form of past participle<br /> *Solution: “I’ve already taught it…”<br /> <br /> <br /> *Ebene = level<br /> <br /> <br /> *Mistake: “Isn’t it up to the teacher to decide what kind of relationship do they want to have with their students?”<br /> *Context: talking about communicative competence<br /> *Problem: “do” not needed in this case<br /> *Solution: “Isn’t it up to the teacher to decide what kind of relationship they want to have with their students?”<br /> <br /> <br /> *Respektsperson = someone to be treated respectfully or with respect; someone that is respected<br /> <br /> <br /> *facet = [http://www.merriam-webster.com/dictionary/facet pron.]<br /> <br /> <br /> *Beobachtung = observation<br /> <br /> <br /> *register = [http://www.merriam-webster.com/dictionary/register pron.]<br /> <br /> <br /> == April 2009 ==<br /> <br /> *Bilingualer Unterricht = bilingual teaching (this is the correct translation for the term from the core curriculum for Niedersachsen)<br /> <br /> <br /> *Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR)<br /> <br /> <br /> *Bilder verstehen = visual literacy<br /> <br /> <br /> *zusammenhängendes Sprechen = topic-based talk<br /> <br /> <br /> *Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs <br /> <br /> <br /> *Mistake: “…she wants very much from her students to do.”<br /> *Context: talking about the expectations in lesson planning<br /> *Problem: incorrect expression<br /> *Solution: “…she wants/expects her students to do a lot.”<br /> <br /> <br /> *Mistake: “It’s more important that you can speak fluent.”<br /> *Context: talking about communicative competence<br /> *Problem: expression; adverb at end<br /> *Solution: “It’s more important to be able to speak fluently.”<br /> <br /> <br /> *Mistake: “If you keep a discussion up…”<br /> *Context: talking about communicative competence<br /> *Problem: expression<br /> *Solution: “If you keep a discussion going…”<br /> <br /> <br /> *communicative = see: [http://www.merriam-webster.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Floskel = set phrase<br /> <br /> <br /> *wahrnehmen = to perceive, to notice, to observe (+ many other meanings, depending on context)<br /> <br /> <br /> *Voraussetzung = prerequisite, requirement, qualification, precondition<br /> <br /> <br /> *Unterrichtseinheit = teaching unit<br /> <br /> <br /> *Mistake: “I would appreciate if we could do an own lesson plan.”<br /> *Context: discussing lesson planning<br /> *Problem: “an” used instead of “our”<br /> *Solution: “I would appreciate if we could do (or plan) our own lesson plan.”<br /> <br /> <br /> *Mistake: “You don’t have to deal with English all of the day.”<br /> *Context: talking about authentic English in the classroom<br /> *Problem: expression<br /> *Solution: “You don’t have to deal with English all day (long).”<br /> <br /> == May 2009 ==<br /> <br /> *Schulpraktikum = student teaching, teacher training, teaching internship<br /> <br /> <br /> *Mistake: “If you really want to learn the structure of the grammar…”<br /> *Context: talking about grammar myths<br /> *Problem: expression<br /> *Solution: “If you really want to learn the grammar structure…”<br /> <br /> <br /> *Mistake: “You have those sample sentence that…”<br /> *Context: talking about effective grammar teaching<br /> *Problem: plural needed<br /> *Solution: “You have those sample sentences that…”<br /> <br /> <br /> *Mistake: “She made a nice presentation.”<br /> *Context: talking about the topic from the previous week<br /> *Problem: incorrect verb usage<br /> *Solution: “She gave a nice presentation.”<br /> <br /> <br /> *Mistake: “…just be task-orientated.”<br /> *Context: talking about modern grammar theories<br /> *Problem: incorrect word usage<br /> *Solution: “…just be task-oriented.”<br /> <br /> <br /> *Mistake: “Then there would be a homework.”<br /> *Context: talking about task-based lesson plans<br /> *Problem: incorrect article usage<br /> *Solution: “Then there would be homework.”<br /> <br /> <br /> *irregular verbs = pron. (“verbs” not “werbs”)<br /> <br /> <br /> *mistakes = [http://www.merriam-webster.com/dictionary/mistakes intonation]<br /> <br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Mistake: “The best way how to learn those idioms…”<br /> *Context: talking about collocations and idioms<br /> *Problem: “how” is not used here as it is in German; “Der beste Weg, wie man….”<br /> *Solution: “The best way to learn those idioms…”<br /> <br /> <br /> == June 2009 ==<br /> <br /> *Vokabeln (pl.) = vocabulary (no pl. ending!)<br /> <br /> <br /> *Punkt (im Zusammenhang mit verschiedenfarbigen Punkten, die Schwierigkeiten beim Vokabellernen markieren sollen) = richtig hier: dot (not spot)<br /> <br /> <br /> *autonomous (learning) = [http://www.merriam-webster.com/dictionary/autonomous see pronunciation]<br /> <br /> <br /> *Sozialform = social form<br /> <br /> <br /> *Grobziele = aims, general objectives<br /> <br /> <br /> *Feinziele = specific objectives<br /> <br /> <br /> *didaktische Reserve = alternative plan<br /> <br /> <br /> *Lebenssituation (der Schüler) = life situation, life event (of the students/pupils)<br /> <br /> <br /> *Mistake: “I had a look on the shorter version…”<br /> *Context: comparing lesson plans<br /> *Problem: preposition<br /> *Solution: ”I had a look at the shorter version…”<br /> <br /> <br /> *interkultureller Handlungskompetenz = intercultural competence (for action)<br /> <br /> <br /> *Sachanalyse = analysis of subject matter<br /> <br /> <br /> *techniques = [http://www.merriam-webster.com/dictionary/techniques see pronunciation]<br /> <br /> <br /> *Mistake: “to write a test”<br /> *Context: discussing possible poster topics<br /> *Problem: incorrect verb usage<br /> *Solution: “to take a test”<br /> <br /> <br /> *hypothesis = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *(intercultural) competences = [http://www.merriam-webster.com/dictionary/competence see pronunciation]<br /> <br /> <br /> *interesting = [http://www.merriam-webster.com/dictionary/interesting see pronunciation]<br /> <br /> <br /> *curricula = [http://www.merriam-webster.com/dictionary/curricula see pronunciation]<br /> <br /> <br /> *decade = [http://www.merriam-webster.com/dictionary/decade see pronunciation]<br /> <br /> <br /> *Noten = grades (Amer. Eng.), marks (Br. Eng.)<br /> <br /> <br /> == October 2009 ==<br /> <br /> *Mistake: “When will be the poster session?” <br /> *Context: discussing upcoming semester projects: posters<br /> *Problem: syntax <br /> *Solution: “When will the poster session be?”<br /> <br /> <br /> *Schauwand = display wall <br /> <br /> <br /> *Mistake: “Keeping it simple is a good advice.”<br /> *Context: discussing posters<br /> *Problem: article usage<br /> *Solution: “Keeping it simple is good advice.”<br /> <br /> <br /> *Bildungssystem = educational system<br /> <br /> <br /> *communicative = [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Mistake: “uncorrect language” <br /> *Context: talking about communicative competence <br /> *Problem: word usage<br /> *Solution: “incorrect langage”<br /> <br /> <br /> *Mistake: “But I think in the context with a foreign language…”<br /> *Context: talking about communicative competence<br /> *Problem: preposition<br /> *Solution: “But I think in the context of a foreign language…”<br /> <br /> <br /> *Mistake: “Students feel pressurized…”<br /> *Context: talking about communicative competence<br /> *Problem: word usage<br /> *Solution: “Students feel pressured…”<br /> <br /> <br /> *Gruppenpuzzle = jigsaw method, see as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> <br /> == November 2009 ==<br /> <br /> *discourse (competence) – [http://www.merriam-webster.com/dictionary/discourse pronunciation] (im Vergleich zum deutschen Begriff “Diskurs”) <br /> <br /> <br /> *Mistake: “…and I thought there were all the points mentioned that were important”<br /> *Context: giving feedback to facilitator group <br /> *Problem: phrasing<br /> *Solution: “…and I thought that all the points mentioned were important” OR “…and I thought they mentioned all the important points” <br /> <br /> <br /> *Unterrichtsgestaltung = classroom design/structure<br /> <br /> <br /> *Kommunikatives Handeln = communicative action<br /> <br /> <br /> *Prinzip der funktionalen Einsprachigkeit = functional code-switching<br /> <br /> <br /> *Prinzip der Authentizität = authenticity<br /> <br /> <br /> *Prinzip der funktionalen Fehlertoleranz = tolerance toward errors<br /> <br /> <br /> *Sprachbewusstheit = language awareness<br /> <br /> <br /> *Sprachbewusstsein = consciousness raising<br /> <br /> <br /> -„Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> <br /> == December 2009 ==<br /> <br /> *Mistake: “It’s easier because you don’t have a foreign speaking environment.” <br /> *Context: talking about whether grammar teaching is necessary in the foreign lang. classroom<br /> *Problem: word choice<br /> *Solution: “It’s easier because you don’t have a foreign language environment.”<br /> <br /> <br /> *Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level<br /> <br /> <br /> *Lernersprache/Interlanguage = interlanguage<br /> <br /> <br /> *Hochfrequente Wörter = high-frequency words<br /> <br /> <br /> *Eselsbrücken = mnemonic aids<br /> <br /> <br /> *Karteikarten = flash cards (in vocabulary learning)<br /> <br /> <br /> *Aufgabenstellung = task, assignment of tasks, setting of a task<br /> <br /> <br /> *Mistake: “In the beginning of the learning process…”<br /> *Context: talking about the seven golden rules of vocabulary learning<br /> *Problem: preposition<br /> *Solution: “At the beginning of the learning process…”<br /> <br /> <br /> *bestimmen = to define, determine, etc.<br /> <br /> <br /> *Vokabeln = vocabulary (words) -&gt; never pl. &quot;vocabularies&quot;<br /> <br /> <br /> *determine = [http://www.merriam-webster.com/dictionary/determine see pronunciation]<br /> <br /> <br /> *particular = [http://www.merriam-webster.com/dictionary/particular see pronunciation]<br /> <br /> <br /> *Mistake: “We would like to…”<br /> *Context: presenting how you would structure lesson plans<br /> *Problem: in this context, “like to” makes the situation sound less hypothetical<br /> *Solution: “We would…”<br /> <br /> <br /> *Mistake: “What is the weather?”<br /> *Context: talking about ideas for lesson plans<br /> *Problem: sentence not complete<br /> *Solution: “What is the weather like?”<br /> <br /> <br /> *pupils = [http://www.merriam-webster.com/dictionary/pupil see pronunciation]<br /> <br /> <br /> *Mistake: “We developed all the opinion that…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word order<br /> *Solution: “We all developed the opinion that…”<br /> <br /> <br /> *Mistake: “…some words yes, some words not…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word choice<br /> *Solution: “…some words yes, some words no…”<br /> <br /> <br /> *Mistake: “I have no idea of the terms.”<br /> *Context: discussion at end of facilitation<br /> *Problem: expression<br /> *Solution: “I have no idea what the terms mean.”<br /> <br /> <br /> == January 2010 ==<br /> <br /> *Stationenlernen = learning stations<br /> <br /> <br /> *Verkäufer (ex. someone in a shoe store who offers help) = salesman, salesperson<br /> <br /> <br /> *Don’t forget when to use [http://www.jalc.edu/departmentpages/english/pdfs/write_place_tutorials/17_advanced_study_guide_for_the_complete_use_of_A_and_An.pdf “a” and “an”] <br /> <br /> <br /> *Mistake: “Students should bring prospects of different shops.”<br /> *Context: we were discussing partner work on vocabulary<br /> *Problem: word usage<br /> *Solution: “Students should bring advertisements from different shops.”<br /> <br /> <br /> *unconscious = bewusstlos, unbewusst<br /> <br /> <br /> *subconscious = unterbewusst<br /> <br /> <br /> *Mistake: “We had also a trip to Bath.”<br /> *Context: describing workbook activities<br /> *Problem: word order<br /> *Solution: “We also had a trip to Bath.”<br /> <br /> <br /> *Pantomime = pantomime<br /> <br /> <br /> *Mistake: “It was good because we could discuss about it.”<br /> *Context: giving the facilitators feedback<br /> *Problem: expression<br /> *Solution: “It was good because we could discuss it.” Or “It was good because we could talk about it.”<br /> <br /> <br /> == April 2010 ==<br /> <br /> *Bildungsstandards = educational standards<br /> <br /> <br /> *hypotheses (pl.) = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *ReferendarIn = student teacher<br /> <br /> <br /> *Mistake: “Modern about this curriculum is…”<br /> *Context: talking about the food lesson plan<br /> *Problem: word order, phrasing<br /> *Solution: “What’s modern about this curriculum is its…” or “… is what makes this curriculum modern.”<br /> <br /> <br /> *Mistake: “It makes fun.”<br /> *Context: talking about the food lesson plan<br /> *Problem: verb usage<br /> *Solution: “It is fun.”<br /> <br /> <br /> *Mistake: “I am going to make a barbecue.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: verb usage<br /> *Solution: “I am going to have a barbecue.”<br /> <br /> <br /> *Mistake: “Do you see this tomatoes.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: usage of determiners<br /> *Solution: “Do you see these tomatoes.”<br /> <br /> <br /> *roter Faden = thread, leitmotif<br /> <br /> <br /> *Erwartungshorizont = model answers; level of expectation<br /> <br /> <br /> *Aufsatz = composition, essay<br /> <br /> <br /> *archetype = Archetyp, Muster, Modell<br /> <br /> <br /> *Mistake: “This is a way how to make the test more reliable.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: phrasing/word choice/ relative clause<br /> *Solution: “This is a way to make the test more reliable.” or “This is a way (that) one can make the test more reliable.”<br /> <br /> <br /> *candidate = [http://www.merriam-webster.com/dictionary/candidate see pronunciation (more than one possibility)] <br /> <br /> <br /> *Mistake: “You have to decipher what there was written.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: word order<br /> *Solution: “You have to decipher what was written there.”<br /> <br /> <br /> == May 2010 ==<br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Hörverstehen = listening comprehension<br /> <br /> <br /> *Leistungserwartungen = learning outcomes<br /> <br /> <br /> *Mistake: “…in the second last topic…”<br /> *Context: presenting group work<br /> *Problem: missing preposition<br /> *Solution: “…in the second to last topic…”<br /> <br /> <br /> *Mistake: “…where the student has to create an own task.”<br /> *Context: presenting group work<br /> *Problem: “an” used instead of “his/her”<br /> *Solution: “…where the student has to create his/her own task.”<br /> <br /> <br /> *Mistake: “We took a long time to understand that.”<br /> *Context: presenting group work<br /> *Problem: phrasing/word order/meaning<br /> *Solution: “It took us a long time to understand that.”<br /> <br /> <br /> == June 2010 ==<br /> <br /> *Mistake: “In the end they…”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: preposition usage<br /> *Solution: “At the end they…”<br /> <br /> <br /> *transfer (noun) – [http://dictionary.cambridge.org/dictionary/british/transfer_2 see pron.]<br /> <br /> <br /> *Mistake: “This doesn’t make really sense.”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: syntax<br /> *Solution: “This doesn’t really make sense.”<br /> <br /> <br /> *roter Faden – thread; central theme<br /> <br /> <br /> *clothes – [http://dictionary.cambridge.org/dictionary/british/clothes see pron.]<br /> <br /> <br /> *blutleer – [http://www.merriam-webster.com/dictionary/bloodless bloodless]<br /> <br /> <br /> *Mistake: “… to make fun.”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: expression<br /> *Solution: “…to be fun.”<br /> <br /> <br /> *Mistake: “Isn’t all these things criticized?”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: subject-verb<br /> *Solution: “Aren’t all these things criticized?”<br /> <br /> <br /> *Mistake: “How does it look like?”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: expression<br /> *Solution: “How does it look?” or “What does it look like?”<br /> <br /> <br /> *Frontalunterricht – teacher-centered instruction, frontal instruction<br /> <br /> <br /> *ambiguous – [http://dictionary.cambridge.org/dictionary/british/ambiguous see pron.]<br /> <br /> <br /> *dichotomous – [http://dictionary.cambridge.org/dictionary/british/dichotomy see pron. for dichotomy]<br /> <br /> <br /> *Mistake: “negative we thought that…”<br /> *Context: group work discussion<br /> *Problem: syntax<br /> *Solution: “We thought that … was negative.”<br /> <br /> <br /> *theoretically – [http://dictionary.cambridge.org/dictionary/british/theoretically see pron.]<br /> <br /> <br /> *Karteikarten = flashcards<br /> <br /> <br /> *Mistake: “It helps me remembering the word.”<br /> *Context: talking about strategies for learning vocabulary<br /> *Problem: no gerund<br /> *Solution: “It helps me to remember the word.”<br /> <br /> <br /> *Mistake: “They are using concrete words. I am practicing…”<br /> *Context: talking about strategies for learning vocabulary<br /> *Problem: when describing habits use the simple present instead of pres. progressive<br /> *Solution: “They use concrete words. I practice…”<br /> <br /> <br /> *Triangulation = mixed method approach<br /> <br /> <br /> *doppelseitiges Klebeband = double-sided (adhesive) tape<br /> <br /> <br /> *Puppenhaus = dollhouse<br /> <br /> <br /> *fächerübergreifend = interdisciplinary<br /> <br /> <br /> *Mistake: “You put the furniture out of the car.”<br /> *Context: talking about a lesson plan; describing a blackboard drawing<br /> *Problem: verb usage<br /> *Solution: “You take the furniture out of the car.”<br /> <br /> <br /> *Tafelbild = blackboard drawing/chart<br /> <br /> <br /> *Grundriss = layout; (floor) plan<br /> <br /> <br /> *Schnipsel = snippet</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2010_AM_The_Modern_ELT-Classroom,_Th_8-10 2010 AM The Modern ELT-Classroom, Th 8-10 2010-06-09T16:13:53Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Thursdays, 8-10am<br /> * '''Venue:''' A10 1-121 (Hörsaal F)<br /> <br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - April 08, 2010 ==<br /> <br /> Research in EFL<br /> <br /> *Poster Session (examples)<br /> *Research paper<br /> *How to elicit data (examples)<br /> <br /> For next week:<br /> *Application: What do the curricula say? (Please have a close look at the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5 Hauptschule/Realschule and Gymnasium). Be prepared to comment on a) the learning outcomes, b) the level, and c) how textbooks implement the outcomes (find a sample from a unit of your choice).<br /> <br /> <br /> == Week 2 - April 15, 2010 ==<br /> <br /> Research in EFL<br /> <br /> Done: We<br /> <br /> *defined the terms &quot;standards&quot;, &quot;competence&quot;, &quot;can-do descriptors&quot;<br /> *analyzed and commented on the core curriculum for grades 5/6<br /> *defined the role of grammar/pronunciation/lexics in the core curriculum<br /> *described the theoretical underpinnings of CeR<br /> *commented on the lesson plan &quot;food-words&quot; for Gymnasium grade 6<br /> <br /> For next week:<br /> *Action Item: Rewrite the lesson plan &quot;food&quot; by contexualizing activities in all phases.<br /> <br /> <br /> == Week 3 - April 22, 2010 ==<br /> <br /> Concepts of communicative competence<br /> <br /> *We will discuss your version of &quot;food&quot;; comparision with lesson plan 2<br /> <br /> *Definitions of standards, curriculum, ...<br /> <br /> *Implementation of core curriculum in textbooks: a) communicative competences, b) methodological competences, and c) differences in implementation of GeF in German curricula<br /> <br /> Done:<br /> *Discussion of alternative version of &quot;food&quot; lesson. Focus: more learner orientiation (contextualization, continuity, playful activites (see last page of download FOOD in stud-ip)<br /> *Methodological competence: definition, categories (core curriculum Niedersachsen), and samples<br /> *AI: Lesson plan food 2: a) evaluation of methodology, delivery, activities, communicative level and b) evaluation of activities that can be classified as aiming at methodological competences<br /> <br /> For next week:<br /> *Please identify and describe elements/activities/objectives in LP 'food2' that support methodological competence.<br /> *Outline 1-3 additional activities that foster strategies and/or techniques for building up one's methodological competence.<br /> <br /> <br /> == Week 4 - April 29, 2010 ==<br /> <br /> Types of communicative lesson plans<br /> <br /> *Evaluation of food2-lesson plan (focus on development of communicative and of methodological competences)<br /> *Impulsreferat: Features of communicative competence<br /> *Comparison of various approaches to communicative lesson planning (Hecht/Waas/Ziegesar/Ziegesar, zoo plan, which can be found in stud-ip): How is the plan sequenced? What types of activities are there that foster interaction? Try to categorize the types of activites (e.g. controlled, less controlled, uncontrolled, or: listing, ordering.....). For one sequence in the lesson plan, please outline an alternative (see [http://www.4teachers.de/?action=show&amp;id=22&amp;sid= link]).<br /> <br /> Done:<br /> *Evaluation of food2-lesson plan (with a focus on the development of communicative and methodological competences)<br /> *Comparison of concepts of communicative competence (text based)<br /> <br /> For next week:<br /> *Please compare individual definitions with Brown, Doý, Piepho (visualization appreciated)<br /> *Describe levels/categories of competence (according to Brown, Doyé) that are initiated or fostered in LP food 1 and LP food 2<br /> <br /> <br /> == Week 5 - May 06, 2010 ==<br /> <br /> Learning outcomes<br /> <br /> Impulsreferat: [http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf learning outcomes], [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp CEFR], Niedersachsen's core curriculum<br /> <br /> Action Item: Design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for classes 5/6 or 7/8<br /> <br /> Action Item: Write a) objectives and b) learning outcome for a unit of your choice.<br /> <br /> Action Item: Outline three different tasks that cover the content of a unit of your choice<br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Done:<br /> *1. Task: a) (You can) compare individual definitions with Brown, Doý, Piepho (visualization appreciated) and b) (You can) describe levels/categories of competence that are initiated or fostered in LP food 1 and LP food 2.<br /> *2. Impulsreferat: You can define learning outcomes<br /> *3. Principles of Bildungsstandards: You can explain the structures and intentions of Bildungsstandards (Kultusministerkonferenz).<br /> <br /> References:<br /> *[http://db2.nibis.de/1db/cuvo/datei/bs_ms_kmk_erste_fremdsprache.pdf Bildungsstandards]<br /> *[http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp Common European Framework of Reference for Languages (CEFR)]<br /> *[http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf Learning outcomes]<br /> <br /> For next week:<br /> See action items for week 7 and please bring a textbook to class (Sek I or Primary level).<br /> <br /> <br /> == Week 6 - May 13, 2010 - Ascension - No Class ==<br /> <br /> <br /> == Week 7 - May 20, 2010 ==<br /> <br /> Learning arrangements<br /> <br /> Action Item 1: Please design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5/6 or 7/8.<br /> <br /> Action Item 2:: Please write a) the objectives and b) the learning outcomes for a textbook unit of your choice.<br /> <br /> Action Item 3: Please write a learning task that supports the development of a writing standard (see worksheet).<br /> <br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Please bring a textbook to class (Sek I or Primary level)<br /> <br /> Impulsreferat: Differenzierung/Individualisierung See [http://books.google.com/books?id=OiKfhxJ-np8C&amp;printsec=frontcover&amp;dq=differentiation&amp;hl=en&amp;ei=GoLiS_qLCM6ssAainbgh&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=1&amp;ved=0CC4Q6AEwAA#v=onepage&amp;q&amp;f=false link]<br /> <br /> Task: 1. What forms of individualization can you find in textbooks/in lesson plans? 2. T what extent do methods in the [http://www.studienseminar-koblenz.de/medien/methodenwerkzeuge/Steckbrief%20der%20Methoden-Werkzeuge.pdf chart] support differentiation and why?<br /> <br /> [http://www.guter-englischunterricht.de/ Quality management]<br /> <br /> Action Item: Collect criteria for good language teaching according to the website compare with link<br /> Develop a checklist<br /> <br /> SAI: Outline a questionaire for collecting data on how teachers assure quality in their teaching [http://statistik.wu-wien.ac.at/mathstat/stadlerALT/stadler2_OLD/how-to2rp.pdf see link]<br /> <br /> <br /> == Week 8 - May 27, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> Task 1<br /> *Please outline a working definition of differentiation that focuses on foreign language learning.<br /> *Collect a list of procedures that support differentiation in the ELT-classroom.<br /> *Go through 2-3 units of a modern textbook of your choice and list activites in which differentiation is achieved.<br /> <br /> Impulsreferat: Vocabulary teaching; Texts: Richards/Rendnya, [http://www3.cambridge.org/catalogue/catalogue.asp?isbn=0511500416 Section 11]<br /> <br /> Action Item: How is the teaching of vocabulary being realized in lesson plans (see 4 teachers.de or englische-fachdidaktik.com chapter 15). Choose at least 3 different plans for analysis.<br /> <br /> <br /> == Week 9 - June 03, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> Action Item: How is the teaching of vocabulary being realized in lesson plans (see download 5 on stud-ip)<br /> *a) Techniques of introducing the new words<br /> *b) exercises and tasks<br /> *c) transfer/application.....<br /> *Please also comment on the ways individualization is achieved<br /> <br /> <br /> Texts: Richards/Rendnya, [http://www3.cambridge.org/catalogue/catalogue.asp?isbn=0511500416 section 11]<br /> <br /> <br /> Activity in class: Developing a questionaire. How do teachers deal with vocabulary in class?<br /> See also Gehring, Englische Fachdidaktik, Berlin 2010, [http://www.esv.info/contributor/WOLFGANGGEHRING/katalog.html chapters 11, 15, 19]<br /> <br /> <br /> == Week 10 - June 10, 2010 ==<br /> <br /> Vocabulary strategies in textbooks<br /> <br /> Task: Please develop a questionnaire for researching strategies of vacabulary learning among ELT-student. Please also bring the textbooks to class.<br /> <br /> Class cancelled!<br /> <br /> <br /> == Week 11 - June 17, 2010 ==<br /> <br /> Teaching language based<br /> <br /> <br /> == Week 12 - June 24, 2010 ==<br /> <br /> Teaching task based<br /> <br /> <br /> == Week 13 - July 01, 2010 ==<br /> <br /> Teaching content based<br /> <br /> <br /> == Week 14 - July 08, 2010 ==<br /> <br /> Individual counselling (poster session, action items)</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Notes_and_observations_from_your_language_tutor_(Aufbaumodule) Notes and observations from your language tutor (Aufbaumodule) 2010-06-08T15:01:53Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> <br /> == October 2008 ==<br /> <br /> *Mistake: “You need not necessarily grammar.”<br /> *Context: talking about the CLT approach<br /> *Problem: syntax<br /> *Solution: “You don’t necessarily need grammar.”<br /> <br /> <br /> *Betriebswirtschaftslehre = business administration<br /> <br /> <br /> *cue (our context: cue cards): “a signal for someone to do something” (see [http://www.dictionary.cambridge.org/ Cambridge Online Dictionary]) = Hinweis, z.B. Regiesignal<br /> <br /> <br /> *Realia = realia [http://www.aolsvc.merriam-webster.aol.com/dictionary/realia see also pronunciation]<br /> <br /> <br /> *communicative – [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Unterpunkt = subitem<br /> <br /> <br /> *Leistungsbereitschaft = willingness to perform; motivation<br /> <br /> <br /> *Hypothesen prüfen = to test hypotheses<br /> <br /> <br /> *Hypothesenbildung = formulating hypotheses<br /> <br /> <br /> *Reifungsprozesse = maturation processes<br /> <br /> <br /> *Erarbeitung = development, formulation<br /> <br /> <br /> == November 2008 ==<br /> <br /> *Lernziele sollen heute in Stundenmodellen als „Kompetenzen“ formuliert werden.<br /> <br /> <br /> *Eselsbrücke = mnemonic aid<br /> <br /> <br /> *Bildung = education, formal education<br /> <br /> <br /> *Erziehung = upbringing, education, training (I think it is difficult to differentiate between &quot;Bildung&quot; and &quot;Erziehung&quot; in English. I seem to remember from Pädagogik that the term &quot;Bildung&quot; is unique to the German language. The above translations are those from Langenscheidt.)<br /> <br /> <br /> *Abstimmung = vote<br /> <br /> <br /> *Bauchgefühl = gut feeling, gut instinct<br /> <br /> <br /> *Mistake: “What does monitoring mean in context of language acquisition?”<br /> *Context: talking about pronunciation<br /> *Problem: definite article missing<br /> *Solution: “What does monitoring mean in the context of language acquisition?”<br /> <br /> <br /> *Mistake: “They don’t know how to spell a 'th'.”<br /> *Context: talking about pronunciation<br /> *Problem: word choice<br /> *Solution: “They don’t know how to pronounce a 'th'.”<br /> <br /> <br /> *Mistake: “They have to look on the pronunciation.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “They have to look at the pronunciation.” Or “They have to concentrate on the pronunciation.”<br /> <br /> <br /> *workbooks/exercise books vs. textbooks<br /> <br /> <br /> *Lautschrift = phonetic transcription<br /> <br /> <br /> *Mistake: “I am able to differ the sounds.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “I am able to differentiate between the sounds.”<br /> <br /> <br /> *Einsprachig = monolingual<br /> <br /> <br /> *personage - [http://www.merriam-webster.com/dictionary/personage pronunciation]<br /> <br /> <br /> *jemandem eine Frage stellen = to ask somebody a question/to put a question to somebody (as far as I found both options are correct, although I would never use the second option)<br /> <br /> <br /> *Begrenzung = limitation/restriction<br /> <br /> <br /> *Eingrenzung = perimeter, containment (aber je nach Kontext kann die Bedeutung vielleicht anders sein – leider kann ich mich nicht daran erinnern, in welchem Kontext dieses Wort benutzt wurde)<br /> <br /> <br /> *moderieren = (TV) present, (Am.) moderate ([http://www.merriam-webster.com/dictionary/moderate%5B2%5D see Merriam Webster online])<br /> <br /> <br /> *to facilitate = erleichtern<br /> <br /> <br /> *moderator ([http://www.merriam-webster.com/dictionary/moderator see Merriam Webster online])<br /> <br /> <br /> *facilitator = ([http://www.merriam-webster.com/dictionary/facilitator see Merriam Webster online]) (I think this term best suits our purpose in class, because a facilitator is someone that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision &lt;the workshop's facilitator kept discussion flowing smoothly&gt;)<br /> <br /> <br /> *Handlungsorientierung = task-based learning<br /> <br /> <br /> *handlungsorientiert = task-based<br /> <br /> <br /> *selbstverständlich = (adj.) self-evident, obvious, natural; etwas als selbstverständlich betrachten = take something for granted; (adv.) of course, naturally<br /> <br /> <br /> *Mistake: “Important is also …”<br /> *Context: we were discussing features of CLT<br /> *Problem: syntax<br /> *Solution: “It is also important that …”<br /> <br /> <br /> *War das eine Meldung? = Did you raise your hand?<br /> <br /> <br /> *Mistake: “The topic is getting boring after awhile.”<br /> *Context: talking about authentic language use; topics taught in the classroom<br /> *Problem: tense<br /> *Solution: “The topic gets boring after awhile.”<br /> <br /> <br /> *Mistake: “That’s not really a new knowledge for them.”<br /> *Context: talking about authentic language use<br /> *Problem: indefinite article<br /> *Solution: “That’s not really new knowledge for them.”<br /> <br /> <br /> *Didaktisierung = didactization<br /> <br /> <br /> *Leistungserwartungen = performance expectations<br /> <br /> <br /> *außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)<br /> <br /> <br /> *Mistake: &quot;... to do something all the day.&quot;<br /> *Context: talking about consciousness-raising<br /> *Problem: article<br /> *Solution: &quot;... to do something all day.&quot;<br /> <br /> <br /> *anwenden = to apply<br /> <br /> <br /> *Nachhilfe = private lessons<br /> <br /> <br /> == December 2008 ==<br /> <br /> *Suchworträtsel = word search<br /> <br /> <br /> *Kreuzworträtsel = crossword puzzle<br /> <br /> <br /> *Mistake: “Is that an vocabulary exercise?”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: indefinite article<br /> *Solution: “Is that a vocabulary exercise?”<br /> <br /> <br /> *Mistake: “The students should learn to think as well as write English.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The students should learn to think as well as write in English.”<br /> <br /> <br /> *Mistake: “I tend to get convinced by this opinion.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “I tend to be convinced by this opinion.”<br /> <br /> <br /> *Mistake: “The exercise gives you a way how to connect the words.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The exercise gives you a way to connect the words.” Or “The exercise shows you how to connect the words.”<br /> <br /> <br /> *mediation (skills) – [http://www.merriam-webster.com/dictionary/mediation see Merriam Webster for pronunciation]<br /> <br /> <br /> *sensibilisieren = to sensitize<br /> <br /> <br /> *Mistake: vocabularies<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: vocabulary does not take the plural form in English<br /> *Solution: vocabulary (pl.)<br /> <br /> <br /> == January 2009 ==<br /> <br /> *einschätzen = estimate, evaluate<br /> <br /> <br /> *umgehen mit = to handle, deal with<br /> <br /> <br /> *Leitmedien = leading media, most used media, most important media (these are my suggestions for the following context)<br /> <br /> <br /> *Context: Why are textbooks the Leitmedien in the classroom?<br /> <br /> <br /> *Erziehungsziel = (major or central) educational goal (also my suggestion)<br /> <br /> <br /> *Mistake: “I’ve already teached it…”<br /> *Context: talking about content in textbooks<br /> *Problem: form of past participle<br /> *Solution: “I’ve already taught it…”<br /> <br /> <br /> *Ebene = level<br /> <br /> <br /> *Mistake: “Isn’t it up to the teacher to decide what kind of relationship do they want to have with their students?”<br /> *Context: talking about communicative competence<br /> *Problem: “do” not needed in this case<br /> *Solution: “Isn’t it up to the teacher to decide what kind of relationship they want to have with their students?”<br /> <br /> <br /> *Respektsperson = someone to be treated respectfully or with respect; someone that is respected<br /> <br /> <br /> *facet = [http://www.merriam-webster.com/dictionary/facet pron.]<br /> <br /> <br /> *Beobachtung = observation<br /> <br /> <br /> *register = [http://www.merriam-webster.com/dictionary/register pron.]<br /> <br /> <br /> == April 2009 ==<br /> <br /> *Bilingualer Unterricht = bilingual teaching (this is the correct translation for the term from the core curriculum for Niedersachsen)<br /> <br /> <br /> *Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR)<br /> <br /> <br /> *Bilder verstehen = visual literacy<br /> <br /> <br /> *zusammenhängendes Sprechen = topic-based talk<br /> <br /> <br /> *Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs <br /> <br /> <br /> *Mistake: “…she wants very much from her students to do.”<br /> *Context: talking about the expectations in lesson planning<br /> *Problem: incorrect expression<br /> *Solution: “…she wants/expects her students to do a lot.”<br /> <br /> <br /> *Mistake: “It’s more important that you can speak fluent.”<br /> *Context: talking about communicative competence<br /> *Problem: expression; adverb at end<br /> *Solution: “It’s more important to be able to speak fluently.”<br /> <br /> <br /> *Mistake: “If you keep a discussion up…”<br /> *Context: talking about communicative competence<br /> *Problem: expression<br /> *Solution: “If you keep a discussion going…”<br /> <br /> <br /> *communicative = see: [http://www.merriam-webster.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Floskel = set phrase<br /> <br /> <br /> *wahrnehmen = to perceive, to notice, to observe (+ many other meanings, depending on context)<br /> <br /> <br /> *Voraussetzung = prerequisite, requirement, qualification, precondition<br /> <br /> <br /> *Unterrichtseinheit = teaching unit<br /> <br /> <br /> *Mistake: “I would appreciate if we could do an own lesson plan.”<br /> *Context: discussing lesson planning<br /> *Problem: “an” used instead of “our”<br /> *Solution: “I would appreciate if we could do (or plan) our own lesson plan.”<br /> <br /> <br /> *Mistake: “You don’t have to deal with English all of the day.”<br /> *Context: talking about authentic English in the classroom<br /> *Problem: expression<br /> *Solution: “You don’t have to deal with English all day (long).”<br /> <br /> == May 2009 ==<br /> <br /> *Schulpraktikum = student teaching, teacher training, teaching internship<br /> <br /> <br /> *Mistake: “If you really want to learn the structure of the grammar…”<br /> *Context: talking about grammar myths<br /> *Problem: expression<br /> *Solution: “If you really want to learn the grammar structure…”<br /> <br /> <br /> *Mistake: “You have those sample sentence that…”<br /> *Context: talking about effective grammar teaching<br /> *Problem: plural needed<br /> *Solution: “You have those sample sentences that…”<br /> <br /> <br /> *Mistake: “She made a nice presentation.”<br /> *Context: talking about the topic from the previous week<br /> *Problem: incorrect verb usage<br /> *Solution: “She gave a nice presentation.”<br /> <br /> <br /> *Mistake: “…just be task-orientated.”<br /> *Context: talking about modern grammar theories<br /> *Problem: incorrect word usage<br /> *Solution: “…just be task-oriented.”<br /> <br /> <br /> *Mistake: “Then there would be a homework.”<br /> *Context: talking about task-based lesson plans<br /> *Problem: incorrect article usage<br /> *Solution: “Then there would be homework.”<br /> <br /> <br /> *irregular verbs = pron. (“verbs” not “werbs”)<br /> <br /> <br /> *mistakes = [http://www.merriam-webster.com/dictionary/mistakes intonation]<br /> <br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Mistake: “The best way how to learn those idioms…”<br /> *Context: talking about collocations and idioms<br /> *Problem: “how” is not used here as it is in German; “Der beste Weg, wie man….”<br /> *Solution: “The best way to learn those idioms…”<br /> <br /> <br /> == June 2009 ==<br /> <br /> *Vokabeln (pl.) = vocabulary (no pl. ending!)<br /> <br /> <br /> *Punkt (im Zusammenhang mit verschiedenfarbigen Punkten, die Schwierigkeiten beim Vokabellernen markieren sollen) = richtig hier: dot (not spot)<br /> <br /> <br /> *autonomous (learning) = [http://www.merriam-webster.com/dictionary/autonomous see pronunciation]<br /> <br /> <br /> *Sozialform = social form<br /> <br /> <br /> *Grobziele = aims, general objectives<br /> <br /> <br /> *Feinziele = specific objectives<br /> <br /> <br /> *didaktische Reserve = alternative plan<br /> <br /> <br /> *Lebenssituation (der Schüler) = life situation, life event (of the students/pupils)<br /> <br /> <br /> *Mistake: “I had a look on the shorter version…”<br /> *Context: comparing lesson plans<br /> *Problem: preposition<br /> *Solution: ”I had a look at the shorter version…”<br /> <br /> <br /> *interkultureller Handlungskompetenz = intercultural competence (for action)<br /> <br /> <br /> *Sachanalyse = analysis of subject matter<br /> <br /> <br /> *techniques = [http://www.merriam-webster.com/dictionary/techniques see pronunciation]<br /> <br /> <br /> *Mistake: “to write a test”<br /> *Context: discussing possible poster topics<br /> *Problem: incorrect verb usage<br /> *Solution: “to take a test”<br /> <br /> <br /> *hypothesis = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *(intercultural) competences = [http://www.merriam-webster.com/dictionary/competence see pronunciation]<br /> <br /> <br /> *interesting = [http://www.merriam-webster.com/dictionary/interesting see pronunciation]<br /> <br /> <br /> *curricula = [http://www.merriam-webster.com/dictionary/curricula see pronunciation]<br /> <br /> <br /> *decade = [http://www.merriam-webster.com/dictionary/decade see pronunciation]<br /> <br /> <br /> *Noten = grades (Amer. Eng.), marks (Br. Eng.)<br /> <br /> <br /> == October 2009 ==<br /> <br /> *Mistake: “When will be the poster session?” <br /> *Context: discussing upcoming semester projects: posters<br /> *Problem: syntax <br /> *Solution: “When will the poster session be?”<br /> <br /> <br /> *Schauwand = display wall <br /> <br /> <br /> *Mistake: “Keeping it simple is a good advice.”<br /> *Context: discussing posters<br /> *Problem: article usage<br /> *Solution: “Keeping it simple is good advice.”<br /> <br /> <br /> *Bildungssystem = educational system<br /> <br /> <br /> *communicative = [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Mistake: “uncorrect language” <br /> *Context: talking about communicative competence <br /> *Problem: word usage<br /> *Solution: “incorrect langage”<br /> <br /> <br /> *Mistake: “But I think in the context with a foreign language…”<br /> *Context: talking about communicative competence<br /> *Problem: preposition<br /> *Solution: “But I think in the context of a foreign language…”<br /> <br /> <br /> *Mistake: “Students feel pressurized…”<br /> *Context: talking about communicative competence<br /> *Problem: word usage<br /> *Solution: “Students feel pressured…”<br /> <br /> <br /> *Gruppenpuzzle = jigsaw method, see as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> <br /> == November 2009 ==<br /> <br /> *discourse (competence) – [http://www.merriam-webster.com/dictionary/discourse pronunciation] (im Vergleich zum deutschen Begriff “Diskurs”) <br /> <br /> <br /> *Mistake: “…and I thought there were all the points mentioned that were important”<br /> *Context: giving feedback to facilitator group <br /> *Problem: phrasing<br /> *Solution: “…and I thought that all the points mentioned were important” OR “…and I thought they mentioned all the important points” <br /> <br /> <br /> *Unterrichtsgestaltung = classroom design/structure<br /> <br /> <br /> *Kommunikatives Handeln = communicative action<br /> <br /> <br /> *Prinzip der funktionalen Einsprachigkeit = functional code-switching<br /> <br /> <br /> *Prinzip der Authentizität = authenticity<br /> <br /> <br /> *Prinzip der funktionalen Fehlertoleranz = tolerance toward errors<br /> <br /> <br /> *Sprachbewusstheit = language awareness<br /> <br /> <br /> *Sprachbewusstsein = consciousness raising<br /> <br /> <br /> -„Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> <br /> == December 2009 ==<br /> <br /> *Mistake: “It’s easier because you don’t have a foreign speaking environment.” <br /> *Context: talking about whether grammar teaching is necessary in the foreign lang. classroom<br /> *Problem: word choice<br /> *Solution: “It’s easier because you don’t have a foreign language environment.”<br /> <br /> <br /> *Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level<br /> <br /> <br /> *Lernersprache/Interlanguage = interlanguage<br /> <br /> <br /> *Hochfrequente Wörter = high-frequency words<br /> <br /> <br /> *Eselsbrücken = mnemonic aids<br /> <br /> <br /> *Karteikarten = flash cards (in vocabulary learning)<br /> <br /> <br /> *Aufgabenstellung = task, assignment of tasks, setting of a task<br /> <br /> <br /> *Mistake: “In the beginning of the learning process…”<br /> *Context: talking about the seven golden rules of vocabulary learning<br /> *Problem: preposition<br /> *Solution: “At the beginning of the learning process…”<br /> <br /> <br /> *bestimmen = to define, determine, etc.<br /> <br /> <br /> *Vokabeln = vocabulary (words) -&gt; never pl. &quot;vocabularies&quot;<br /> <br /> <br /> *determine = [http://www.merriam-webster.com/dictionary/determine see pronunciation]<br /> <br /> <br /> *particular = [http://www.merriam-webster.com/dictionary/particular see pronunciation]<br /> <br /> <br /> *Mistake: “We would like to…”<br /> *Context: presenting how you would structure lesson plans<br /> *Problem: in this context, “like to” makes the situation sound less hypothetical<br /> *Solution: “We would…”<br /> <br /> <br /> *Mistake: “What is the weather?”<br /> *Context: talking about ideas for lesson plans<br /> *Problem: sentence not complete<br /> *Solution: “What is the weather like?”<br /> <br /> <br /> *pupils = [http://www.merriam-webster.com/dictionary/pupil see pronunciation]<br /> <br /> <br /> *Mistake: “We developed all the opinion that…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word order<br /> *Solution: “We all developed the opinion that…”<br /> <br /> <br /> *Mistake: “…some words yes, some words not…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word choice<br /> *Solution: “…some words yes, some words no…”<br /> <br /> <br /> *Mistake: “I have no idea of the terms.”<br /> *Context: discussion at end of facilitation<br /> *Problem: expression<br /> *Solution: “I have no idea what the terms mean.”<br /> <br /> <br /> == January 2010 ==<br /> <br /> *Stationenlernen = learning stations<br /> <br /> <br /> *Verkäufer (ex. someone in a shoe store who offers help) = salesman, salesperson<br /> <br /> <br /> *Don’t forget when to use [http://www.jalc.edu/departmentpages/english/pdfs/write_place_tutorials/17_advanced_study_guide_for_the_complete_use_of_A_and_An.pdf “a” and “an”] <br /> <br /> <br /> *Mistake: “Students should bring prospects of different shops.”<br /> *Context: we were discussing partner work on vocabulary<br /> *Problem: word usage<br /> *Solution: “Students should bring advertisements from different shops.”<br /> <br /> <br /> *unconscious = bewusstlos, unbewusst<br /> <br /> <br /> *subconscious = unterbewusst<br /> <br /> <br /> *Mistake: “We had also a trip to Bath.”<br /> *Context: describing workbook activities<br /> *Problem: word order<br /> *Solution: “We also had a trip to Bath.”<br /> <br /> <br /> *Pantomime = pantomime<br /> <br /> <br /> *Mistake: “It was good because we could discuss about it.”<br /> *Context: giving the facilitators feedback<br /> *Problem: expression<br /> *Solution: “It was good because we could discuss it.” Or “It was good because we could talk about it.”<br /> <br /> <br /> == April 2010 ==<br /> <br /> *Bildungsstandards = educational standards<br /> <br /> <br /> *hypotheses (pl.) = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *ReferendarIn = student teacher<br /> <br /> <br /> *Mistake: “Modern about this curriculum is…”<br /> *Context: talking about the food lesson plan<br /> *Problem: word order, phrasing<br /> *Solution: “What’s modern about this curriculum is its…” or “… is what makes this curriculum modern.”<br /> <br /> <br /> *Mistake: “It makes fun.”<br /> *Context: talking about the food lesson plan<br /> *Problem: verb usage<br /> *Solution: “It is fun.”<br /> <br /> <br /> *Mistake: “I am going to make a barbecue.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: verb usage<br /> *Solution: “I am going to have a barbecue.”<br /> <br /> <br /> *Mistake: “Do you see this tomatoes.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: usage of determiners<br /> *Solution: “Do you see these tomatoes.”<br /> <br /> <br /> *roter Faden = thread, leitmotif<br /> <br /> <br /> *Erwartungshorizont = model answers; level of expectation<br /> <br /> <br /> *Aufsatz = composition, essay<br /> <br /> <br /> *archetype = Archetyp, Muster, Modell<br /> <br /> <br /> *Mistake: “This is a way how to make the test more reliable.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: phrasing/word choice/ relative clause<br /> *Solution: “This is a way to make the test more reliable.” or “This is a way (that) one can make the test more reliable.”<br /> <br /> <br /> *candidate = [http://www.merriam-webster.com/dictionary/candidate see pronunciation (more than one possibility)] <br /> <br /> <br /> *Mistake: “You have to decipher what there was written.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: word order<br /> *Solution: “You have to decipher what was written there.”<br /> <br /> <br /> == May 2010 ==<br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Hörverstehen = listening comprehension<br /> <br /> <br /> *Leistungserwartungen = learning outcomes<br /> <br /> <br /> *Mistake: “…in the second last topic…”<br /> *Context: presenting group work<br /> *Problem: missing preposition<br /> *Solution: “…in the second to last topic…”<br /> <br /> <br /> *Mistake: “…where the student has to create an own task.”<br /> *Context: presenting group work<br /> *Problem: “an” used instead of “his/her”<br /> *Solution: “…where the student has to create his/her own task.”<br /> <br /> <br /> *Mistake: “We took a long time to understand that.”<br /> *Context: presenting group work<br /> *Problem: phrasing/word order/meaning<br /> *Solution: “It took us a long time to understand that.”<br /> <br /> <br /> == June 2010 ==<br /> <br /> *Mistake: “In the end they…”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: preposition usage<br /> *Solution: “At the end they…”<br /> <br /> <br /> *transfer (noun) – [http://dictionary.cambridge.org/dictionary/british/transfer_2 see pron.]<br /> <br /> <br /> *Mistake: “This doesn’t make really sense.”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: syntax<br /> *Solution: “This doesn’t really make sense.”<br /> <br /> <br /> *roter Faden – thread; central theme<br /> <br /> <br /> *clothes – [http://dictionary.cambridge.org/dictionary/british/clothes see pron.]<br /> <br /> <br /> *blutleer – [http://www.merriam-webster.com/dictionary/bloodless bloodless]<br /> <br /> <br /> *Mistake: “… to make fun.”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: expression<br /> *Solution: “…to be fun.”<br /> <br /> <br /> *Mistake: “Isn’t all these things criticized?”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: subject-verb<br /> *Solution: “Aren’t all these things criticized?”<br /> <br /> <br /> *Mistake: “How does it look like?”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: expression<br /> *Solution: “How does it look?” or “What does it look like?”<br /> <br /> <br /> *Frontalunterricht – teacher-centered instruction, frontal instruction<br /> <br /> <br /> *ambiguous – [http://dictionary.cambridge.org/dictionary/british/ambiguous see pron.]<br /> <br /> <br /> *dichotomous – [http://dictionary.cambridge.org/dictionary/british/dichotomy see pron. for dichotomy]<br /> <br /> <br /> *Mistake: “negative we thought that…”<br /> *Context: group work discussion<br /> *Problem: syntax<br /> *Solution: “We thought that … was negative.”<br /> <br /> <br /> *theoretically – [http://dictionary.cambridge.org/dictionary/british/theoretically see pron.]</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2010_AM_The_Modern_ELT-Classroom,_Th_8-10 2010 AM The Modern ELT-Classroom, Th 8-10 2010-06-06T14:29:53Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Thursdays, 8-10am<br /> * '''Venue:''' A10 1-121 (Hörsaal F)<br /> <br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - April 08, 2010 ==<br /> <br /> Research in EFL<br /> <br /> *Poster Session (examples)<br /> *Research paper<br /> *How to elicit data (examples)<br /> <br /> For next week:<br /> *Application: What do the curricula say? (Please have a close look at the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5 Hauptschule/Realschule and Gymnasium). Be prepared to comment on a) the learning outcomes, b) the level, and c) how textbooks implement the outcomes (find a sample from a unit of your choice).<br /> <br /> <br /> == Week 2 - April 15, 2010 ==<br /> <br /> Research in EFL<br /> <br /> Done: We<br /> <br /> *defined the terms &quot;standards&quot;, &quot;competence&quot;, &quot;can-do descriptors&quot;<br /> *analyzed and commented on the core curriculum for grades 5/6<br /> *defined the role of grammar/pronunciation/lexics in the core curriculum<br /> *described the theoretical underpinnings of CeR<br /> *commented on the lesson plan &quot;food-words&quot; for Gymnasium grade 6<br /> <br /> For next week:<br /> *Action Item: Rewrite the lesson plan &quot;food&quot; by contexualizing activities in all phases.<br /> <br /> <br /> == Week 3 - April 22, 2010 ==<br /> <br /> Concepts of communicative competence<br /> <br /> *We will discuss your version of &quot;food&quot;; comparision with lesson plan 2<br /> <br /> *Definitions of standards, curriculum, ...<br /> <br /> *Implementation of core curriculum in textbooks: a) communicative competences, b) methodological competences, and c) differences in implementation of GeF in German curricula<br /> <br /> Done:<br /> *Discussion of alternative version of &quot;food&quot; lesson. Focus: more learner orientiation (contextualization, continuity, playful activites (see last page of download FOOD in stud-ip)<br /> *Methodological competence: definition, categories (core curriculum Niedersachsen), and samples<br /> *AI: Lesson plan food 2: a) evaluation of methodology, delivery, activities, communicative level and b) evaluation of activities that can be classified as aiming at methodological competences<br /> <br /> For next week:<br /> *Please identify and describe elements/activities/objectives in LP 'food2' that support methodological competence.<br /> *Outline 1-3 additional activities that foster strategies and/or techniques for building up one's methodological competence.<br /> <br /> <br /> == Week 4 - April 29, 2010 ==<br /> <br /> Types of communicative lesson plans<br /> <br /> *Evaluation of food2-lesson plan (focus on development of communicative and of methodological competences)<br /> *Impulsreferat: Features of communicative competence<br /> *Comparison of various approaches to communicative lesson planning (Hecht/Waas/Ziegesar/Ziegesar, zoo plan, which can be found in stud-ip): How is the plan sequenced? What types of activities are there that foster interaction? Try to categorize the types of activites (e.g. controlled, less controlled, uncontrolled, or: listing, ordering.....). For one sequence in the lesson plan, please outline an alternative (see [http://www.4teachers.de/?action=show&amp;id=22&amp;sid= link]).<br /> <br /> Done:<br /> *Evaluation of food2-lesson plan (with a focus on the development of communicative and methodological competences)<br /> *Comparison of concepts of communicative competence (text based)<br /> <br /> For next week:<br /> *Please compare individual definitions with Brown, Doý, Piepho (visualization appreciated)<br /> *Describe levels/categories of competence (according to Brown, Doyé) that are initiated or fostered in LP food 1 and LP food 2<br /> <br /> <br /> == Week 5 - May 06, 2010 ==<br /> <br /> Learning outcomes<br /> <br /> Impulsreferat: [http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf learning outcomes], [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp CEFR], Niedersachsen's core curriculum<br /> <br /> Action Item: Design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for classes 5/6 or 7/8<br /> <br /> Action Item: Write a) objectives and b) learning outcome for a unit of your choice.<br /> <br /> Action Item: Outline three different tasks that cover the content of a unit of your choice<br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Done:<br /> *1. Task: a) (You can) compare individual definitions with Brown, Doý, Piepho (visualization appreciated) and b) (You can) describe levels/categories of competence that are initiated or fostered in LP food 1 and LP food 2.<br /> *2. Impulsreferat: You can define learning outcomes<br /> *3. Principles of Bildungsstandards: You can explain the structures and intentions of Bildungsstandards (Kultusministerkonferenz).<br /> <br /> References:<br /> *[http://db2.nibis.de/1db/cuvo/datei/bs_ms_kmk_erste_fremdsprache.pdf Bildungsstandards]<br /> *[http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp Common European Framework of Reference for Languages (CEFR)]<br /> *[http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf Learning outcomes]<br /> <br /> For next week:<br /> See action items for week 7 and please bring a textbook to class (Sek I or Primary level).<br /> <br /> <br /> == Week 6 - May 13, 2010 - Ascension - No Class ==<br /> <br /> <br /> == Week 7 - May 20, 2010 ==<br /> <br /> Learning arrangements<br /> <br /> Action Item 1: Please design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5/6 or 7/8.<br /> <br /> Action Item 2:: Please write a) the objectives and b) the learning outcomes for a textbook unit of your choice.<br /> <br /> Action Item 3: Please write a learning task that supports the development of a writing standard (see worksheet).<br /> <br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Please bring a textbook to class (Sek I or Primary level)<br /> <br /> Impulsreferat: Differenzierung/Individualisierung See [http://books.google.com/books?id=OiKfhxJ-np8C&amp;printsec=frontcover&amp;dq=differentiation&amp;hl=en&amp;ei=GoLiS_qLCM6ssAainbgh&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=1&amp;ved=0CC4Q6AEwAA#v=onepage&amp;q&amp;f=false link]<br /> <br /> Task: 1. What forms of individualization can you find in textbooks/in lesson plans? 2. T what extent do methods in the [http://www.studienseminar-koblenz.de/medien/methodenwerkzeuge/Steckbrief%20der%20Methoden-Werkzeuge.pdf chart] support differentiation and why?<br /> <br /> [http://www.guter-englischunterricht.de/ Quality management]<br /> <br /> Action Item: Collect criteria for good language teaching according to the website compare with link<br /> Develop a checklist<br /> <br /> SAI: Outline a questionaire for collecting data on how teachers assure quality in their teaching [http://statistik.wu-wien.ac.at/mathstat/stadlerALT/stadler2_OLD/how-to2rp.pdf see link]<br /> <br /> <br /> == Week 8 - May 27, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> Task 1<br /> *Please outline a working definition of differentiation that focuses on foreign language learning.<br /> *Collect a list of procedures that support differentiation in the ELT-classroom.<br /> *Go through 2-3 units of a modern textbook of your choice and list activites in which differentiation is achieved.<br /> <br /> Impulsreferat: Vocabulary teaching; Texts: Richards/Rendnya, [http://www3.cambridge.org/catalogue/catalogue.asp?isbn=0511500416 Section 11]<br /> <br /> Action Item: How is the teaching of vocabulary being realized in lesson plans (see 4 teachers.de or englische-fachdidaktik.com chapter 15). Choose at least 3 different plans for analysis.<br /> <br /> <br /> == Week 9 - June 03, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> Action Item: How is the teaching of vocabulary being realized in lesson plans (see download 5 on stud-ip)<br /> *a) Techniques of introducing the new words<br /> *b) exercises and tasks<br /> *c) transfer/application.....<br /> *Please also comment on the ways individualization is achieved<br /> <br /> <br /> Texts: Richards/Rendnya, [http://www3.cambridge.org/catalogue/catalogue.asp?isbn=0511500416 section 11]<br /> <br /> <br /> Activity in class: Developing a questionaire. How do teachers deal with vocabulary in class?<br /> See also Gehring, Englische Fachdidaktik, Berlin 2010, [http://www.esv.info/contributor/WOLFGANGGEHRING/katalog.html chapters 11, 15, 19]<br /> <br /> <br /> == Week 10 - June 10, 2010 ==<br /> <br /> Vocabulary strategies in textbooks<br /> <br /> Task: Please develop a questionnaire for researching strategies of vacabulary learning among ELT-student. Please also bring the textbooks to class.<br /> <br /> <br /> == Week 11 - June 17, 2010 ==<br /> <br /> Teaching language based<br /> <br /> <br /> == Week 12 - June 24, 2010 ==<br /> <br /> Teaching task based<br /> <br /> <br /> == Week 13 - July 01, 2010 ==<br /> <br /> Teaching content based<br /> <br /> <br /> == Week 14 - July 08, 2010 ==<br /> <br /> Individual counselling (poster session, action items)</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-06-06T14:26:28Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == Aufgabe = task ==<br /> <br /> == Aufsatz = composition, essay ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == DESI Studie (Deutsch-Englisch-Schülerleistungen-International) = DESI study (Assessment of Student Achievements in German and English as a Foreign Language) == <br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erwartungshorizont = model answers; level of expectation ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == Fragenkatalog = list of standards ==<br /> <br /> == Frontalunterricht = teacher-centered instruction, frontal instruction ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Lehrbuch = textbook, schoolbook ==<br /> <br /> == Lehrwerk = teaching material ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations, learning outcomes ==<br /> <br /> Learning outcomes are statements that describe what a learner will be able to do as a result of learning and teaching. “Learning outcomes are, in a way, a tool to describe and define a learning and assessment process and its product […] From the students’ perspective, the outcome approach communicates what they are expected to be able to do and the criteria that will be used to access them. This means that the description of the learning process has shifted from input to output.” (Gallavara et al 2008:12)<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernaufgabe = learning task ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernpsychologie = the psychology of learning ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == ReferendarIn = student teacher ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == roter Faden = thread, central theme ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Sprachkompetenz = language competence, fluency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == Übung = exercise ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Notes_and_observations_from_your_language_tutor_(Aufbaumodule) Notes and observations from your language tutor (Aufbaumodule) 2010-06-06T14:24:18Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> <br /> == October 2008 ==<br /> <br /> *Mistake: “You need not necessarily grammar.”<br /> *Context: talking about the CLT approach<br /> *Problem: syntax<br /> *Solution: “You don’t necessarily need grammar.”<br /> <br /> <br /> *Betriebswirtschaftslehre = business administration<br /> <br /> <br /> *cue (our context: cue cards): “a signal for someone to do something” (see [http://www.dictionary.cambridge.org/ Cambridge Online Dictionary]) = Hinweis, z.B. Regiesignal<br /> <br /> <br /> *Realia = realia [http://www.aolsvc.merriam-webster.aol.com/dictionary/realia see also pronunciation]<br /> <br /> <br /> *communicative – [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Unterpunkt = subitem<br /> <br /> <br /> *Leistungsbereitschaft = willingness to perform; motivation<br /> <br /> <br /> *Hypothesen prüfen = to test hypotheses<br /> <br /> <br /> *Hypothesenbildung = formulating hypotheses<br /> <br /> <br /> *Reifungsprozesse = maturation processes<br /> <br /> <br /> *Erarbeitung = development, formulation<br /> <br /> <br /> == November 2008 ==<br /> <br /> *Lernziele sollen heute in Stundenmodellen als „Kompetenzen“ formuliert werden.<br /> <br /> <br /> *Eselsbrücke = mnemonic aid<br /> <br /> <br /> *Bildung = education, formal education<br /> <br /> <br /> *Erziehung = upbringing, education, training (I think it is difficult to differentiate between &quot;Bildung&quot; and &quot;Erziehung&quot; in English. I seem to remember from Pädagogik that the term &quot;Bildung&quot; is unique to the German language. The above translations are those from Langenscheidt.)<br /> <br /> <br /> *Abstimmung = vote<br /> <br /> <br /> *Bauchgefühl = gut feeling, gut instinct<br /> <br /> <br /> *Mistake: “What does monitoring mean in context of language acquisition?”<br /> *Context: talking about pronunciation<br /> *Problem: definite article missing<br /> *Solution: “What does monitoring mean in the context of language acquisition?”<br /> <br /> <br /> *Mistake: “They don’t know how to spell a 'th'.”<br /> *Context: talking about pronunciation<br /> *Problem: word choice<br /> *Solution: “They don’t know how to pronounce a 'th'.”<br /> <br /> <br /> *Mistake: “They have to look on the pronunciation.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “They have to look at the pronunciation.” Or “They have to concentrate on the pronunciation.”<br /> <br /> <br /> *workbooks/exercise books vs. textbooks<br /> <br /> <br /> *Lautschrift = phonetic transcription<br /> <br /> <br /> *Mistake: “I am able to differ the sounds.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “I am able to differentiate between the sounds.”<br /> <br /> <br /> *Einsprachig = monolingual<br /> <br /> <br /> *personage - [http://www.merriam-webster.com/dictionary/personage pronunciation]<br /> <br /> <br /> *jemandem eine Frage stellen = to ask somebody a question/to put a question to somebody (as far as I found both options are correct, although I would never use the second option)<br /> <br /> <br /> *Begrenzung = limitation/restriction<br /> <br /> <br /> *Eingrenzung = perimeter, containment (aber je nach Kontext kann die Bedeutung vielleicht anders sein – leider kann ich mich nicht daran erinnern, in welchem Kontext dieses Wort benutzt wurde)<br /> <br /> <br /> *moderieren = (TV) present, (Am.) moderate ([http://www.merriam-webster.com/dictionary/moderate%5B2%5D see Merriam Webster online])<br /> <br /> <br /> *to facilitate = erleichtern<br /> <br /> <br /> *moderator ([http://www.merriam-webster.com/dictionary/moderator see Merriam Webster online])<br /> <br /> <br /> *facilitator = ([http://www.merriam-webster.com/dictionary/facilitator see Merriam Webster online]) (I think this term best suits our purpose in class, because a facilitator is someone that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision &lt;the workshop's facilitator kept discussion flowing smoothly&gt;)<br /> <br /> <br /> *Handlungsorientierung = task-based learning<br /> <br /> <br /> *handlungsorientiert = task-based<br /> <br /> <br /> *selbstverständlich = (adj.) self-evident, obvious, natural; etwas als selbstverständlich betrachten = take something for granted; (adv.) of course, naturally<br /> <br /> <br /> *Mistake: “Important is also …”<br /> *Context: we were discussing features of CLT<br /> *Problem: syntax<br /> *Solution: “It is also important that …”<br /> <br /> <br /> *War das eine Meldung? = Did you raise your hand?<br /> <br /> <br /> *Mistake: “The topic is getting boring after awhile.”<br /> *Context: talking about authentic language use; topics taught in the classroom<br /> *Problem: tense<br /> *Solution: “The topic gets boring after awhile.”<br /> <br /> <br /> *Mistake: “That’s not really a new knowledge for them.”<br /> *Context: talking about authentic language use<br /> *Problem: indefinite article<br /> *Solution: “That’s not really new knowledge for them.”<br /> <br /> <br /> *Didaktisierung = didactization<br /> <br /> <br /> *Leistungserwartungen = performance expectations<br /> <br /> <br /> *außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)<br /> <br /> <br /> *Mistake: &quot;... to do something all the day.&quot;<br /> *Context: talking about consciousness-raising<br /> *Problem: article<br /> *Solution: &quot;... to do something all day.&quot;<br /> <br /> <br /> *anwenden = to apply<br /> <br /> <br /> *Nachhilfe = private lessons<br /> <br /> <br /> == December 2008 ==<br /> <br /> *Suchworträtsel = word search<br /> <br /> <br /> *Kreuzworträtsel = crossword puzzle<br /> <br /> <br /> *Mistake: “Is that an vocabulary exercise?”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: indefinite article<br /> *Solution: “Is that a vocabulary exercise?”<br /> <br /> <br /> *Mistake: “The students should learn to think as well as write English.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The students should learn to think as well as write in English.”<br /> <br /> <br /> *Mistake: “I tend to get convinced by this opinion.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “I tend to be convinced by this opinion.”<br /> <br /> <br /> *Mistake: “The exercise gives you a way how to connect the words.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The exercise gives you a way to connect the words.” Or “The exercise shows you how to connect the words.”<br /> <br /> <br /> *mediation (skills) – [http://www.merriam-webster.com/dictionary/mediation see Merriam Webster for pronunciation]<br /> <br /> <br /> *sensibilisieren = to sensitize<br /> <br /> <br /> *Mistake: vocabularies<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: vocabulary does not take the plural form in English<br /> *Solution: vocabulary (pl.)<br /> <br /> <br /> == January 2009 ==<br /> <br /> *einschätzen = estimate, evaluate<br /> <br /> <br /> *umgehen mit = to handle, deal with<br /> <br /> <br /> *Leitmedien = leading media, most used media, most important media (these are my suggestions for the following context)<br /> <br /> <br /> *Context: Why are textbooks the Leitmedien in the classroom?<br /> <br /> <br /> *Erziehungsziel = (major or central) educational goal (also my suggestion)<br /> <br /> <br /> *Mistake: “I’ve already teached it…”<br /> *Context: talking about content in textbooks<br /> *Problem: form of past participle<br /> *Solution: “I’ve already taught it…”<br /> <br /> <br /> *Ebene = level<br /> <br /> <br /> *Mistake: “Isn’t it up to the teacher to decide what kind of relationship do they want to have with their students?”<br /> *Context: talking about communicative competence<br /> *Problem: “do” not needed in this case<br /> *Solution: “Isn’t it up to the teacher to decide what kind of relationship they want to have with their students?”<br /> <br /> <br /> *Respektsperson = someone to be treated respectfully or with respect; someone that is respected<br /> <br /> <br /> *facet = [http://www.merriam-webster.com/dictionary/facet pron.]<br /> <br /> <br /> *Beobachtung = observation<br /> <br /> <br /> *register = [http://www.merriam-webster.com/dictionary/register pron.]<br /> <br /> <br /> == April 2009 ==<br /> <br /> *Bilingualer Unterricht = bilingual teaching (this is the correct translation for the term from the core curriculum for Niedersachsen)<br /> <br /> <br /> *Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR)<br /> <br /> <br /> *Bilder verstehen = visual literacy<br /> <br /> <br /> *zusammenhängendes Sprechen = topic-based talk<br /> <br /> <br /> *Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs <br /> <br /> <br /> *Mistake: “…she wants very much from her students to do.”<br /> *Context: talking about the expectations in lesson planning<br /> *Problem: incorrect expression<br /> *Solution: “…she wants/expects her students to do a lot.”<br /> <br /> <br /> *Mistake: “It’s more important that you can speak fluent.”<br /> *Context: talking about communicative competence<br /> *Problem: expression; adverb at end<br /> *Solution: “It’s more important to be able to speak fluently.”<br /> <br /> <br /> *Mistake: “If you keep a discussion up…”<br /> *Context: talking about communicative competence<br /> *Problem: expression<br /> *Solution: “If you keep a discussion going…”<br /> <br /> <br /> *communicative = see: [http://www.merriam-webster.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Floskel = set phrase<br /> <br /> <br /> *wahrnehmen = to perceive, to notice, to observe (+ many other meanings, depending on context)<br /> <br /> <br /> *Voraussetzung = prerequisite, requirement, qualification, precondition<br /> <br /> <br /> *Unterrichtseinheit = teaching unit<br /> <br /> <br /> *Mistake: “I would appreciate if we could do an own lesson plan.”<br /> *Context: discussing lesson planning<br /> *Problem: “an” used instead of “our”<br /> *Solution: “I would appreciate if we could do (or plan) our own lesson plan.”<br /> <br /> <br /> *Mistake: “You don’t have to deal with English all of the day.”<br /> *Context: talking about authentic English in the classroom<br /> *Problem: expression<br /> *Solution: “You don’t have to deal with English all day (long).”<br /> <br /> == May 2009 ==<br /> <br /> *Schulpraktikum = student teaching, teacher training, teaching internship<br /> <br /> <br /> *Mistake: “If you really want to learn the structure of the grammar…”<br /> *Context: talking about grammar myths<br /> *Problem: expression<br /> *Solution: “If you really want to learn the grammar structure…”<br /> <br /> <br /> *Mistake: “You have those sample sentence that…”<br /> *Context: talking about effective grammar teaching<br /> *Problem: plural needed<br /> *Solution: “You have those sample sentences that…”<br /> <br /> <br /> *Mistake: “She made a nice presentation.”<br /> *Context: talking about the topic from the previous week<br /> *Problem: incorrect verb usage<br /> *Solution: “She gave a nice presentation.”<br /> <br /> <br /> *Mistake: “…just be task-orientated.”<br /> *Context: talking about modern grammar theories<br /> *Problem: incorrect word usage<br /> *Solution: “…just be task-oriented.”<br /> <br /> <br /> *Mistake: “Then there would be a homework.”<br /> *Context: talking about task-based lesson plans<br /> *Problem: incorrect article usage<br /> *Solution: “Then there would be homework.”<br /> <br /> <br /> *irregular verbs = pron. (“verbs” not “werbs”)<br /> <br /> <br /> *mistakes = [http://www.merriam-webster.com/dictionary/mistakes intonation]<br /> <br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Mistake: “The best way how to learn those idioms…”<br /> *Context: talking about collocations and idioms<br /> *Problem: “how” is not used here as it is in German; “Der beste Weg, wie man….”<br /> *Solution: “The best way to learn those idioms…”<br /> <br /> <br /> == June 2009 ==<br /> <br /> *Vokabeln (pl.) = vocabulary (no pl. ending!)<br /> <br /> <br /> *Punkt (im Zusammenhang mit verschiedenfarbigen Punkten, die Schwierigkeiten beim Vokabellernen markieren sollen) = richtig hier: dot (not spot)<br /> <br /> <br /> *autonomous (learning) = [http://www.merriam-webster.com/dictionary/autonomous see pronunciation]<br /> <br /> <br /> *Sozialform = social form<br /> <br /> <br /> *Grobziele = aims, general objectives<br /> <br /> <br /> *Feinziele = specific objectives<br /> <br /> <br /> *didaktische Reserve = alternative plan<br /> <br /> <br /> *Lebenssituation (der Schüler) = life situation, life event (of the students/pupils)<br /> <br /> <br /> *Mistake: “I had a look on the shorter version…”<br /> *Context: comparing lesson plans<br /> *Problem: preposition<br /> *Solution: ”I had a look at the shorter version…”<br /> <br /> <br /> *interkultureller Handlungskompetenz = intercultural competence (for action)<br /> <br /> <br /> *Sachanalyse = analysis of subject matter<br /> <br /> <br /> *techniques = [http://www.merriam-webster.com/dictionary/techniques see pronunciation]<br /> <br /> <br /> *Mistake: “to write a test”<br /> *Context: discussing possible poster topics<br /> *Problem: incorrect verb usage<br /> *Solution: “to take a test”<br /> <br /> <br /> *hypothesis = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *(intercultural) competences = [http://www.merriam-webster.com/dictionary/competence see pronunciation]<br /> <br /> <br /> *interesting = [http://www.merriam-webster.com/dictionary/interesting see pronunciation]<br /> <br /> <br /> *curricula = [http://www.merriam-webster.com/dictionary/curricula see pronunciation]<br /> <br /> <br /> *decade = [http://www.merriam-webster.com/dictionary/decade see pronunciation]<br /> <br /> <br /> *Noten = grades (Amer. Eng.), marks (Br. Eng.)<br /> <br /> <br /> == October 2009 ==<br /> <br /> *Mistake: “When will be the poster session?” <br /> *Context: discussing upcoming semester projects: posters<br /> *Problem: syntax <br /> *Solution: “When will the poster session be?”<br /> <br /> <br /> *Schauwand = display wall <br /> <br /> <br /> *Mistake: “Keeping it simple is a good advice.”<br /> *Context: discussing posters<br /> *Problem: article usage<br /> *Solution: “Keeping it simple is good advice.”<br /> <br /> <br /> *Bildungssystem = educational system<br /> <br /> <br /> *communicative = [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Mistake: “uncorrect language” <br /> *Context: talking about communicative competence <br /> *Problem: word usage<br /> *Solution: “incorrect langage”<br /> <br /> <br /> *Mistake: “But I think in the context with a foreign language…”<br /> *Context: talking about communicative competence<br /> *Problem: preposition<br /> *Solution: “But I think in the context of a foreign language…”<br /> <br /> <br /> *Mistake: “Students feel pressurized…”<br /> *Context: talking about communicative competence<br /> *Problem: word usage<br /> *Solution: “Students feel pressured…”<br /> <br /> <br /> *Gruppenpuzzle = jigsaw method, see as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> <br /> == November 2009 ==<br /> <br /> *discourse (competence) – [http://www.merriam-webster.com/dictionary/discourse pronunciation] (im Vergleich zum deutschen Begriff “Diskurs”) <br /> <br /> <br /> *Mistake: “…and I thought there were all the points mentioned that were important”<br /> *Context: giving feedback to facilitator group <br /> *Problem: phrasing<br /> *Solution: “…and I thought that all the points mentioned were important” OR “…and I thought they mentioned all the important points” <br /> <br /> <br /> *Unterrichtsgestaltung = classroom design/structure<br /> <br /> <br /> *Kommunikatives Handeln = communicative action<br /> <br /> <br /> *Prinzip der funktionalen Einsprachigkeit = functional code-switching<br /> <br /> <br /> *Prinzip der Authentizität = authenticity<br /> <br /> <br /> *Prinzip der funktionalen Fehlertoleranz = tolerance toward errors<br /> <br /> <br /> *Sprachbewusstheit = language awareness<br /> <br /> <br /> *Sprachbewusstsein = consciousness raising<br /> <br /> <br /> -„Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> <br /> == December 2009 ==<br /> <br /> *Mistake: “It’s easier because you don’t have a foreign speaking environment.” <br /> *Context: talking about whether grammar teaching is necessary in the foreign lang. classroom<br /> *Problem: word choice<br /> *Solution: “It’s easier because you don’t have a foreign language environment.”<br /> <br /> <br /> *Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level<br /> <br /> <br /> *Lernersprache/Interlanguage = interlanguage<br /> <br /> <br /> *Hochfrequente Wörter = high-frequency words<br /> <br /> <br /> *Eselsbrücken = mnemonic aids<br /> <br /> <br /> *Karteikarten = flash cards (in vocabulary learning)<br /> <br /> <br /> *Aufgabenstellung = task, assignment of tasks, setting of a task<br /> <br /> <br /> *Mistake: “In the beginning of the learning process…”<br /> *Context: talking about the seven golden rules of vocabulary learning<br /> *Problem: preposition<br /> *Solution: “At the beginning of the learning process…”<br /> <br /> <br /> *bestimmen = to define, determine, etc.<br /> <br /> <br /> *Vokabeln = vocabulary (words) -&gt; never pl. &quot;vocabularies&quot;<br /> <br /> <br /> *determine = [http://www.merriam-webster.com/dictionary/determine see pronunciation]<br /> <br /> <br /> *particular = [http://www.merriam-webster.com/dictionary/particular see pronunciation]<br /> <br /> <br /> *Mistake: “We would like to…”<br /> *Context: presenting how you would structure lesson plans<br /> *Problem: in this context, “like to” makes the situation sound less hypothetical<br /> *Solution: “We would…”<br /> <br /> <br /> *Mistake: “What is the weather?”<br /> *Context: talking about ideas for lesson plans<br /> *Problem: sentence not complete<br /> *Solution: “What is the weather like?”<br /> <br /> <br /> *pupils = [http://www.merriam-webster.com/dictionary/pupil see pronunciation]<br /> <br /> <br /> *Mistake: “We developed all the opinion that…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word order<br /> *Solution: “We all developed the opinion that…”<br /> <br /> <br /> *Mistake: “…some words yes, some words not…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word choice<br /> *Solution: “…some words yes, some words no…”<br /> <br /> <br /> *Mistake: “I have no idea of the terms.”<br /> *Context: discussion at end of facilitation<br /> *Problem: expression<br /> *Solution: “I have no idea what the terms mean.”<br /> <br /> <br /> == January 2010 ==<br /> <br /> *Stationenlernen = learning stations<br /> <br /> <br /> *Verkäufer (ex. someone in a shoe store who offers help) = salesman, salesperson<br /> <br /> <br /> *Don’t forget when to use [http://www.jalc.edu/departmentpages/english/pdfs/write_place_tutorials/17_advanced_study_guide_for_the_complete_use_of_A_and_An.pdf “a” and “an”] <br /> <br /> <br /> *Mistake: “Students should bring prospects of different shops.”<br /> *Context: we were discussing partner work on vocabulary<br /> *Problem: word usage<br /> *Solution: “Students should bring advertisements from different shops.”<br /> <br /> <br /> *unconscious = bewusstlos, unbewusst<br /> <br /> <br /> *subconscious = unterbewusst<br /> <br /> <br /> *Mistake: “We had also a trip to Bath.”<br /> *Context: describing workbook activities<br /> *Problem: word order<br /> *Solution: “We also had a trip to Bath.”<br /> <br /> <br /> *Pantomime = pantomime<br /> <br /> <br /> *Mistake: “It was good because we could discuss about it.”<br /> *Context: giving the facilitators feedback<br /> *Problem: expression<br /> *Solution: “It was good because we could discuss it.” Or “It was good because we could talk about it.”<br /> <br /> <br /> == April 2010 ==<br /> <br /> *Bildungsstandards = educational standards<br /> <br /> <br /> *hypotheses (pl.) = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *ReferendarIn = student teacher<br /> <br /> <br /> *Mistake: “Modern about this curriculum is…”<br /> *Context: talking about the food lesson plan<br /> *Problem: word order, phrasing<br /> *Solution: “What’s modern about this curriculum is its…” or “… is what makes this curriculum modern.”<br /> <br /> <br /> *Mistake: “It makes fun.”<br /> *Context: talking about the food lesson plan<br /> *Problem: verb usage<br /> *Solution: “It is fun.”<br /> <br /> <br /> *Mistake: “I am going to make a barbecue.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: verb usage<br /> *Solution: “I am going to have a barbecue.”<br /> <br /> <br /> *Mistake: “Do you see this tomatoes.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: usage of determiners<br /> *Solution: “Do you see these tomatoes.”<br /> <br /> <br /> *roter Faden = thread, leitmotif<br /> <br /> <br /> *Erwartungshorizont = model answers; level of expectation<br /> <br /> <br /> *Aufsatz = composition, essay<br /> <br /> <br /> *archetype = Archetyp, Muster, Modell<br /> <br /> <br /> *Mistake: “This is a way how to make the test more reliable.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: phrasing/word choice/ relative clause<br /> *Solution: “This is a way to make the test more reliable.” or “This is a way (that) one can make the test more reliable.”<br /> <br /> <br /> *candidate = [http://www.merriam-webster.com/dictionary/candidate see pronunciation (more than one possibility)] <br /> <br /> <br /> *Mistake: “You have to decipher what there was written.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: word order<br /> *Solution: “You have to decipher what was written there.”<br /> <br /> <br /> == May 2010 ==<br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Hörverstehen = listening comprehension<br /> <br /> <br /> *Leistungserwartungen = learning outcomes<br /> <br /> <br /> *Mistake: “…in the second last topic…”<br /> *Context: presenting group work<br /> *Problem: missing preposition<br /> *Solution: “…in the second to last topic…”<br /> <br /> <br /> *Mistake: “…where the student has to create an own task.”<br /> *Context: presenting group work<br /> *Problem: “an” used instead of “his/her”<br /> *Solution: “…where the student has to create his/her own task.”<br /> <br /> <br /> *Mistake: “We took a long time to understand that.”<br /> *Context: presenting group work<br /> *Problem: phrasing/word order/meaning<br /> *Solution: “It took us a long time to understand that.”<br /> <br /> <br /> == June 2010 ==<br /> <br /> *Mistake: “In the end they…”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: preposition usage<br /> *Solution: “At the end they…”<br /> <br /> <br /> *transfer (noun) – [http://dictionary.cambridge.org/dictionary/british/transfer_2 see pron.]<br /> <br /> <br /> *Mistake: “This doesn’t make really sense.”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: syntax<br /> *Solution: “This doesn’t really make sense.”<br /> <br /> <br /> *roter Faden – thread; central theme<br /> <br /> <br /> *clothes – [http://dictionary.cambridge.org/dictionary/british/clothes see pron.]<br /> <br /> <br /> *blutleer – [http://www.merriam-webster.com/dictionary/bloodless bloodless]<br /> <br /> <br /> *Mistake: “… to make fun.”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: expression<br /> *Solution: “…to be fun.”<br /> <br /> <br /> *Mistake: “Isn’t all these things criticized?”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: subject-verb<br /> *Solution: “Aren’t all these things criticized?”<br /> <br /> <br /> *Mistake: “How does it look like?”<br /> *Context: describing vocabulary use in a lesson plan<br /> *Problem: expression<br /> *Solution: “How does it look?” or “What does it look like?”<br /> <br /> <br /> *Frontalunterricht – teacher-centered instruction, frontal instruction</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2010_AM_The_Modern_ELT-Classroom,_Th_8-10 2010 AM The Modern ELT-Classroom, Th 8-10 2010-05-27T12:14:57Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Thursdays, 8-10am<br /> * '''Venue:''' A10 1-121 (Hörsaal F)<br /> <br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - April 08, 2010 ==<br /> <br /> Research in EFL<br /> <br /> *Poster Session (examples)<br /> *Research paper<br /> *How to elicit data (examples)<br /> <br /> For next week:<br /> *Application: What do the curricula say? (Please have a close look at the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5 Hauptschule/Realschule and Gymnasium). Be prepared to comment on a) the learning outcomes, b) the level, and c) how textbooks implement the outcomes (find a sample from a unit of your choice).<br /> <br /> <br /> == Week 2 - April 15, 2010 ==<br /> <br /> Research in EFL<br /> <br /> Done: We<br /> <br /> *defined the terms &quot;standards&quot;, &quot;competence&quot;, &quot;can-do descriptors&quot;<br /> *analyzed and commented on the core curriculum for grades 5/6<br /> *defined the role of grammar/pronunciation/lexics in the core curriculum<br /> *described the theoretical underpinnings of CeR<br /> *commented on the lesson plan &quot;food-words&quot; for Gymnasium grade 6<br /> <br /> For next week:<br /> *Action Item: Rewrite the lesson plan &quot;food&quot; by contexualizing activities in all phases.<br /> <br /> <br /> == Week 3 - April 22, 2010 ==<br /> <br /> Concepts of communicative competence<br /> <br /> *We will discuss your version of &quot;food&quot;; comparision with lesson plan 2<br /> <br /> *Definitions of standards, curriculum, ...<br /> <br /> *Implementation of core curriculum in textbooks: a) communicative competences, b) methodological competences, and c) differences in implementation of GeF in German curricula<br /> <br /> Done:<br /> *Discussion of alternative version of &quot;food&quot; lesson. Focus: more learner orientiation (contextualization, continuity, playful activites (see last page of download FOOD in stud-ip)<br /> *Methodological competence: definition, categories (core curriculum Niedersachsen), and samples<br /> *AI: Lesson plan food 2: a) evaluation of methodology, delivery, activities, communicative level and b) evaluation of activities that can be classified as aiming at methodological competences<br /> <br /> For next week:<br /> *Please identify and describe elements/activities/objectives in LP 'food2' that support methodological competence.<br /> *Outline 1-3 additional activities that foster strategies and/or techniques for building up one's methodological competence.<br /> <br /> <br /> == Week 4 - April 29, 2010 ==<br /> <br /> Types of communicative lesson plans<br /> <br /> *Evaluation of food2-lesson plan (focus on development of communicative and of methodological competences)<br /> *Impulsreferat: Features of communicative competence<br /> *Comparison of various approaches to communicative lesson planning (Hecht/Waas/Ziegesar/Ziegesar, zoo plan, which can be found in stud-ip): How is the plan sequenced? What types of activities are there that foster interaction? Try to categorize the types of activites (e.g. controlled, less controlled, uncontrolled, or: listing, ordering.....). For one sequence in the lesson plan, please outline an alternative (see [http://www.4teachers.de/?action=show&amp;id=22&amp;sid= link]).<br /> <br /> Done:<br /> *Evaluation of food2-lesson plan (with a focus on the development of communicative and methodological competences)<br /> *Comparison of concepts of communicative competence (text based)<br /> <br /> For next week:<br /> *Please compare individual definitions with Brown, Doý, Piepho (visualization appreciated)<br /> *Describe levels/categories of competence (according to Brown, Doyé) that are initiated or fostered in LP food 1 and LP food 2<br /> <br /> <br /> == Week 5 - May 06, 2010 ==<br /> <br /> Learning outcomes<br /> <br /> Impulsreferat: [http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf learning outcomes], [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp CEFR], Niedersachsen's core curriculum<br /> <br /> Action Item: Design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for classes 5/6 or 7/8<br /> <br /> Action Item: Write a) objectives and b) learning outcome for a unit of your choice.<br /> <br /> Action Item: Outline three different tasks that cover the content of a unit of your choice<br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Done:<br /> *1. Task: a) (You can) compare individual definitions with Brown, Doý, Piepho (visualization appreciated) and b) (You can) describe levels/categories of competence that are initiated or fostered in LP food 1 and LP food 2.<br /> *2. Impulsreferat: You can define learning outcomes<br /> *3. Principles of Bildungsstandards: You can explain the structures and intentions of Bildungsstandards (Kultusministerkonferenz).<br /> <br /> References:<br /> *[http://db2.nibis.de/1db/cuvo/datei/bs_ms_kmk_erste_fremdsprache.pdf Bildungsstandards]<br /> *[http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp Common European Framework of Reference for Languages (CEFR)]<br /> *[http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf Learning outcomes]<br /> <br /> For next week:<br /> See action items for week 7 and please bring a textbook to class (Sek I or Primary level).<br /> <br /> <br /> == Week 6 - May 13, 2010 - Ascension - No Class ==<br /> <br /> <br /> == Week 7 - May 20, 2010 ==<br /> <br /> Learning arrangements<br /> <br /> Action Item 1: Please design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5/6 or 7/8.<br /> <br /> Action Item 2:: Please write a) the objectives and b) the learning outcomes for a textbook unit of your choice.<br /> <br /> Action Item 3: Please write a learning task that supports the development of a writing standard (see worksheet).<br /> <br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Please bring a textbook to class (Sek I or Primary level)<br /> <br /> Impulsreferat: Differenzierung/Individualisierung See [http://books.google.com/books?id=OiKfhxJ-np8C&amp;printsec=frontcover&amp;dq=differentiation&amp;hl=en&amp;ei=GoLiS_qLCM6ssAainbgh&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=1&amp;ved=0CC4Q6AEwAA#v=onepage&amp;q&amp;f=false link]<br /> <br /> Task: 1. What forms of individualization can you find in textbooks/in lesson plans? 2. T what extent do methods in the [http://www.studienseminar-koblenz.de/medien/methodenwerkzeuge/Steckbrief%20der%20Methoden-Werkzeuge.pdf chart] support differentiation and why?<br /> <br /> [http://www.guter-englischunterricht.de/ Quality management]<br /> <br /> Action Item: Collect criteria for good language teaching according to the website compare with link<br /> Develop a checklist<br /> <br /> SAI: Outline a questionaire for collecting data on how teachers assure quality in their teaching [http://statistik.wu-wien.ac.at/mathstat/stadlerALT/stadler2_OLD/how-to2rp.pdf see link]<br /> <br /> <br /> == Week 8 - May 27, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> Task 1<br /> *Please outline a working definition of differentiation that focuses on foreign language learning.<br /> *Collect a list of procedures that support differentiation in the ELT-classroom.<br /> *Go through 2-3 units of a modern textbook of your choice and list activites in which differentiation is achieved.<br /> <br /> Impulsreferat: Vocabulary teaching; Texts: Richards/Rendnya, [http://www3.cambridge.org/catalogue/catalogue.asp?isbn=0511500416 Section 11]<br /> <br /> Action Item: How is the teaching of vocabulary being realized in lesson plans (see 4 teachers.de or englische-fachdidaktik.com chapter 15). Choose at least 3 different plans for analysis.<br /> <br /> <br /> == Week 9 - June 03, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> Action Item: How is the teaching of vocabulary being realized in lesson plans (see download 5 on stud-ip)<br /> *a) Techniques of introducing the new words<br /> *b) exercises and tasks<br /> *c) transfer/application.....<br /> *Please also comment on the ways individualization is achieved<br /> <br /> <br /> Texts: Richards/Rendnya, [http://www3.cambridge.org/catalogue/catalogue.asp?isbn=0511500416 section 11]<br /> <br /> <br /> Activity in class: Developing a questionaire. How do teachers deal with vocabulary in class?<br /> See also Gehring, Englische Fachdidaktik, Berlin 2010, [http://www.esv.info/contributor/WOLFGANGGEHRING/katalog.html chapters 11, 15, 19]<br /> <br /> <br /> == Week 10 - June 10, 2010 ==<br /> <br /> Teaching grammar<br /> <br /> <br /> == Week 11 - June 17, 2010 ==<br /> <br /> Teaching language based<br /> <br /> <br /> == Week 12 - June 24, 2010 ==<br /> <br /> Teaching task based<br /> <br /> <br /> == Week 13 - July 01, 2010 ==<br /> <br /> Teaching content based<br /> <br /> <br /> == Week 14 - July 08, 2010 ==<br /> <br /> Individual counselling (poster session, action items)</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-05-26T11:58:23Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == Aufgabe = task ==<br /> <br /> == Aufsatz = composition, essay ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == DESI Studie (Deutsch-Englisch-Schülerleistungen-International) = DESI study (Assessment of Student Achievements in German and English as a Foreign Language) == <br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erwartungshorizont = model answers; level of expectation ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == Fragenkatalog = list of standards ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Lehrbuch = textbook, schoolbook ==<br /> <br /> == Lehrwerk = teaching material ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations, learning outcomes ==<br /> <br /> Learning outcomes are statements that describe what a learner will be able to do as a result of learning and teaching. “Learning outcomes are, in a way, a tool to describe and define a learning and assessment process and its product […] From the students’ perspective, the outcome approach communicates what they are expected to be able to do and the criteria that will be used to access them. This means that the description of the learning process has shifted from input to output.” (Gallavara et al 2008:12)<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernaufgabe = learning task ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernpsychologie = the psychology of learning ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == ReferendarIn = student teacher ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == roter Faden = thread, leitmotif ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Sprachkompetenz = language competence, fluency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == Übung = exercise ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Notes_and_observations_from_your_language_tutor_(Aufbaumodule) Notes and observations from your language tutor (Aufbaumodule) 2010-05-25T16:21:29Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> <br /> == October 2008 ==<br /> <br /> *Mistake: “You need not necessarily grammar.”<br /> *Context: talking about the CLT approach<br /> *Problem: syntax<br /> *Solution: “You don’t necessarily need grammar.”<br /> <br /> <br /> *Betriebswirtschaftslehre = business administration<br /> <br /> <br /> *cue (our context: cue cards): “a signal for someone to do something” (see [http://www.dictionary.cambridge.org/ Cambridge Online Dictionary]) = Hinweis, z.B. Regiesignal<br /> <br /> <br /> *Realia = realia [http://www.aolsvc.merriam-webster.aol.com/dictionary/realia see also pronunciation]<br /> <br /> <br /> *communicative – [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Unterpunkt = subitem<br /> <br /> <br /> *Leistungsbereitschaft = willingness to perform; motivation<br /> <br /> <br /> *Hypothesen prüfen = to test hypotheses<br /> <br /> <br /> *Hypothesenbildung = formulating hypotheses<br /> <br /> <br /> *Reifungsprozesse = maturation processes<br /> <br /> <br /> *Erarbeitung = development, formulation<br /> <br /> <br /> == November 2008 ==<br /> <br /> *Lernziele sollen heute in Stundenmodellen als „Kompetenzen“ formuliert werden.<br /> <br /> <br /> *Eselsbrücke = mnemonic aid<br /> <br /> <br /> *Bildung = education, formal education<br /> <br /> <br /> *Erziehung = upbringing, education, training (I think it is difficult to differentiate between &quot;Bildung&quot; and &quot;Erziehung&quot; in English. I seem to remember from Pädagogik that the term &quot;Bildung&quot; is unique to the German language. The above translations are those from Langenscheidt.)<br /> <br /> <br /> *Abstimmung = vote<br /> <br /> <br /> *Bauchgefühl = gut feeling, gut instinct<br /> <br /> <br /> *Mistake: “What does monitoring mean in context of language acquisition?”<br /> *Context: talking about pronunciation<br /> *Problem: definite article missing<br /> *Solution: “What does monitoring mean in the context of language acquisition?”<br /> <br /> <br /> *Mistake: “They don’t know how to spell a 'th'.”<br /> *Context: talking about pronunciation<br /> *Problem: word choice<br /> *Solution: “They don’t know how to pronounce a 'th'.”<br /> <br /> <br /> *Mistake: “They have to look on the pronunciation.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “They have to look at the pronunciation.” Or “They have to concentrate on the pronunciation.”<br /> <br /> <br /> *workbooks/exercise books vs. textbooks<br /> <br /> <br /> *Lautschrift = phonetic transcription<br /> <br /> <br /> *Mistake: “I am able to differ the sounds.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “I am able to differentiate between the sounds.”<br /> <br /> <br /> *Einsprachig = monolingual<br /> <br /> <br /> *personage - [http://www.merriam-webster.com/dictionary/personage pronunciation]<br /> <br /> <br /> *jemandem eine Frage stellen = to ask somebody a question/to put a question to somebody (as far as I found both options are correct, although I would never use the second option)<br /> <br /> <br /> *Begrenzung = limitation/restriction<br /> <br /> <br /> *Eingrenzung = perimeter, containment (aber je nach Kontext kann die Bedeutung vielleicht anders sein – leider kann ich mich nicht daran erinnern, in welchem Kontext dieses Wort benutzt wurde)<br /> <br /> <br /> *moderieren = (TV) present, (Am.) moderate ([http://www.merriam-webster.com/dictionary/moderate%5B2%5D see Merriam Webster online])<br /> <br /> <br /> *to facilitate = erleichtern<br /> <br /> <br /> *moderator ([http://www.merriam-webster.com/dictionary/moderator see Merriam Webster online])<br /> <br /> <br /> *facilitator = ([http://www.merriam-webster.com/dictionary/facilitator see Merriam Webster online]) (I think this term best suits our purpose in class, because a facilitator is someone that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision &lt;the workshop's facilitator kept discussion flowing smoothly&gt;)<br /> <br /> <br /> *Handlungsorientierung = task-based learning<br /> <br /> <br /> *handlungsorientiert = task-based<br /> <br /> <br /> *selbstverständlich = (adj.) self-evident, obvious, natural; etwas als selbstverständlich betrachten = take something for granted; (adv.) of course, naturally<br /> <br /> <br /> *Mistake: “Important is also …”<br /> *Context: we were discussing features of CLT<br /> *Problem: syntax<br /> *Solution: “It is also important that …”<br /> <br /> <br /> *War das eine Meldung? = Did you raise your hand?<br /> <br /> <br /> *Mistake: “The topic is getting boring after awhile.”<br /> *Context: talking about authentic language use; topics taught in the classroom<br /> *Problem: tense<br /> *Solution: “The topic gets boring after awhile.”<br /> <br /> <br /> *Mistake: “That’s not really a new knowledge for them.”<br /> *Context: talking about authentic language use<br /> *Problem: indefinite article<br /> *Solution: “That’s not really new knowledge for them.”<br /> <br /> <br /> *Didaktisierung = didactization<br /> <br /> <br /> *Leistungserwartungen = performance expectations<br /> <br /> <br /> *außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)<br /> <br /> <br /> *Mistake: &quot;... to do something all the day.&quot;<br /> *Context: talking about consciousness-raising<br /> *Problem: article<br /> *Solution: &quot;... to do something all day.&quot;<br /> <br /> <br /> *anwenden = to apply<br /> <br /> <br /> *Nachhilfe = private lessons<br /> <br /> <br /> == December 2008 ==<br /> <br /> *Suchworträtsel = word search<br /> <br /> <br /> *Kreuzworträtsel = crossword puzzle<br /> <br /> <br /> *Mistake: “Is that an vocabulary exercise?”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: indefinite article<br /> *Solution: “Is that a vocabulary exercise?”<br /> <br /> <br /> *Mistake: “The students should learn to think as well as write English.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The students should learn to think as well as write in English.”<br /> <br /> <br /> *Mistake: “I tend to get convinced by this opinion.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “I tend to be convinced by this opinion.”<br /> <br /> <br /> *Mistake: “The exercise gives you a way how to connect the words.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The exercise gives you a way to connect the words.” Or “The exercise shows you how to connect the words.”<br /> <br /> <br /> *mediation (skills) – [http://www.merriam-webster.com/dictionary/mediation see Merriam Webster for pronunciation]<br /> <br /> <br /> *sensibilisieren = to sensitize<br /> <br /> <br /> *Mistake: vocabularies<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: vocabulary does not take the plural form in English<br /> *Solution: vocabulary (pl.)<br /> <br /> <br /> == January 2009 ==<br /> <br /> *einschätzen = estimate, evaluate<br /> <br /> <br /> *umgehen mit = to handle, deal with<br /> <br /> <br /> *Leitmedien = leading media, most used media, most important media (these are my suggestions for the following context)<br /> <br /> <br /> *Context: Why are textbooks the Leitmedien in the classroom?<br /> <br /> <br /> *Erziehungsziel = (major or central) educational goal (also my suggestion)<br /> <br /> <br /> *Mistake: “I’ve already teached it…”<br /> *Context: talking about content in textbooks<br /> *Problem: form of past participle<br /> *Solution: “I’ve already taught it…”<br /> <br /> <br /> *Ebene = level<br /> <br /> <br /> *Mistake: “Isn’t it up to the teacher to decide what kind of relationship do they want to have with their students?”<br /> *Context: talking about communicative competence<br /> *Problem: “do” not needed in this case<br /> *Solution: “Isn’t it up to the teacher to decide what kind of relationship they want to have with their students?”<br /> <br /> <br /> *Respektsperson = someone to be treated respectfully or with respect; someone that is respected<br /> <br /> <br /> *facet = [http://www.merriam-webster.com/dictionary/facet pron.]<br /> <br /> <br /> *Beobachtung = observation<br /> <br /> <br /> *register = [http://www.merriam-webster.com/dictionary/register pron.]<br /> <br /> <br /> == April 2009 ==<br /> <br /> *Bilingualer Unterricht = bilingual teaching (this is the correct translation for the term from the core curriculum for Niedersachsen)<br /> <br /> <br /> *Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR)<br /> <br /> <br /> *Bilder verstehen = visual literacy<br /> <br /> <br /> *zusammenhängendes Sprechen = topic-based talk<br /> <br /> <br /> *Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs <br /> <br /> <br /> *Mistake: “…she wants very much from her students to do.”<br /> *Context: talking about the expectations in lesson planning<br /> *Problem: incorrect expression<br /> *Solution: “…she wants/expects her students to do a lot.”<br /> <br /> <br /> *Mistake: “It’s more important that you can speak fluent.”<br /> *Context: talking about communicative competence<br /> *Problem: expression; adverb at end<br /> *Solution: “It’s more important to be able to speak fluently.”<br /> <br /> <br /> *Mistake: “If you keep a discussion up…”<br /> *Context: talking about communicative competence<br /> *Problem: expression<br /> *Solution: “If you keep a discussion going…”<br /> <br /> <br /> *communicative = see: [http://www.merriam-webster.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Floskel = set phrase<br /> <br /> <br /> *wahrnehmen = to perceive, to notice, to observe (+ many other meanings, depending on context)<br /> <br /> <br /> *Voraussetzung = prerequisite, requirement, qualification, precondition<br /> <br /> <br /> *Unterrichtseinheit = teaching unit<br /> <br /> <br /> *Mistake: “I would appreciate if we could do an own lesson plan.”<br /> *Context: discussing lesson planning<br /> *Problem: “an” used instead of “our”<br /> *Solution: “I would appreciate if we could do (or plan) our own lesson plan.”<br /> <br /> <br /> *Mistake: “You don’t have to deal with English all of the day.”<br /> *Context: talking about authentic English in the classroom<br /> *Problem: expression<br /> *Solution: “You don’t have to deal with English all day (long).”<br /> <br /> == May 2009 ==<br /> <br /> *Schulpraktikum = student teaching, teacher training, teaching internship<br /> <br /> <br /> *Mistake: “If you really want to learn the structure of the grammar…”<br /> *Context: talking about grammar myths<br /> *Problem: expression<br /> *Solution: “If you really want to learn the grammar structure…”<br /> <br /> <br /> *Mistake: “You have those sample sentence that…”<br /> *Context: talking about effective grammar teaching<br /> *Problem: plural needed<br /> *Solution: “You have those sample sentences that…”<br /> <br /> <br /> *Mistake: “She made a nice presentation.”<br /> *Context: talking about the topic from the previous week<br /> *Problem: incorrect verb usage<br /> *Solution: “She gave a nice presentation.”<br /> <br /> <br /> *Mistake: “…just be task-orientated.”<br /> *Context: talking about modern grammar theories<br /> *Problem: incorrect word usage<br /> *Solution: “…just be task-oriented.”<br /> <br /> <br /> *Mistake: “Then there would be a homework.”<br /> *Context: talking about task-based lesson plans<br /> *Problem: incorrect article usage<br /> *Solution: “Then there would be homework.”<br /> <br /> <br /> *irregular verbs = pron. (“verbs” not “werbs”)<br /> <br /> <br /> *mistakes = [http://www.merriam-webster.com/dictionary/mistakes intonation]<br /> <br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Mistake: “The best way how to learn those idioms…”<br /> *Context: talking about collocations and idioms<br /> *Problem: “how” is not used here as it is in German; “Der beste Weg, wie man….”<br /> *Solution: “The best way to learn those idioms…”<br /> <br /> <br /> == June 2009 ==<br /> <br /> *Vokabeln (pl.) = vocabulary (no pl. ending!)<br /> <br /> <br /> *Punkt (im Zusammenhang mit verschiedenfarbigen Punkten, die Schwierigkeiten beim Vokabellernen markieren sollen) = richtig hier: dot (not spot)<br /> <br /> <br /> *autonomous (learning) = [http://www.merriam-webster.com/dictionary/autonomous see pronunciation]<br /> <br /> <br /> *Sozialform = social form<br /> <br /> <br /> *Grobziele = aims, general objectives<br /> <br /> <br /> *Feinziele = specific objectives<br /> <br /> <br /> *didaktische Reserve = alternative plan<br /> <br /> <br /> *Lebenssituation (der Schüler) = life situation, life event (of the students/pupils)<br /> <br /> <br /> *Mistake: “I had a look on the shorter version…”<br /> *Context: comparing lesson plans<br /> *Problem: preposition<br /> *Solution: ”I had a look at the shorter version…”<br /> <br /> <br /> *interkultureller Handlungskompetenz = intercultural competence (for action)<br /> <br /> <br /> *Sachanalyse = analysis of subject matter<br /> <br /> <br /> *techniques = [http://www.merriam-webster.com/dictionary/techniques see pronunciation]<br /> <br /> <br /> *Mistake: “to write a test”<br /> *Context: discussing possible poster topics<br /> *Problem: incorrect verb usage<br /> *Solution: “to take a test”<br /> <br /> <br /> *hypothesis = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *(intercultural) competences = [http://www.merriam-webster.com/dictionary/competence see pronunciation]<br /> <br /> <br /> *interesting = [http://www.merriam-webster.com/dictionary/interesting see pronunciation]<br /> <br /> <br /> *curricula = [http://www.merriam-webster.com/dictionary/curricula see pronunciation]<br /> <br /> <br /> *decade = [http://www.merriam-webster.com/dictionary/decade see pronunciation]<br /> <br /> <br /> *Noten = grades (Amer. Eng.), marks (Br. Eng.)<br /> <br /> <br /> == October 2009 ==<br /> <br /> *Mistake: “When will be the poster session?” <br /> *Context: discussing upcoming semester projects: posters<br /> *Problem: syntax <br /> *Solution: “When will the poster session be?”<br /> <br /> <br /> *Schauwand = display wall <br /> <br /> <br /> *Mistake: “Keeping it simple is a good advice.”<br /> *Context: discussing posters<br /> *Problem: article usage<br /> *Solution: “Keeping it simple is good advice.”<br /> <br /> <br /> *Bildungssystem = educational system<br /> <br /> <br /> *communicative = [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Mistake: “uncorrect language” <br /> *Context: talking about communicative competence <br /> *Problem: word usage<br /> *Solution: “incorrect langage”<br /> <br /> <br /> *Mistake: “But I think in the context with a foreign language…”<br /> *Context: talking about communicative competence<br /> *Problem: preposition<br /> *Solution: “But I think in the context of a foreign language…”<br /> <br /> <br /> *Mistake: “Students feel pressurized…”<br /> *Context: talking about communicative competence<br /> *Problem: word usage<br /> *Solution: “Students feel pressured…”<br /> <br /> <br /> *Gruppenpuzzle = jigsaw method, see as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> <br /> == November 2009 ==<br /> <br /> *discourse (competence) – [http://www.merriam-webster.com/dictionary/discourse pronunciation] (im Vergleich zum deutschen Begriff “Diskurs”) <br /> <br /> <br /> *Mistake: “…and I thought there were all the points mentioned that were important”<br /> *Context: giving feedback to facilitator group <br /> *Problem: phrasing<br /> *Solution: “…and I thought that all the points mentioned were important” OR “…and I thought they mentioned all the important points” <br /> <br /> <br /> *Unterrichtsgestaltung = classroom design/structure<br /> <br /> <br /> *Kommunikatives Handeln = communicative action<br /> <br /> <br /> *Prinzip der funktionalen Einsprachigkeit = functional code-switching<br /> <br /> <br /> *Prinzip der Authentizität = authenticity<br /> <br /> <br /> *Prinzip der funktionalen Fehlertoleranz = tolerance toward errors<br /> <br /> <br /> *Sprachbewusstheit = language awareness<br /> <br /> <br /> *Sprachbewusstsein = consciousness raising<br /> <br /> <br /> -„Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> <br /> == December 2009 ==<br /> <br /> *Mistake: “It’s easier because you don’t have a foreign speaking environment.” <br /> *Context: talking about whether grammar teaching is necessary in the foreign lang. classroom<br /> *Problem: word choice<br /> *Solution: “It’s easier because you don’t have a foreign language environment.”<br /> <br /> <br /> *Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level<br /> <br /> <br /> *Lernersprache/Interlanguage = interlanguage<br /> <br /> <br /> *Hochfrequente Wörter = high-frequency words<br /> <br /> <br /> *Eselsbrücken = mnemonic aids<br /> <br /> <br /> *Karteikarten = flash cards (in vocabulary learning)<br /> <br /> <br /> *Aufgabenstellung = task, assignment of tasks, setting of a task<br /> <br /> <br /> *Mistake: “In the beginning of the learning process…”<br /> *Context: talking about the seven golden rules of vocabulary learning<br /> *Problem: preposition<br /> *Solution: “At the beginning of the learning process…”<br /> <br /> <br /> *bestimmen = to define, determine, etc.<br /> <br /> <br /> *Vokabeln = vocabulary (words) -&gt; never pl. &quot;vocabularies&quot;<br /> <br /> <br /> *determine = [http://www.merriam-webster.com/dictionary/determine see pronunciation]<br /> <br /> <br /> *particular = [http://www.merriam-webster.com/dictionary/particular see pronunciation]<br /> <br /> <br /> *Mistake: “We would like to…”<br /> *Context: presenting how you would structure lesson plans<br /> *Problem: in this context, “like to” makes the situation sound less hypothetical<br /> *Solution: “We would…”<br /> <br /> <br /> *Mistake: “What is the weather?”<br /> *Context: talking about ideas for lesson plans<br /> *Problem: sentence not complete<br /> *Solution: “What is the weather like?”<br /> <br /> <br /> *pupils = [http://www.merriam-webster.com/dictionary/pupil see pronunciation]<br /> <br /> <br /> *Mistake: “We developed all the opinion that…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word order<br /> *Solution: “We all developed the opinion that…”<br /> <br /> <br /> *Mistake: “…some words yes, some words not…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word choice<br /> *Solution: “…some words yes, some words no…”<br /> <br /> <br /> *Mistake: “I have no idea of the terms.”<br /> *Context: discussion at end of facilitation<br /> *Problem: expression<br /> *Solution: “I have no idea what the terms mean.”<br /> <br /> <br /> == January 2010 ==<br /> <br /> *Stationenlernen = learning stations<br /> <br /> <br /> *Verkäufer (ex. someone in a shoe store who offers help) = salesman, salesperson<br /> <br /> <br /> *Don’t forget when to use [http://www.jalc.edu/departmentpages/english/pdfs/write_place_tutorials/17_advanced_study_guide_for_the_complete_use_of_A_and_An.pdf “a” and “an”] <br /> <br /> <br /> *Mistake: “Students should bring prospects of different shops.”<br /> *Context: we were discussing partner work on vocabulary<br /> *Problem: word usage<br /> *Solution: “Students should bring advertisements from different shops.”<br /> <br /> <br /> *unconscious = bewusstlos, unbewusst<br /> <br /> <br /> *subconscious = unterbewusst<br /> <br /> <br /> *Mistake: “We had also a trip to Bath.”<br /> *Context: describing workbook activities<br /> *Problem: word order<br /> *Solution: “We also had a trip to Bath.”<br /> <br /> <br /> *Pantomime = pantomime<br /> <br /> <br /> *Mistake: “It was good because we could discuss about it.”<br /> *Context: giving the facilitators feedback<br /> *Problem: expression<br /> *Solution: “It was good because we could discuss it.” Or “It was good because we could talk about it.”<br /> <br /> <br /> == April 2010 ==<br /> <br /> *Bildungsstandards = educational standards<br /> <br /> <br /> *hypotheses (pl.) = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *ReferendarIn = student teacher<br /> <br /> <br /> *Mistake: “Modern about this curriculum is…”<br /> *Context: talking about the food lesson plan<br /> *Problem: word order, phrasing<br /> *Solution: “What’s modern about this curriculum is its…” or “… is what makes this curriculum modern.”<br /> <br /> <br /> *Mistake: “It makes fun.”<br /> *Context: talking about the food lesson plan<br /> *Problem: verb usage<br /> *Solution: “It is fun.”<br /> <br /> <br /> *Mistake: “I am going to make a barbecue.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: verb usage<br /> *Solution: “I am going to have a barbecue.”<br /> <br /> <br /> *Mistake: “Do you see this tomatoes.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: usage of determiners<br /> *Solution: “Do you see these tomatoes.”<br /> <br /> <br /> *roter Faden = thread, leitmotif<br /> <br /> <br /> *Erwartungshorizont = model answers; level of expectation<br /> <br /> <br /> *Aufsatz = composition, essay<br /> <br /> <br /> *archetype = Archetyp, Muster, Modell<br /> <br /> <br /> *Mistake: “This is a way how to make the test more reliable.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: phrasing/word choice/ relative clause<br /> *Solution: “This is a way to make the test more reliable.” or “This is a way (that) one can make the test more reliable.”<br /> <br /> <br /> *candidate = [http://www.merriam-webster.com/dictionary/candidate see pronunciation (more than one possibility)] <br /> <br /> <br /> *Mistake: “You have to decipher what there was written.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: word order<br /> *Solution: “You have to decipher what was written there.”<br /> <br /> <br /> == May 2010 ==<br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Hörverstehen = listening comprehension<br /> <br /> <br /> *Leistungserwartungen = learning outcomes<br /> <br /> <br /> *Mistake: “…in the second last topic…”<br /> *Context: presenting group work<br /> *Problem: missing preposition<br /> *Solution: “…in the second to last topic…”<br /> <br /> <br /> *Mistake: “…where the student has to create an own task.”<br /> *Context: presenting group work<br /> *Problem: “an” used instead of “his/her”<br /> *Solution: “…where the student has to create his/her own task.”<br /> <br /> <br /> *Mistake: “We took a long time to understand that.”<br /> *Context: presenting group work<br /> *Problem: phrasing/word order/meaning<br /> *Solution: “It took us a long time to understand that.”</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-05-24T17:57:28Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == Aufsatz = composition, essay ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == DESI Studie (Deutsch-Englisch-Schülerleistungen-International) = DESI study (Assessment of Student Achievements in German and English as a Foreign Language) == <br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erwartungshorizont = model answers; level of expectation ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Lehrbuch = textbook, schoolbook ==<br /> <br /> == Lehrwerk = teaching material ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations, learning outcomes ==<br /> <br /> Learning outcomes are statements that describe what a learner will be able to do as a result of learning and teaching. “Learning outcomes are, in a way, a tool to describe and define a learning and assessment process and its product […] From the students’ perspective, the outcome approach communicates what they are expected to be able to do and the criteria that will be used to access them. This means that the description of the learning process has shifted from input to output.” (Gallavara et al 2008:12)<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernpsychologie = the psychology of learning ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == ReferendarIn = student teacher ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == roter Faden = thread, leitmotif ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Sprachkompetenz = language competence, fluency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-05-24T15:09:01Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == Aufsatz = composition, essay ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == DESI Studie (Deutsch-Englisch-Schülerleistungen-International) = DESI study (Assessment of Student Achievements in German and English as a Foreign Language) == <br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erwartungshorizont = model answers; level of expectation ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Lehrbuch = textbook, schoolbook ==<br /> <br /> == Lehrwerk = teaching material ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations, learning outcomes ==<br /> <br /> Learning outcomes are statements that describe what a learner will be able to do as a result of learning and teaching. “Learning outcomes are, in a way, a tool to describe and define a learning and assessment process and its product […] From the students’ perspective, the outcome approach communicates what they are expected to be able to do and the criteria that will be used to access them. This means that the description of the learning process has shifted from input to output.” (Gallavara et al 2008:12)<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernpsychologie = the psychology of learning ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == ReferendarIn = student teacher ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == roter Faden = thread, leitmotif ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-05-24T14:58:39Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == Aufsatz = composition, essay ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == DESI Studie (Deutsch-Englisch-Schülerleistungen-International) = DESI study (Assessment of Student Achievements in German and English as a Foreign Language) == <br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erwartungshorizont = model answers; level of expectation ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations, learning outcomes ==<br /> <br /> Learning outcomes are statements that describe what a learner will be able to do as a result of learning and teaching. “Learning outcomes are, in a way, a tool to describe and define a learning and assessment process and its product […] From the students’ perspective, the outcome approach communicates what they are expected to be able to do and the criteria that will be used to access them. This means that the description of the learning process has shifted from input to output.” (Gallavara et al 2008:12)<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernpsychologie = the psychology of learning ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == ReferendarIn = student teacher ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == roter Faden = thread, leitmotif ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-05-24T14:57:59Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == Aufsatz = composition, essay ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == DESI Studie (Deutsch-Englisch-Schülerleistungen-International) = DESI Study (Assessment of Student Achievements in German and English as a Foreign Language) == <br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erwartungshorizont = model answers; level of expectation ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations, learning outcomes ==<br /> <br /> Learning outcomes are statements that describe what a learner will be able to do as a result of learning and teaching. “Learning outcomes are, in a way, a tool to describe and define a learning and assessment process and its product […] From the students’ perspective, the outcome approach communicates what they are expected to be able to do and the criteria that will be used to access them. This means that the description of the learning process has shifted from input to output.” (Gallavara et al 2008:12)<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernpsychologie = the psychology of learning ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == ReferendarIn = student teacher ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == roter Faden = thread, leitmotif ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-05-22T09:52:45Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == Aufsatz = composition, essay ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erwartungshorizont = model answers; level of expectation ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations, learning outcomes ==<br /> <br /> Learning outcomes are statements that describe what a learner will be able to do as a result of learning and teaching. “Learning outcomes are, in a way, a tool to describe and define a learning and assessment process and its product […] From the students’ perspective, the outcome approach communicates what they are expected to be able to do and the criteria that will be used to access them. This means that the description of the learning process has shifted from input to output.” (Gallavara et al 2008:12)<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernpsychologie = the psychology of learning ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == ReferendarIn = student teacher ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == roter Faden = thread, leitmotif ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2010_AM_The_Modern_ELT-Classroom,_Th_8-10 2010 AM The Modern ELT-Classroom, Th 8-10 2010-05-22T09:36:07Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Thursdays, 8-10am<br /> * '''Venue:''' A10 1-121 (Hörsaal F)<br /> <br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - April 08, 2010 ==<br /> <br /> Research in EFL<br /> <br /> *Poster Session (examples)<br /> *Research paper<br /> *How to elicit data (examples)<br /> <br /> For next week:<br /> *Application: What do the curricula say? (Please have a close look at the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5 Hauptschule/Realschule and Gymnasium). Be prepared to comment on a) the learning outcomes, b) the level, and c) how textbooks implement the outcomes (find a sample from a unit of your choice).<br /> <br /> <br /> == Week 2 - April 15, 2010 ==<br /> <br /> Research in EFL<br /> <br /> Done: We<br /> <br /> *defined the terms &quot;standards&quot;, &quot;competence&quot;, &quot;can-do descriptors&quot;<br /> *analyzed and commented on the core curriculum for grades 5/6<br /> *defined the role of grammar/pronunciation/lexics in the core curriculum<br /> *described the theoretical underpinnings of CeR<br /> *commented on the lesson plan &quot;food-words&quot; for Gymnasium grade 6<br /> <br /> For next week:<br /> *Action Item: Rewrite the lesson plan &quot;food&quot; by contexualizing activities in all phases.<br /> <br /> <br /> == Week 3 - April 22, 2010 ==<br /> <br /> Concepts of communicative competence<br /> <br /> *We will discuss your version of &quot;food&quot;; comparision with lesson plan 2<br /> <br /> *Definitions of standards, curriculum, ...<br /> <br /> *Implementation of core curriculum in textbooks: a) communicative competences, b) methodological competences, and c) differences in implementation of GeF in German curricula<br /> <br /> Done:<br /> *Discussion of alternative version of &quot;food&quot; lesson. Focus: more learner orientiation (contextualization, continuity, playful activites (see last page of download FOOD in stud-ip)<br /> *Methodological competence: definition, categories (core curriculum Niedersachsen), and samples<br /> *AI: Lesson plan food 2: a) evaluation of methodology, delivery, activities, communicative level and b) evaluation of activities that can be classified as aiming at methodological competences<br /> <br /> For next week:<br /> *Please identify and describe elements/activities/objectives in LP 'food2' that support methodological competence.<br /> *Outline 1-3 additional activities that foster strategies and/or techniques for building up one's methodological competence.<br /> <br /> <br /> == Week 4 - April 29, 2010 ==<br /> <br /> Types of communicative lesson plans<br /> <br /> *Evaluation of food2-lesson plan (focus on development of communicative and of methodological competences)<br /> *Impulsreferat: Features of communicative competence<br /> *Comparison of various approaches to communicative lesson planning (Hecht/Waas/Ziegesar/Ziegesar, zoo plan, which can be found in stud-ip): How is the plan sequenced? What types of activities are there that foster interaction? Try to categorize the types of activites (e.g. controlled, less controlled, uncontrolled, or: listing, ordering.....). For one sequence in the lesson plan, please outline an alternative (see [http://www.4teachers.de/?action=show&amp;id=22&amp;sid= link]).<br /> <br /> Done:<br /> *Evaluation of food2-lesson plan (with a focus on the development of communicative and methodological competences)<br /> *Comparison of concepts of communicative competence (text based)<br /> <br /> For next week:<br /> *Please compare individual definitions with Brown, Doý, Piepho (visualization appreciated)<br /> *Describe levels/categories of competence (according to Brown, Doyé) that are initiated or fostered in LP food 1 and LP food 2<br /> <br /> <br /> == Week 5 - May 06, 2010 ==<br /> <br /> Learning outcomes<br /> <br /> Impulsreferat: [http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf learning outcomes], [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp CEFR], Niedersachsen's core curriculum<br /> <br /> Action Item: Design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for classes 5/6 or 7/8<br /> <br /> Action Item: Write a) objectives and b) learning outcome for a unit of your choice.<br /> <br /> Action Item: Outline three different tasks that cover the content of a unit of your choice<br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Done:<br /> *1. Task: a) (You can) compare individual definitions with Brown, Doý, Piepho (visualization appreciated) and b) (You can) describe levels/categories of competence that are initiated or fostered in LP food 1 and LP food 2.<br /> *2. Impulsreferat: You can define learning outcomes<br /> *3. Principles of Bildungsstandards: You can explain the structures and intentions of Bildungsstandards (Kultusministerkonferenz).<br /> <br /> References:<br /> *[http://db2.nibis.de/1db/cuvo/datei/bs_ms_kmk_erste_fremdsprache.pdf Bildungsstandards]<br /> *[http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp Common European Framework of Reference for Languages (CEFR)]<br /> *[http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf Learning outcomes]<br /> <br /> For next week:<br /> See action items for week 7 and please bring a textbook to class (Sek I or Primary level).<br /> <br /> <br /> == Week 6 - May 13, 2010 - Ascension - No Class ==<br /> <br /> <br /> == Week 7 - May 20, 2010 ==<br /> <br /> Learning arrangements<br /> <br /> Action Item 1: Please design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5/6 or 7/8.<br /> <br /> Action Item 2:: Please write a) the objectives and b) the learning outcomes for a textbook unit of your choice.<br /> <br /> Action Item 3: Please write a learning task that supports the development of a writing standard (see worksheet).<br /> <br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Please bring a textbook to class (Sek I or Primary level)<br /> <br /> Impulsreferat: Differenzierung/Individualisierung See [http://books.google.com/books?id=OiKfhxJ-np8C&amp;printsec=frontcover&amp;dq=differentiation&amp;hl=en&amp;ei=GoLiS_qLCM6ssAainbgh&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=1&amp;ved=0CC4Q6AEwAA#v=onepage&amp;q&amp;f=false link]<br /> <br /> Task: 1. What forms of individualization can you find in textbooks/in lesson plans? 2. T what extent do methods in the [http://www.studienseminar-koblenz.de/medien/methodenwerkzeuge/Steckbrief%20der%20Methoden-Werkzeuge.pdf chart] support differentiation and why?<br /> <br /> [http://www.guter-englischunterricht.de/ Quality management]<br /> <br /> Action Item: Collect criteria for good language teaching according to the website compare with link<br /> Develop a checklist<br /> <br /> SAI: Outline a questionaire for collecting data on how teachers assure quality in their teaching [http://statistik.wu-wien.ac.at/mathstat/stadlerALT/stadler2_OLD/how-to2rp.pdf see link]<br /> <br /> <br /> == Week 8 - May 27, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> Task 1<br /> *Please outline a working definition of differentiation that focuses on foreign language learning.<br /> *Collect a list of procedures that support differentiation in the ELT-classroom.<br /> *Go through 2-3 units of a modern textbook of your choice and list activites in which differentiation is achieved.<br /> <br /> Impulsreferat: Vocabulary teaching; Texts: Richards/Rendnya, [http://www3.cambridge.org/catalogue/catalogue.asp?isbn=0511500416 Section 11]<br /> <br /> Action Item: How is the teaching of vocabulary being realized in lesson plans (see 4 teachers.de or englische-fachdidaktik.com chapter 15). Choose at least 3 different plans for analysis.<br /> <br /> <br /> == Week 9 - June 03, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> == Week 10 - June 10, 2010 ==<br /> <br /> Teaching grammar<br /> <br /> <br /> == Week 11 - June 17, 2010 ==<br /> <br /> Teaching language based<br /> <br /> <br /> == Week 12 - June 24, 2010 ==<br /> <br /> Teaching task based<br /> <br /> <br /> == Week 13 - July 01, 2010 ==<br /> <br /> Teaching content based<br /> <br /> <br /> == Week 14 - July 08, 2010 ==<br /> <br /> Individual counselling (poster session, action items)</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-05-08T07:34:37Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == Aufsatz = composition, essay ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erwartungshorizont = model answers; level of expectation ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations, learning outcomes ==<br /> <br /> Learning outcomes are statements that describe what a learner will be able to do as a result of learning and teaching. “Learning outcomes are, in a way, a tool to describe and define a learning and assessment process and its product […] From the students’ perspective, the outcome approach communicates what they are expected to be able to do and the criteria that will be used to access them. This means that the description of the learning process has shifted from input to output.” (Gallavara et al 2008:12)<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == ReferendarIn = student teacher ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == roter Faden = thread, leitmotif ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Notes_and_observations_from_your_language_tutor_(Aufbaumodule) Notes and observations from your language tutor (Aufbaumodule) 2010-05-08T07:33:33Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> <br /> == October 2008 ==<br /> <br /> *Mistake: “You need not necessarily grammar.”<br /> *Context: talking about the CLT approach<br /> *Problem: syntax<br /> *Solution: “You don’t necessarily need grammar.”<br /> <br /> <br /> *Betriebswirtschaftslehre = business administration<br /> <br /> <br /> *cue (our context: cue cards): “a signal for someone to do something” (see [http://www.dictionary.cambridge.org/ Cambridge Online Dictionary]) = Hinweis, z.B. Regiesignal<br /> <br /> <br /> *Realia = realia [http://www.aolsvc.merriam-webster.aol.com/dictionary/realia see also pronunciation]<br /> <br /> <br /> *communicative – [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Unterpunkt = subitem<br /> <br /> <br /> *Leistungsbereitschaft = willingness to perform; motivation<br /> <br /> <br /> *Hypothesen prüfen = to test hypotheses<br /> <br /> <br /> *Hypothesenbildung = formulating hypotheses<br /> <br /> <br /> *Reifungsprozesse = maturation processes<br /> <br /> <br /> *Erarbeitung = development, formulation<br /> <br /> <br /> == November 2008 ==<br /> <br /> *Lernziele sollen heute in Stundenmodellen als „Kompetenzen“ formuliert werden.<br /> <br /> <br /> *Eselsbrücke = mnemonic aid<br /> <br /> <br /> *Bildung = education, formal education<br /> <br /> <br /> *Erziehung = upbringing, education, training (I think it is difficult to differentiate between &quot;Bildung&quot; and &quot;Erziehung&quot; in English. I seem to remember from Pädagogik that the term &quot;Bildung&quot; is unique to the German language. The above translations are those from Langenscheidt.)<br /> <br /> <br /> *Abstimmung = vote<br /> <br /> <br /> *Bauchgefühl = gut feeling, gut instinct<br /> <br /> <br /> *Mistake: “What does monitoring mean in context of language acquisition?”<br /> *Context: talking about pronunciation<br /> *Problem: definite article missing<br /> *Solution: “What does monitoring mean in the context of language acquisition?”<br /> <br /> <br /> *Mistake: “They don’t know how to spell a 'th'.”<br /> *Context: talking about pronunciation<br /> *Problem: word choice<br /> *Solution: “They don’t know how to pronounce a 'th'.”<br /> <br /> <br /> *Mistake: “They have to look on the pronunciation.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “They have to look at the pronunciation.” Or “They have to concentrate on the pronunciation.”<br /> <br /> <br /> *workbooks/exercise books vs. textbooks<br /> <br /> <br /> *Lautschrift = phonetic transcription<br /> <br /> <br /> *Mistake: “I am able to differ the sounds.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “I am able to differentiate between the sounds.”<br /> <br /> <br /> *Einsprachig = monolingual<br /> <br /> <br /> *personage - [http://www.merriam-webster.com/dictionary/personage pronunciation]<br /> <br /> <br /> *jemandem eine Frage stellen = to ask somebody a question/to put a question to somebody (as far as I found both options are correct, although I would never use the second option)<br /> <br /> <br /> *Begrenzung = limitation/restriction<br /> <br /> <br /> *Eingrenzung = perimeter, containment (aber je nach Kontext kann die Bedeutung vielleicht anders sein – leider kann ich mich nicht daran erinnern, in welchem Kontext dieses Wort benutzt wurde)<br /> <br /> <br /> *moderieren = (TV) present, (Am.) moderate ([http://www.merriam-webster.com/dictionary/moderate%5B2%5D see Merriam Webster online])<br /> <br /> <br /> *to facilitate = erleichtern<br /> <br /> <br /> *moderator ([http://www.merriam-webster.com/dictionary/moderator see Merriam Webster online])<br /> <br /> <br /> *facilitator = ([http://www.merriam-webster.com/dictionary/facilitator see Merriam Webster online]) (I think this term best suits our purpose in class, because a facilitator is someone that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision &lt;the workshop's facilitator kept discussion flowing smoothly&gt;)<br /> <br /> <br /> *Handlungsorientierung = task-based learning<br /> <br /> <br /> *handlungsorientiert = task-based<br /> <br /> <br /> *selbstverständlich = (adj.) self-evident, obvious, natural; etwas als selbstverständlich betrachten = take something for granted; (adv.) of course, naturally<br /> <br /> <br /> *Mistake: “Important is also …”<br /> *Context: we were discussing features of CLT<br /> *Problem: syntax<br /> *Solution: “It is also important that …”<br /> <br /> <br /> *War das eine Meldung? = Did you raise your hand?<br /> <br /> <br /> *Mistake: “The topic is getting boring after awhile.”<br /> *Context: talking about authentic language use; topics taught in the classroom<br /> *Problem: tense<br /> *Solution: “The topic gets boring after awhile.”<br /> <br /> <br /> *Mistake: “That’s not really a new knowledge for them.”<br /> *Context: talking about authentic language use<br /> *Problem: indefinite article<br /> *Solution: “That’s not really new knowledge for them.”<br /> <br /> <br /> *Didaktisierung = didactization<br /> <br /> <br /> *Leistungserwartungen = performance expectations<br /> <br /> <br /> *außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)<br /> <br /> <br /> *Mistake: &quot;... to do something all the day.&quot;<br /> *Context: talking about consciousness-raising<br /> *Problem: article<br /> *Solution: &quot;... to do something all day.&quot;<br /> <br /> <br /> *anwenden = to apply<br /> <br /> <br /> *Nachhilfe = private lessons<br /> <br /> <br /> == December 2008 ==<br /> <br /> *Suchworträtsel = word search<br /> <br /> <br /> *Kreuzworträtsel = crossword puzzle<br /> <br /> <br /> *Mistake: “Is that an vocabulary exercise?”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: indefinite article<br /> *Solution: “Is that a vocabulary exercise?”<br /> <br /> <br /> *Mistake: “The students should learn to think as well as write English.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The students should learn to think as well as write in English.”<br /> <br /> <br /> *Mistake: “I tend to get convinced by this opinion.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “I tend to be convinced by this opinion.”<br /> <br /> <br /> *Mistake: “The exercise gives you a way how to connect the words.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The exercise gives you a way to connect the words.” Or “The exercise shows you how to connect the words.”<br /> <br /> <br /> *mediation (skills) – [http://www.merriam-webster.com/dictionary/mediation see Merriam Webster for pronunciation]<br /> <br /> <br /> *sensibilisieren = to sensitize<br /> <br /> <br /> *Mistake: vocabularies<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: vocabulary does not take the plural form in English<br /> *Solution: vocabulary (pl.)<br /> <br /> <br /> == January 2009 ==<br /> <br /> *einschätzen = estimate, evaluate<br /> <br /> <br /> *umgehen mit = to handle, deal with<br /> <br /> <br /> *Leitmedien = leading media, most used media, most important media (these are my suggestions for the following context)<br /> <br /> <br /> *Context: Why are textbooks the Leitmedien in the classroom?<br /> <br /> <br /> *Erziehungsziel = (major or central) educational goal (also my suggestion)<br /> <br /> <br /> *Mistake: “I’ve already teached it…”<br /> *Context: talking about content in textbooks<br /> *Problem: form of past participle<br /> *Solution: “I’ve already taught it…”<br /> <br /> <br /> *Ebene = level<br /> <br /> <br /> *Mistake: “Isn’t it up to the teacher to decide what kind of relationship do they want to have with their students?”<br /> *Context: talking about communicative competence<br /> *Problem: “do” not needed in this case<br /> *Solution: “Isn’t it up to the teacher to decide what kind of relationship they want to have with their students?”<br /> <br /> <br /> *Respektsperson = someone to be treated respectfully or with respect; someone that is respected<br /> <br /> <br /> *facet = [http://www.merriam-webster.com/dictionary/facet pron.]<br /> <br /> <br /> *Beobachtung = observation<br /> <br /> <br /> *register = [http://www.merriam-webster.com/dictionary/register pron.]<br /> <br /> <br /> == April 2009 ==<br /> <br /> *Bilingualer Unterricht = bilingual teaching (this is the correct translation for the term from the core curriculum for Niedersachsen)<br /> <br /> <br /> *Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR)<br /> <br /> <br /> *Bilder verstehen = visual literacy<br /> <br /> <br /> *zusammenhängendes Sprechen = topic-based talk<br /> <br /> <br /> *Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs <br /> <br /> <br /> *Mistake: “…she wants very much from her students to do.”<br /> *Context: talking about the expectations in lesson planning<br /> *Problem: incorrect expression<br /> *Solution: “…she wants/expects her students to do a lot.”<br /> <br /> <br /> *Mistake: “It’s more important that you can speak fluent.”<br /> *Context: talking about communicative competence<br /> *Problem: expression; adverb at end<br /> *Solution: “It’s more important to be able to speak fluently.”<br /> <br /> <br /> *Mistake: “If you keep a discussion up…”<br /> *Context: talking about communicative competence<br /> *Problem: expression<br /> *Solution: “If you keep a discussion going…”<br /> <br /> <br /> *communicative = see: [http://www.merriam-webster.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Floskel = set phrase<br /> <br /> <br /> *wahrnehmen = to perceive, to notice, to observe (+ many other meanings, depending on context)<br /> <br /> <br /> *Voraussetzung = prerequisite, requirement, qualification, precondition<br /> <br /> <br /> *Unterrichtseinheit = teaching unit<br /> <br /> <br /> *Mistake: “I would appreciate if we could do an own lesson plan.”<br /> *Context: discussing lesson planning<br /> *Problem: “an” used instead of “our”<br /> *Solution: “I would appreciate if we could do (or plan) our own lesson plan.”<br /> <br /> <br /> *Mistake: “You don’t have to deal with English all of the day.”<br /> *Context: talking about authentic English in the classroom<br /> *Problem: expression<br /> *Solution: “You don’t have to deal with English all day (long).”<br /> <br /> == May 2009 ==<br /> <br /> *Schulpraktikum = student teaching, teacher training, teaching internship<br /> <br /> <br /> *Mistake: “If you really want to learn the structure of the grammar…”<br /> *Context: talking about grammar myths<br /> *Problem: expression<br /> *Solution: “If you really want to learn the grammar structure…”<br /> <br /> <br /> *Mistake: “You have those sample sentence that…”<br /> *Context: talking about effective grammar teaching<br /> *Problem: plural needed<br /> *Solution: “You have those sample sentences that…”<br /> <br /> <br /> *Mistake: “She made a nice presentation.”<br /> *Context: talking about the topic from the previous week<br /> *Problem: incorrect verb usage<br /> *Solution: “She gave a nice presentation.”<br /> <br /> <br /> *Mistake: “…just be task-orientated.”<br /> *Context: talking about modern grammar theories<br /> *Problem: incorrect word usage<br /> *Solution: “…just be task-oriented.”<br /> <br /> <br /> *Mistake: “Then there would be a homework.”<br /> *Context: talking about task-based lesson plans<br /> *Problem: incorrect article usage<br /> *Solution: “Then there would be homework.”<br /> <br /> <br /> *irregular verbs = pron. (“verbs” not “werbs”)<br /> <br /> <br /> *mistakes = [http://www.merriam-webster.com/dictionary/mistakes intonation]<br /> <br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Mistake: “The best way how to learn those idioms…”<br /> *Context: talking about collocations and idioms<br /> *Problem: “how” is not used here as it is in German; “Der beste Weg, wie man….”<br /> *Solution: “The best way to learn those idioms…”<br /> <br /> <br /> == June 2009 ==<br /> <br /> *Vokabeln (pl.) = vocabulary (no pl. ending!)<br /> <br /> <br /> *Punkt (im Zusammenhang mit verschiedenfarbigen Punkten, die Schwierigkeiten beim Vokabellernen markieren sollen) = richtig hier: dot (not spot)<br /> <br /> <br /> *autonomous (learning) = [http://www.merriam-webster.com/dictionary/autonomous see pronunciation]<br /> <br /> <br /> *Sozialform = social form<br /> <br /> <br /> *Grobziele = aims, general objectives<br /> <br /> <br /> *Feinziele = specific objectives<br /> <br /> <br /> *didaktische Reserve = alternative plan<br /> <br /> <br /> *Lebenssituation (der Schüler) = life situation, life event (of the students/pupils)<br /> <br /> <br /> *Mistake: “I had a look on the shorter version…”<br /> *Context: comparing lesson plans<br /> *Problem: preposition<br /> *Solution: ”I had a look at the shorter version…”<br /> <br /> <br /> *interkultureller Handlungskompetenz = intercultural competence (for action)<br /> <br /> <br /> *Sachanalyse = analysis of subject matter<br /> <br /> <br /> *techniques = [http://www.merriam-webster.com/dictionary/techniques see pronunciation]<br /> <br /> <br /> *Mistake: “to write a test”<br /> *Context: discussing possible poster topics<br /> *Problem: incorrect verb usage<br /> *Solution: “to take a test”<br /> <br /> <br /> *hypothesis = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *(intercultural) competences = [http://www.merriam-webster.com/dictionary/competence see pronunciation]<br /> <br /> <br /> *interesting = [http://www.merriam-webster.com/dictionary/interesting see pronunciation]<br /> <br /> <br /> *curricula = [http://www.merriam-webster.com/dictionary/curricula see pronunciation]<br /> <br /> <br /> *decade = [http://www.merriam-webster.com/dictionary/decade see pronunciation]<br /> <br /> <br /> *Noten = grades (Amer. Eng.), marks (Br. Eng.)<br /> <br /> <br /> == October 2009 ==<br /> <br /> *Mistake: “When will be the poster session?” <br /> *Context: discussing upcoming semester projects: posters<br /> *Problem: syntax <br /> *Solution: “When will the poster session be?”<br /> <br /> <br /> *Schauwand = display wall <br /> <br /> <br /> *Mistake: “Keeping it simple is a good advice.”<br /> *Context: discussing posters<br /> *Problem: article usage<br /> *Solution: “Keeping it simple is good advice.”<br /> <br /> <br /> *Bildungssystem = educational system<br /> <br /> <br /> *communicative = [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Mistake: “uncorrect language” <br /> *Context: talking about communicative competence <br /> *Problem: word usage<br /> *Solution: “incorrect langage”<br /> <br /> <br /> *Mistake: “But I think in the context with a foreign language…”<br /> *Context: talking about communicative competence<br /> *Problem: preposition<br /> *Solution: “But I think in the context of a foreign language…”<br /> <br /> <br /> *Mistake: “Students feel pressurized…”<br /> *Context: talking about communicative competence<br /> *Problem: word usage<br /> *Solution: “Students feel pressured…”<br /> <br /> <br /> *Gruppenpuzzle = jigsaw method, see as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> <br /> == November 2009 ==<br /> <br /> *discourse (competence) – [http://www.merriam-webster.com/dictionary/discourse pronunciation] (im Vergleich zum deutschen Begriff “Diskurs”) <br /> <br /> <br /> *Mistake: “…and I thought there were all the points mentioned that were important”<br /> *Context: giving feedback to facilitator group <br /> *Problem: phrasing<br /> *Solution: “…and I thought that all the points mentioned were important” OR “…and I thought they mentioned all the important points” <br /> <br /> <br /> *Unterrichtsgestaltung = classroom design/structure<br /> <br /> <br /> *Kommunikatives Handeln = communicative action<br /> <br /> <br /> *Prinzip der funktionalen Einsprachigkeit = functional code-switching<br /> <br /> <br /> *Prinzip der Authentizität = authenticity<br /> <br /> <br /> *Prinzip der funktionalen Fehlertoleranz = tolerance toward errors<br /> <br /> <br /> *Sprachbewusstheit = language awareness<br /> <br /> <br /> *Sprachbewusstsein = consciousness raising<br /> <br /> <br /> -„Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> <br /> == December 2009 ==<br /> <br /> *Mistake: “It’s easier because you don’t have a foreign speaking environment.” <br /> *Context: talking about whether grammar teaching is necessary in the foreign lang. classroom<br /> *Problem: word choice<br /> *Solution: “It’s easier because you don’t have a foreign language environment.”<br /> <br /> <br /> *Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level<br /> <br /> <br /> *Lernersprache/Interlanguage = interlanguage<br /> <br /> <br /> *Hochfrequente Wörter = high-frequency words<br /> <br /> <br /> *Eselsbrücken = mnemonic aids<br /> <br /> <br /> *Karteikarten = flash cards (in vocabulary learning)<br /> <br /> <br /> *Aufgabenstellung = task, assignment of tasks, setting of a task<br /> <br /> <br /> *Mistake: “In the beginning of the learning process…”<br /> *Context: talking about the seven golden rules of vocabulary learning<br /> *Problem: preposition<br /> *Solution: “At the beginning of the learning process…”<br /> <br /> <br /> *bestimmen = to define, determine, etc.<br /> <br /> <br /> *Vokabeln = vocabulary (words) -&gt; never pl. &quot;vocabularies&quot;<br /> <br /> <br /> *determine = [http://www.merriam-webster.com/dictionary/determine see pronunciation]<br /> <br /> <br /> *particular = [http://www.merriam-webster.com/dictionary/particular see pronunciation]<br /> <br /> <br /> *Mistake: “We would like to…”<br /> *Context: presenting how you would structure lesson plans<br /> *Problem: in this context, “like to” makes the situation sound less hypothetical<br /> *Solution: “We would…”<br /> <br /> <br /> *Mistake: “What is the weather?”<br /> *Context: talking about ideas for lesson plans<br /> *Problem: sentence not complete<br /> *Solution: “What is the weather like?”<br /> <br /> <br /> *pupils = [http://www.merriam-webster.com/dictionary/pupil see pronunciation]<br /> <br /> <br /> *Mistake: “We developed all the opinion that…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word order<br /> *Solution: “We all developed the opinion that…”<br /> <br /> <br /> *Mistake: “…some words yes, some words not…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word choice<br /> *Solution: “…some words yes, some words no…”<br /> <br /> <br /> *Mistake: “I have no idea of the terms.”<br /> *Context: discussion at end of facilitation<br /> *Problem: expression<br /> *Solution: “I have no idea what the terms mean.”<br /> <br /> <br /> == January 2010 ==<br /> <br /> *Stationenlernen = learning stations<br /> <br /> <br /> *Verkäufer (ex. someone in a shoe store who offers help) = salesman, salesperson<br /> <br /> <br /> *Don’t forget when to use [http://www.jalc.edu/departmentpages/english/pdfs/write_place_tutorials/17_advanced_study_guide_for_the_complete_use_of_A_and_An.pdf “a” and “an”] <br /> <br /> <br /> *Mistake: “Students should bring prospects of different shops.”<br /> *Context: we were discussing partner work on vocabulary<br /> *Problem: word usage<br /> *Solution: “Students should bring advertisements from different shops.”<br /> <br /> <br /> *unconscious = bewusstlos, unbewusst<br /> <br /> <br /> *subconscious = unterbewusst<br /> <br /> <br /> *Mistake: “We had also a trip to Bath.”<br /> *Context: describing workbook activities<br /> *Problem: word order<br /> *Solution: “We also had a trip to Bath.”<br /> <br /> <br /> *Pantomime = pantomime<br /> <br /> <br /> *Mistake: “It was good because we could discuss about it.”<br /> *Context: giving the facilitators feedback<br /> *Problem: expression<br /> *Solution: “It was good because we could discuss it.” Or “It was good because we could talk about it.”<br /> <br /> <br /> == April 2010 ==<br /> <br /> *Bildungsstandards = educational standards<br /> <br /> <br /> *hypotheses (pl.) = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *ReferendarIn = student teacher<br /> <br /> <br /> *Mistake: “Modern about this curriculum is…”<br /> *Context: talking about the food lesson plan<br /> *Problem: word order, phrasing<br /> *Solution: “What’s modern about this curriculum is its…” or “… is what makes this curriculum modern.”<br /> <br /> <br /> *Mistake: “It makes fun.”<br /> *Context: talking about the food lesson plan<br /> *Problem: verb usage<br /> *Solution: “It is fun.”<br /> <br /> <br /> *Mistake: “I am going to make a barbecue.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: verb usage<br /> *Solution: “I am going to have a barbecue.”<br /> <br /> <br /> *Mistake: “Do you see this tomatoes.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: usage of determiners<br /> *Solution: “Do you see these tomatoes.”<br /> <br /> <br /> *roter Faden = thread, leitmotif<br /> <br /> <br /> *Erwartungshorizont = model answers; level of expectation<br /> <br /> <br /> *Aufsatz = composition, essay<br /> <br /> <br /> *archetype = Archetyp, Muster, Modell<br /> <br /> <br /> *Mistake: “This is a way how to make the test more reliable.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: phrasing/word choice/ relative clause<br /> *Solution: “This is a way to make the test more reliable.” or “This is a way (that) one can make the test more reliable.”<br /> <br /> <br /> *candidate = [http://www.merriam-webster.com/dictionary/candidate see pronunciation (more than one possibility)] <br /> <br /> <br /> *Mistake: “You have to decipher what there was written.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: word order<br /> *Solution: “You have to decipher what was written there.”<br /> <br /> <br /> == May 2010 ==<br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Hörverstehen = listening comprehension<br /> <br /> <br /> *Leistungserwartungen = learning outcomes</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2010_AM_The_Modern_ELT-Classroom,_Th_8-10 2010 AM The Modern ELT-Classroom, Th 8-10 2010-05-08T07:17:42Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Thursdays, 8-10am<br /> * '''Venue:''' A10 1-121 (Hörsaal F)<br /> <br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - April 08, 2010 ==<br /> <br /> Research in EFL<br /> <br /> *Poster Session (examples)<br /> *Research paper<br /> *How to elicit data (examples)<br /> <br /> For next week:<br /> *Application: What do the curricula say? (Please have a close look at the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5 Hauptschule/Realschule and Gymnasium). Be prepared to comment on a) the learning outcomes, b) the level, and c) how textbooks implement the outcomes (find a sample from a unit of your choice).<br /> <br /> <br /> == Week 2 - April 15, 2010 ==<br /> <br /> Research in EFL<br /> <br /> Done: We<br /> <br /> *defined the terms &quot;standards&quot;, &quot;competence&quot;, &quot;can-do descriptors&quot;<br /> *analyzed and commented on the core curriculum for grades 5/6<br /> *defined the role of grammar/pronunciation/lexics in the core curriculum<br /> *described the theoretical underpinnings of CeR<br /> *commented on the lesson plan &quot;food-words&quot; for Gymnasium grade 6<br /> <br /> For next week:<br /> *Action Item: Rewrite the lesson plan &quot;food&quot; by contexualizing activities in all phases.<br /> <br /> <br /> == Week 3 - April 22, 2010 ==<br /> <br /> Concepts of communicative competence<br /> <br /> *We will discuss your version of &quot;food&quot;; comparision with lesson plan 2<br /> <br /> *Definitions of standards, curriculum, ...<br /> <br /> *Implementation of core curriculum in textbooks: a) communicative competences, b) methodological competences, and c) differences in implementation of GeF in German curricula<br /> <br /> Done:<br /> *Discussion of alternative version of &quot;food&quot; lesson. Focus: more learner orientiation (contextualization, continuity, playful activites (see last page of download FOOD in stud-ip)<br /> *Methodological competence: definition, categories (core curriculum Niedersachsen), and samples<br /> *AI: Lesson plan food 2: a) evaluation of methodology, delivery, activities, communicative level and b) evaluation of activities that can be classified as aiming at methodological competences<br /> <br /> For next week:<br /> *Please identify and describe elements/activities/objectives in LP 'food2' that support methodological competence.<br /> *Outline 1-3 additional activities that foster strategies and/or techniques for building up one's methodological competence.<br /> <br /> <br /> == Week 4 - April 29, 2010 ==<br /> <br /> Types of communicative lesson plans<br /> <br /> *Evaluation of food2-lesson plan (focus on development of communicative and of methodological competences)<br /> *Impulsreferat: Features of communicative competence<br /> *Comparison of various approaches to communicative lesson planning (Hecht/Waas/Ziegesar/Ziegesar, zoo plan, which can be found in stud-ip): How is the plan sequenced? What types of activities are there that foster interaction? Try to categorize the types of activites (e.g. controlled, less controlled, uncontrolled, or: listing, ordering.....). For one sequence in the lesson plan, please outline an alternative (see [http://www.4teachers.de/?action=show&amp;id=22&amp;sid= link]).<br /> <br /> Done:<br /> *Evaluation of food2-lesson plan (with a focus on the development of communicative and methodological competences)<br /> *Comparison of concepts of communicative competence (text based)<br /> <br /> For next week:<br /> *Please compare individual definitions with Brown, Doý, Piepho (visualization appreciated)<br /> *Describe levels/categories of competence (according to Brown, Doyé) that are initiated or fostered in LP food 1 and LP food 2<br /> <br /> <br /> == Week 5 - May 06, 2010 ==<br /> <br /> Learning outcomes<br /> <br /> Impulsreferat: [http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf learning outcomes], [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp CEFR], Niedersachsen's core curriculum<br /> <br /> Action Item: Design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for classes 5/6 or 7/8<br /> <br /> Action Item: Write a) objectives and b) learning outcome for a unit of your choice.<br /> <br /> Action Item: Outline three different tasks that cover the content of a unit of your choice<br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Done:<br /> *1. Task: a) (You can) compare individual definitions with Brown, Doý, Piepho (visualization appreciated) and b) (You can) describe levels/categories of competence that are initiated or fostered in LP food 1 and LP food 2.<br /> *2. Impulsreferat: You can define learning outcomes<br /> *3. Principles of Bildungsstandards: You can explain the structures and intentions of Bildungsstandards (Kultusministerkonferenz).<br /> <br /> References:<br /> *[http://db2.nibis.de/1db/cuvo/datei/bs_ms_kmk_erste_fremdsprache.pdf Bildungsstandards]<br /> *[http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp Common European Framework of Reference for Languages (CEFR)]<br /> *[http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf Learning outcomes]<br /> <br /> For next week:<br /> See action items for week 7 and please bring a textbook to class (Sek I or Primary level).<br /> <br /> == Week 6 - May 13, 2010 - Ascension - No Class ==<br /> <br /> <br /> == Week 7 - May 20, 2010 ==<br /> <br /> Learning arrangements<br /> <br /> Action Item 1: Please design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5/6 or 7/8.<br /> <br /> Action Item 2:: Please write a) the objectives and b) the learning outcomes for a textbook unit of your choice.<br /> <br /> Action Item 3: Please write a learning task that supports the development of a writing standard (see worksheet).<br /> <br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> Impulsreferat: Differenzierung/Individualisierung See [http://books.google.com/books?id=OiKfhxJ-np8C&amp;printsec=frontcover&amp;dq=differentiation&amp;hl=en&amp;ei=GoLiS_qLCM6ssAainbgh&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=1&amp;ved=0CC4Q6AEwAA#v=onepage&amp;q&amp;f=false link]<br /> <br /> Task: 1. What forms of individualization can you find in textbooks/in lesson plans? 2. T what extent do methods in the [http://www.studienseminar-koblenz.de/medien/methodenwerkzeuge/Steckbrief%20der%20Methoden-Werkzeuge.pdf chart] support differentiation and why?<br /> <br /> [http://www.guter-englischunterricht.de/ Quality management]<br /> <br /> Action Item: Collect criteria for good language teaching according to the website compare with link<br /> Develop a checklist<br /> <br /> SAI: Outline a questionaire for collecting data on how teachers assure quality in their teaching [http://statistik.wu-wien.ac.at/mathstat/stadlerALT/stadler2_OLD/how-to2rp.pdf see link]<br /> <br /> <br /> <br /> == Week 8 - May 27, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> == Week 9 - June 03, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> == Week 10 - June 10, 2010 ==<br /> <br /> Teaching grammar<br /> <br /> <br /> == Week 11 - June 17, 2010 ==<br /> <br /> Teaching language based<br /> <br /> <br /> == Week 12 - June 24, 2010 ==<br /> <br /> Teaching task based<br /> <br /> <br /> == Week 13 - July 01, 2010 ==<br /> <br /> Teaching content based<br /> <br /> <br /> == Week 14 - July 08, 2010 ==<br /> <br /> Individual counselling (poster session, action items)</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2010_AM_The_Modern_ELT-Classroom,_Th_8-10 2010 AM The Modern ELT-Classroom, Th 8-10 2010-04-30T07:08:06Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Thursdays, 8-10am<br /> * '''Venue:''' A10 1-121 (Hörsaal F)<br /> <br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - April 08, 2010 ==<br /> <br /> Research in EFL<br /> <br /> *Poster Session (examples)<br /> *Research paper<br /> *How to elicit data (examples)<br /> <br /> For next week:<br /> *Application: What do the curricula say? (Please have a close look at the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5 Hauptschule/Realschule and Gymnasium). Be prepared to comment on a) the learning outcomes, b) the level, and c) how textbooks implement the outcomes (find a sample from a unit of your choice).<br /> <br /> <br /> == Week 2 - April 15, 2010 ==<br /> <br /> Research in EFL<br /> <br /> Done: We<br /> <br /> *defined the terms &quot;standards&quot;, &quot;competence&quot;, &quot;can-do descriptors&quot;<br /> *analyzed and commented on the core curriculum for grades 5/6<br /> *defined the role of grammar/pronunciation/lexics in the core curriculum<br /> *described the theoretical underpinnings of CeR<br /> *commented on the lesson plan &quot;food-words&quot; for Gymnasium grade 6<br /> <br /> For next week:<br /> *Action Item: Rewrite the lesson plan &quot;food&quot; by contexualizing activities in all phases.<br /> <br /> <br /> == Week 3 - April 22, 2010 ==<br /> <br /> Concepts of communicative competence<br /> <br /> *We will discuss your version of &quot;food&quot;; comparision with lesson plan 2<br /> <br /> *Definitions of standards, curriculum, ...<br /> <br /> *Implementation of core curriculum in textbooks: a) communicative competences, b) methodological competences, and c) differences in implementation of GeF in German curricula<br /> <br /> Done:<br /> *Discussion of alternative version of &quot;food&quot; lesson. Focus: more learner orientiation (contextualization, continuity, playful activites (see last page of download FOOD in stud-ip)<br /> *Methodological competence: definition, categories (core curriculum Niedersachsen), and samples<br /> *AI: Lesson plan food 2: a) evaluation of methodology, delivery, activities, communicative level and b) evaluation of activities that can be classified as aiming at methodological competences<br /> <br /> For next week:<br /> *Please identify and describe elements/activities/objectives in LP 'food2' that support methodological competence.<br /> *Outline 1-3 additional activities that foster strategies and/or techniques for building up one's methodological competence.<br /> <br /> <br /> == Week 4 - April 29, 2010 ==<br /> <br /> Types of communicative lesson plans<br /> <br /> *Evaluation of food2-lesson plan (focus on development of communicative and of methodological competences)<br /> *Impulsreferat: Features of communicative competence<br /> *Comparison of various approaches to communicative lesson planning (Hecht/Waas/Ziegesar/Ziegesar, zoo plan, which can be found in stud-ip): How is the plan sequenced? What types of activities are there that foster interaction? Try to categorize the types of activites (e.g. controlled, less controlled, uncontrolled, or: listing, ordering.....). For one sequence in the lesson plan, please outline an alternative (see [http://www.4teachers.de/?action=show&amp;id=22&amp;sid= link]).<br /> <br /> Done:<br /> *Evaluation of food2-lesson plan (with a focus on the development of communicative and methodological competences)<br /> *Comparison of concepts of communicative competence (text based)<br /> <br /> For next week:<br /> *Please compare individual definitions with Brown, Doý, Piepho (visualization appreciated)<br /> *Describe levels/categories of competence (according to Brown, Doyé) that are initiated or fostered in LP food 1 and LP food 2<br /> <br /> <br /> == Week 5 - May 06, 2010 ==<br /> <br /> Learning outcomes<br /> <br /> Impulsreferat: [http://studentlifestudies.tamu.edu/sites/studentlifestudies.tamu.edu/files/WritingLearningOutcomes.pdf learning outcomes], [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp CEFR], Niedersachsen's core curriculum<br /> <br /> Action Item: Design a learning task that supports learning outcomes in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for classes 5/6 or 7/8<br /> <br /> Action Item: Write a) objectives and b) learning outcome for a unit of your choice.<br /> <br /> Action Item: Outline three different tasks that cover the content of a unit of your choice<br /> Source: [http://www.oesz.at/fss/suchen.php OFZ (Österreichisches Kompetenzzentrum)]<br /> <br /> <br /> == Week 6 - May 20, 2010 ==<br /> <br /> Learning arrangements<br /> <br /> <br /> == Week 7 - May 27, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> == Week 8 - June 03, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> == Week 9 - June 10, 2010 ==<br /> <br /> Teaching grammar<br /> <br /> <br /> == Week 10 - June 17, 2010 ==<br /> <br /> Teaching language based<br /> <br /> <br /> == Week 11 - June 24, 2010 ==<br /> <br /> Teaching task based<br /> <br /> <br /> == Week 12 - July 01, 2010 ==<br /> <br /> Teaching content based<br /> <br /> <br /> == Week 13 - July 08, 2010 ==<br /> <br /> Individual counselling (poster session, action items)</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2010_AM_The_Modern_ELT-Classroom,_Th_8-10 2010 AM The Modern ELT-Classroom, Th 8-10 2010-04-23T06:19:04Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Thursdays, 8-10am<br /> * '''Venue:''' A10 1-121 (Hörsaal F)<br /> <br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - April 08, 2010 ==<br /> <br /> Research in EFL<br /> <br /> *Poster Session (examples)<br /> *Research paper<br /> *How to elicit data (examples)<br /> <br /> For next week:<br /> *Application: What do the curricula say? (Please have a close look at the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5 Hauptschule/Realschule and Gymnasium). Be prepared to comment on a) the learning outcomes, b) the level, and c) how textbooks implement the outcomes (find a sample from a unit of your choice).<br /> <br /> <br /> == Week 2 - April 15, 2010 ==<br /> <br /> Research in EFL<br /> <br /> Done: We<br /> <br /> *defined the terms &quot;standards&quot;, &quot;competence&quot;, &quot;can-do descriptors&quot;<br /> *analyzed and commented on the core curriculum for grades 5/6<br /> *defined the role of grammar/pronunciation/lexics in the core curriculum<br /> *described the theoretical underpinnings of CeR<br /> *commented on the lesson plan &quot;food-words&quot; for Gymnasium grade 6<br /> <br /> For next week:<br /> *Action Item: Rewrite the lesson plan &quot;food&quot; by contexualizing activities in all phases.<br /> <br /> <br /> == Week 3 - April 22, 2010 ==<br /> <br /> Concepts of communicative competence<br /> <br /> *We will discuss your version of &quot;food&quot;; comparision with lesson plan 2<br /> <br /> *Definitions of standards, curriculum, ...<br /> <br /> *Implementation of core curriculum in textbooks: a) communicative competences, b) methodological competences, and c) differences in implementation of GeF in German curricula<br /> <br /> Done:<br /> *Discussion of alternative version of &quot;food&quot; lesson. Focus: more learner orientiation (contextualization, continuity, playful activites (see last page of download FOOD in stud-ip)<br /> *Methodological competence: definition, categories (core curriculum Niedersachsen), and samples<br /> *AI: Lesson plan food 2: a) evaluation of methodology, delivery, activities, communicative level and b) evaluation of activities that can be classified as aiming at methodological competences<br /> <br /> For next week:<br /> *Please identify and describe elements/activities/objectives in LP 'food2' that support methodological competence.<br /> *Outline 1-3 additional activities that foster strategies and/or techniques for building up one's methodological competence.<br /> <br /> <br /> == Week 4 - April 29, 2010 ==<br /> <br /> Types of communicative lesson plans<br /> <br /> *Evaluation of food2-lesson plan (focus on development of communicative and of methodological competences)<br /> *Impulsreferat: Features of communicative competence<br /> *Comparison of various approaches to communicative lesson planning (Hecht/Waas/Ziegesar/Ziegesar, zoo plan, which can be found in stud-ip): How is the plan sequenced? What types of activities are there that foster interaction? Try to categorize the types of activites (e.g. controlled, less controlled, uncontrolled, or: listing, ordering.....). For one sequence in the lesson plan, please outline an alternative (see [http://www.4teachers.de/?action=show&amp;id=22&amp;sid= link]).<br /> <br /> <br /> == Week 5 - May 06, 2010 ==<br /> <br /> Learning outcomes<br /> <br /> <br /> == Week 6 - May 20, 2010 ==<br /> <br /> Learning arrangements<br /> <br /> <br /> == Week 7 - May 27, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> == Week 8 - June 03, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> == Week 9 - June 10, 2010 ==<br /> <br /> Teaching grammar<br /> <br /> <br /> == Week 10 - June 17, 2010 ==<br /> <br /> Teaching language based<br /> <br /> <br /> == Week 11 - June 24, 2010 ==<br /> <br /> Teaching task based<br /> <br /> <br /> == Week 12 - July 01, 2010 ==<br /> <br /> Teaching content based<br /> <br /> <br /> == Week 13 - July 08, 2010 ==<br /> <br /> Individual counselling (poster session, action items)</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2010_AM_Testing_and_Assessment,_Tu_12-14 2010 AM Testing and Assessment, Tu 12-14 2010-04-22T09:47:11Z <p>Lindsay: Created page with '{{Template:Navigation:English Didactics}} * '''Lecturer:''' Joanna Pfingsthorn * '''Language tutor:''' Lindsay * '''Time:''' Tuesd…'</p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Joanna Pfingsthorn|Joanna Pfingsthorn]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Tuesdays, 12-14<br /> * '''Venue:''' A14 1-113<br /> <br /> <br /> <br /> __TOC__<br /> <br /> '''Grading options''': Everyone should give a presentation and submit a portfolio.<br /> <br /> -Presentation: can be done in groups, one article (posted on stud.ip), 30-45 min, activities for class<br /> <br /> -Portfolio:<br /> *(a) action items based on group work done in class (2 for 3 KP, 4 for 6 KP)<br /> *(b) developing a test and/or analyzing a test (both for 6 KP, one only for 3 KP)<br /> <br /> -Alternative: 6 KP with a poster (presentation + 3 KP portfolio)<br /> <br /> <br /> == Week 1 - April 06, 2010 ==<br /> <br /> Introduction<br /> <br /> <br /> == Week 2 - April 13, 2010 ==<br /> <br /> Assessment types (Presentation: Henrike, Friederike, Anne-Sophie)<br /> <br /> <br /> == Week 3 - April 20, 2010 ==<br /> <br /> Validity and reliability (Presentation: Vanessa, Larissa, Ann-Kristin)<br /> <br /> <br /> == Week 4 - April 27, 2010 ==<br /> <br /> Validity continued (Presentation: Max, Heiko, Jonas)<br /> <br /> <br /> == Week 5 - May 04, 2010 ==<br /> <br /> Investigating communicative competence (Presentation: Ann, Yvonne, Bianca)<br /> <br /> <br /> == Week 6 - May 11, 2010 ==<br /> <br /> Constructs and models (Presentation: Mareike, Tim, Alina Sophie)<br /> <br /> <br /> == Week 7 - May 18, 2010 ==<br /> <br /> Test specifications (Presentation: Frauke, Bjoern)<br /> <br /> <br /> == Week 8 - May 25, 2010 ==<br /> <br /> Writing items (Presentation: Milena, Sonja, Hannah)<br /> <br /> <br /> == Week 9 - June 1, 2010 ==<br /> <br /> Washback (Presentation: Rukiye, Svenja, Marina)<br /> <br /> <br /> == Week 10 - June 8, 2010 ==<br /> <br /> Testing reading (Presentation: Derya, Darin, Monju)<br /> <br /> <br /> == Week 11 - June 15, 2010 ==<br /> <br /> Testing listening (Presentation: Mario, Holger)<br /> <br /> <br /> == Week 12 - June 22, 2010 ==<br /> <br /> Testing writing (Presentation: Elke)<br /> <br /> <br /> == Week 13 - June 29, 2010 ==<br /> <br /> Scoring and oral tests (Presentation: Eike)<br /> <br /> <br /> == Week 14 - July 6, 2010 ==<br /> <br /> Self-assessment: portfolio (Presentation: Marina)</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Courses Courses 2010-04-22T09:24:07Z <p>Lindsay: </p> <hr /> <div>{|cellpadding=&quot;10&quot;<br /> |bgcolor=white align=&quot;left&quot; valign=&quot;top&quot;|<br /> <br /> Five web pages offer our course programs. Number six gives an outlook into the future and is an invitation to think about courses you would like to give or attend:<br /> <br /> <br /> &lt;center&gt;<br /> {|width=&quot;85%&quot; cellpadding=&quot;10&quot;<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;| [http://www.studium.uni-oldenburg.de/lvstudip.php Lehrangebot]<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> Lehrveranstaltungen der Uni Oldenburg<br /> |-<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> [https://elearning.uni-oldenburg.de/ StudIP]<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> where you have to register<br /> |-<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> [http://www.uni-oldenburg.de/anglistik/31215.html Kommentiertes Veranstaltungsverzeichnis]<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> detailed course information<br /> |-<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|This Page<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|all courses that use the seminar's wiki<br /> |-<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> [[Course Ideas]]<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> where you can develop your own ideas of courses you would like to give or attend<br /> |}&lt;/center&gt;<br /> &lt;br&gt;&lt;br&gt;<br /> <br /> ==Summer 2010==<br /> '''Basismodule'''<br /> *[[2010 BM1 Introduction to the Critical and Scholarly Discussion of Literature]]<br /> <br /> '''Aufbaumodule'''<br /> *[[2010 AM The Modern ELT-Classroom, Th 8-10]]<br /> <br /> *[[2010 AM Testing and Assessment, Tu 12-14]]<br /> <br /> *[[2010 AM Fictions of a Puritan Past: Hogg’s Justified Sinner and Hawthorne’s Scarlet Letter, Tues 10-12]]<br /> <br /> '''Mastermodule'''<br /> *[[2010 MM 1 Literature and Human Rights, Mon 14-16]]<br /> <br /> ==Winter 2009-2010==<br /> '''Basismodule'''<br /> *[[2009-10 BM1 Introduction to the Critical and Scholarly Discussion of Literature]]<br /> *[[2009-10 BM3 Introduction to English Linguistics Part I]]<br /> <br /> '''Aufbaumodule'''<br /> *[[2009-10 AM Teaching for Communicative Competence]]<br /> *[[2009-10 AM Incredible India: Colonisation, Decolonisation and Contemporary Issues, We 18-20]]<br /> *[[2009-10 AM Fictions of India: Colonial, Postcolonial, Contemporary]]<br /> <br /> '''Mastermodule'''<br /> *[[2009-10 MM Romantic, Gothic, Modern: Literature and Culture around 1800, Mo 16-18]]<br /> <br /> ==Archive==<br /> *[[Courses:Archive|Archive of past seminars]]<br /> <br /> == Assignments, examinations, homework related materials ==<br /> <br /> * [http://wiki.angl-am.uni-oldenburg.de/index.php?title=Category:Assignment Assignments]<br /> * [http://wiki.angl-am.uni-oldenburg.de/index.php?title=Category:Handout Handouts]<br /> * [[Style sheet]]<br /> * [http://wiki.angl-am.uni-oldenburg.de/index.php/Linguistics:Style_sheet_Hamann Style sheet (Linguistics)]<br /> * [[Statement on 'Plagiarism']]<br /> |bgcolor=white align=&quot;left&quot; valign=&quot;top&quot;|<br /> http://www.uni-oldenburg.de/anglistik/lit-wiss/img/2007_kings_cross_tunnel-detail.jpg<br /> |}<br /> __NOTOC__<br /> ----<br /> &lt;small&gt;Image detail: Courtesy of User:Salimfadhley [http://commons.wikimedia.org/wiki/Image:Kings_cross_tunnel_edit.jpg Wikimedia Commons]&lt;/small&gt;</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-04-21T08:29:41Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == Aufsatz = composition, essay ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erwartungshorizont = model answers; level of expectation ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations ==<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == ReferendarIn = student teacher ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == roter Faden = thread, leitmotif ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Notes_and_observations_from_your_language_tutor_(Aufbaumodule) Notes and observations from your language tutor (Aufbaumodule) 2010-04-21T08:27:12Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> <br /> == October 2008 ==<br /> <br /> *Mistake: “You need not necessarily grammar.”<br /> *Context: talking about the CLT approach<br /> *Problem: syntax<br /> *Solution: “You don’t necessarily need grammar.”<br /> <br /> <br /> *Betriebswirtschaftslehre = business administration<br /> <br /> <br /> *cue (our context: cue cards): “a signal for someone to do something” (see [http://www.dictionary.cambridge.org/ Cambridge Online Dictionary]) = Hinweis, z.B. Regiesignal<br /> <br /> <br /> *Realia = realia [http://www.aolsvc.merriam-webster.aol.com/dictionary/realia see also pronunciation]<br /> <br /> <br /> *communicative – [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Unterpunkt = subitem<br /> <br /> <br /> *Leistungsbereitschaft = willingness to perform; motivation<br /> <br /> <br /> *Hypothesen prüfen = to test hypotheses<br /> <br /> <br /> *Hypothesenbildung = formulating hypotheses<br /> <br /> <br /> *Reifungsprozesse = maturation processes<br /> <br /> <br /> *Erarbeitung = development, formulation<br /> <br /> <br /> == November 2008 ==<br /> <br /> *Lernziele sollen heute in Stundenmodellen als „Kompetenzen“ formuliert werden.<br /> <br /> <br /> *Eselsbrücke = mnemonic aid<br /> <br /> <br /> *Bildung = education, formal education<br /> <br /> <br /> *Erziehung = upbringing, education, training (I think it is difficult to differentiate between &quot;Bildung&quot; and &quot;Erziehung&quot; in English. I seem to remember from Pädagogik that the term &quot;Bildung&quot; is unique to the German language. The above translations are those from Langenscheidt.)<br /> <br /> <br /> *Abstimmung = vote<br /> <br /> <br /> *Bauchgefühl = gut feeling, gut instinct<br /> <br /> <br /> *Mistake: “What does monitoring mean in context of language acquisition?”<br /> *Context: talking about pronunciation<br /> *Problem: definite article missing<br /> *Solution: “What does monitoring mean in the context of language acquisition?”<br /> <br /> <br /> *Mistake: “They don’t know how to spell a 'th'.”<br /> *Context: talking about pronunciation<br /> *Problem: word choice<br /> *Solution: “They don’t know how to pronounce a 'th'.”<br /> <br /> <br /> *Mistake: “They have to look on the pronunciation.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “They have to look at the pronunciation.” Or “They have to concentrate on the pronunciation.”<br /> <br /> <br /> *workbooks/exercise books vs. textbooks<br /> <br /> <br /> *Lautschrift = phonetic transcription<br /> <br /> <br /> *Mistake: “I am able to differ the sounds.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “I am able to differentiate between the sounds.”<br /> <br /> <br /> *Einsprachig = monolingual<br /> <br /> <br /> *personage - [http://www.merriam-webster.com/dictionary/personage pronunciation]<br /> <br /> <br /> *jemandem eine Frage stellen = to ask somebody a question/to put a question to somebody (as far as I found both options are correct, although I would never use the second option)<br /> <br /> <br /> *Begrenzung = limitation/restriction<br /> <br /> <br /> *Eingrenzung = perimeter, containment (aber je nach Kontext kann die Bedeutung vielleicht anders sein – leider kann ich mich nicht daran erinnern, in welchem Kontext dieses Wort benutzt wurde)<br /> <br /> <br /> *moderieren = (TV) present, (Am.) moderate ([http://www.merriam-webster.com/dictionary/moderate%5B2%5D see Merriam Webster online])<br /> <br /> <br /> *to facilitate = erleichtern<br /> <br /> <br /> *moderator ([http://www.merriam-webster.com/dictionary/moderator see Merriam Webster online])<br /> <br /> <br /> *facilitator = ([http://www.merriam-webster.com/dictionary/facilitator see Merriam Webster online]) (I think this term best suits our purpose in class, because a facilitator is someone that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision &lt;the workshop's facilitator kept discussion flowing smoothly&gt;)<br /> <br /> <br /> *Handlungsorientierung = task-based learning<br /> <br /> <br /> *handlungsorientiert = task-based<br /> <br /> <br /> *selbstverständlich = (adj.) self-evident, obvious, natural; etwas als selbstverständlich betrachten = take something for granted; (adv.) of course, naturally<br /> <br /> <br /> *Mistake: “Important is also …”<br /> *Context: we were discussing features of CLT<br /> *Problem: syntax<br /> *Solution: “It is also important that …”<br /> <br /> <br /> *War das eine Meldung? = Did you raise your hand?<br /> <br /> <br /> *Mistake: “The topic is getting boring after awhile.”<br /> *Context: talking about authentic language use; topics taught in the classroom<br /> *Problem: tense<br /> *Solution: “The topic gets boring after awhile.”<br /> <br /> <br /> *Mistake: “That’s not really a new knowledge for them.”<br /> *Context: talking about authentic language use<br /> *Problem: indefinite article<br /> *Solution: “That’s not really new knowledge for them.”<br /> <br /> <br /> *Didaktisierung = didactization<br /> <br /> <br /> *Leistungserwartungen = performance expectations<br /> <br /> <br /> *außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)<br /> <br /> <br /> *Mistake: &quot;... to do something all the day.&quot;<br /> *Context: talking about consciousness-raising<br /> *Problem: article<br /> *Solution: &quot;... to do something all day.&quot;<br /> <br /> <br /> *anwenden = to apply<br /> <br /> <br /> *Nachhilfe = private lessons<br /> <br /> <br /> == December 2008 ==<br /> <br /> *Suchworträtsel = word search<br /> <br /> <br /> *Kreuzworträtsel = crossword puzzle<br /> <br /> <br /> *Mistake: “Is that an vocabulary exercise?”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: indefinite article<br /> *Solution: “Is that a vocabulary exercise?”<br /> <br /> <br /> *Mistake: “The students should learn to think as well as write English.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The students should learn to think as well as write in English.”<br /> <br /> <br /> *Mistake: “I tend to get convinced by this opinion.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “I tend to be convinced by this opinion.”<br /> <br /> <br /> *Mistake: “The exercise gives you a way how to connect the words.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The exercise gives you a way to connect the words.” Or “The exercise shows you how to connect the words.”<br /> <br /> <br /> *mediation (skills) – [http://www.merriam-webster.com/dictionary/mediation see Merriam Webster for pronunciation]<br /> <br /> <br /> *sensibilisieren = to sensitize<br /> <br /> <br /> *Mistake: vocabularies<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: vocabulary does not take the plural form in English<br /> *Solution: vocabulary (pl.)<br /> <br /> <br /> == January 2009 ==<br /> <br /> *einschätzen = estimate, evaluate<br /> <br /> <br /> *umgehen mit = to handle, deal with<br /> <br /> <br /> *Leitmedien = leading media, most used media, most important media (these are my suggestions for the following context)<br /> <br /> <br /> *Context: Why are textbooks the Leitmedien in the classroom?<br /> <br /> <br /> *Erziehungsziel = (major or central) educational goal (also my suggestion)<br /> <br /> <br /> *Mistake: “I’ve already teached it…”<br /> *Context: talking about content in textbooks<br /> *Problem: form of past participle<br /> *Solution: “I’ve already taught it…”<br /> <br /> <br /> *Ebene = level<br /> <br /> <br /> *Mistake: “Isn’t it up to the teacher to decide what kind of relationship do they want to have with their students?”<br /> *Context: talking about communicative competence<br /> *Problem: “do” not needed in this case<br /> *Solution: “Isn’t it up to the teacher to decide what kind of relationship they want to have with their students?”<br /> <br /> <br /> *Respektsperson = someone to be treated respectfully or with respect; someone that is respected<br /> <br /> <br /> *facet = [http://www.merriam-webster.com/dictionary/facet pron.]<br /> <br /> <br /> *Beobachtung = observation<br /> <br /> <br /> *register = [http://www.merriam-webster.com/dictionary/register pron.]<br /> <br /> <br /> == April 2009 ==<br /> <br /> *Bilingualer Unterricht = bilingual teaching (this is the correct translation for the term from the core curriculum for Niedersachsen)<br /> <br /> <br /> *Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR)<br /> <br /> <br /> *Bilder verstehen = visual literacy<br /> <br /> <br /> *zusammenhängendes Sprechen = topic-based talk<br /> <br /> <br /> *Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs <br /> <br /> <br /> *Mistake: “…she wants very much from her students to do.”<br /> *Context: talking about the expectations in lesson planning<br /> *Problem: incorrect expression<br /> *Solution: “…she wants/expects her students to do a lot.”<br /> <br /> <br /> *Mistake: “It’s more important that you can speak fluent.”<br /> *Context: talking about communicative competence<br /> *Problem: expression; adverb at end<br /> *Solution: “It’s more important to be able to speak fluently.”<br /> <br /> <br /> *Mistake: “If you keep a discussion up…”<br /> *Context: talking about communicative competence<br /> *Problem: expression<br /> *Solution: “If you keep a discussion going…”<br /> <br /> <br /> *communicative = see: [http://www.merriam-webster.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Floskel = set phrase<br /> <br /> <br /> *wahrnehmen = to perceive, to notice, to observe (+ many other meanings, depending on context)<br /> <br /> <br /> *Voraussetzung = prerequisite, requirement, qualification, precondition<br /> <br /> <br /> *Unterrichtseinheit = teaching unit<br /> <br /> <br /> *Mistake: “I would appreciate if we could do an own lesson plan.”<br /> *Context: discussing lesson planning<br /> *Problem: “an” used instead of “our”<br /> *Solution: “I would appreciate if we could do (or plan) our own lesson plan.”<br /> <br /> <br /> *Mistake: “You don’t have to deal with English all of the day.”<br /> *Context: talking about authentic English in the classroom<br /> *Problem: expression<br /> *Solution: “You don’t have to deal with English all day (long).”<br /> <br /> == May 2009 ==<br /> <br /> *Schulpraktikum = student teaching, teacher training, teaching internship<br /> <br /> <br /> *Mistake: “If you really want to learn the structure of the grammar…”<br /> *Context: talking about grammar myths<br /> *Problem: expression<br /> *Solution: “If you really want to learn the grammar structure…”<br /> <br /> <br /> *Mistake: “You have those sample sentence that…”<br /> *Context: talking about effective grammar teaching<br /> *Problem: plural needed<br /> *Solution: “You have those sample sentences that…”<br /> <br /> <br /> *Mistake: “She made a nice presentation.”<br /> *Context: talking about the topic from the previous week<br /> *Problem: incorrect verb usage<br /> *Solution: “She gave a nice presentation.”<br /> <br /> <br /> *Mistake: “…just be task-orientated.”<br /> *Context: talking about modern grammar theories<br /> *Problem: incorrect word usage<br /> *Solution: “…just be task-oriented.”<br /> <br /> <br /> *Mistake: “Then there would be a homework.”<br /> *Context: talking about task-based lesson plans<br /> *Problem: incorrect article usage<br /> *Solution: “Then there would be homework.”<br /> <br /> <br /> *irregular verbs = pron. (“verbs” not “werbs”)<br /> <br /> <br /> *mistakes = [http://www.merriam-webster.com/dictionary/mistakes intonation]<br /> <br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Mistake: “The best way how to learn those idioms…”<br /> *Context: talking about collocations and idioms<br /> *Problem: “how” is not used here as it is in German; “Der beste Weg, wie man….”<br /> *Solution: “The best way to learn those idioms…”<br /> <br /> <br /> == June 2009 ==<br /> <br /> *Vokabeln (pl.) = vocabulary (no pl. ending!)<br /> <br /> <br /> *Punkt (im Zusammenhang mit verschiedenfarbigen Punkten, die Schwierigkeiten beim Vokabellernen markieren sollen) = richtig hier: dot (not spot)<br /> <br /> <br /> *autonomous (learning) = [http://www.merriam-webster.com/dictionary/autonomous see pronunciation]<br /> <br /> <br /> *Sozialform = social form<br /> <br /> <br /> *Grobziele = aims, general objectives<br /> <br /> <br /> *Feinziele = specific objectives<br /> <br /> <br /> *didaktische Reserve = alternative plan<br /> <br /> <br /> *Lebenssituation (der Schüler) = life situation, life event (of the students/pupils)<br /> <br /> <br /> *Mistake: “I had a look on the shorter version…”<br /> *Context: comparing lesson plans<br /> *Problem: preposition<br /> *Solution: ”I had a look at the shorter version…”<br /> <br /> <br /> *interkultureller Handlungskompetenz = intercultural competence (for action)<br /> <br /> <br /> *Sachanalyse = analysis of subject matter<br /> <br /> <br /> *techniques = [http://www.merriam-webster.com/dictionary/techniques see pronunciation]<br /> <br /> <br /> *Mistake: “to write a test”<br /> *Context: discussing possible poster topics<br /> *Problem: incorrect verb usage<br /> *Solution: “to take a test”<br /> <br /> <br /> *hypothesis = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *(intercultural) competences = [http://www.merriam-webster.com/dictionary/competence see pronunciation]<br /> <br /> <br /> *interesting = [http://www.merriam-webster.com/dictionary/interesting see pronunciation]<br /> <br /> <br /> *curricula = [http://www.merriam-webster.com/dictionary/curricula see pronunciation]<br /> <br /> <br /> *decade = [http://www.merriam-webster.com/dictionary/decade see pronunciation]<br /> <br /> <br /> *Noten = grades (Amer. Eng.), marks (Br. Eng.)<br /> <br /> <br /> == October 2009 ==<br /> <br /> *Mistake: “When will be the poster session?” <br /> *Context: discussing upcoming semester projects: posters<br /> *Problem: syntax <br /> *Solution: “When will the poster session be?”<br /> <br /> <br /> *Schauwand = display wall <br /> <br /> <br /> *Mistake: “Keeping it simple is a good advice.”<br /> *Context: discussing posters<br /> *Problem: article usage<br /> *Solution: “Keeping it simple is good advice.”<br /> <br /> <br /> *Bildungssystem = educational system<br /> <br /> <br /> *communicative = [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Mistake: “uncorrect language” <br /> *Context: talking about communicative competence <br /> *Problem: word usage<br /> *Solution: “incorrect langage”<br /> <br /> <br /> *Mistake: “But I think in the context with a foreign language…”<br /> *Context: talking about communicative competence<br /> *Problem: preposition<br /> *Solution: “But I think in the context of a foreign language…”<br /> <br /> <br /> *Mistake: “Students feel pressurized…”<br /> *Context: talking about communicative competence<br /> *Problem: word usage<br /> *Solution: “Students feel pressured…”<br /> <br /> <br /> *Gruppenpuzzle = jigsaw method, see as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> <br /> == November 2009 ==<br /> <br /> *discourse (competence) – [http://www.merriam-webster.com/dictionary/discourse pronunciation] (im Vergleich zum deutschen Begriff “Diskurs”) <br /> <br /> <br /> *Mistake: “…and I thought there were all the points mentioned that were important”<br /> *Context: giving feedback to facilitator group <br /> *Problem: phrasing<br /> *Solution: “…and I thought that all the points mentioned were important” OR “…and I thought they mentioned all the important points” <br /> <br /> <br /> *Unterrichtsgestaltung = classroom design/structure<br /> <br /> <br /> *Kommunikatives Handeln = communicative action<br /> <br /> <br /> *Prinzip der funktionalen Einsprachigkeit = functional code-switching<br /> <br /> <br /> *Prinzip der Authentizität = authenticity<br /> <br /> <br /> *Prinzip der funktionalen Fehlertoleranz = tolerance toward errors<br /> <br /> <br /> *Sprachbewusstheit = language awareness<br /> <br /> <br /> *Sprachbewusstsein = consciousness raising<br /> <br /> <br /> -„Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> <br /> == December 2009 ==<br /> <br /> *Mistake: “It’s easier because you don’t have a foreign speaking environment.” <br /> *Context: talking about whether grammar teaching is necessary in the foreign lang. classroom<br /> *Problem: word choice<br /> *Solution: “It’s easier because you don’t have a foreign language environment.”<br /> <br /> <br /> *Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level<br /> <br /> <br /> *Lernersprache/Interlanguage = interlanguage<br /> <br /> <br /> *Hochfrequente Wörter = high-frequency words<br /> <br /> <br /> *Eselsbrücken = mnemonic aids<br /> <br /> <br /> *Karteikarten = flash cards (in vocabulary learning)<br /> <br /> <br /> *Aufgabenstellung = task, assignment of tasks, setting of a task<br /> <br /> <br /> *Mistake: “In the beginning of the learning process…”<br /> *Context: talking about the seven golden rules of vocabulary learning<br /> *Problem: preposition<br /> *Solution: “At the beginning of the learning process…”<br /> <br /> <br /> *bestimmen = to define, determine, etc.<br /> <br /> <br /> *Vokabeln = vocabulary (words) -&gt; never pl. &quot;vocabularies&quot;<br /> <br /> <br /> *determine = [http://www.merriam-webster.com/dictionary/determine see pronunciation]<br /> <br /> <br /> *particular = [http://www.merriam-webster.com/dictionary/particular see pronunciation]<br /> <br /> <br /> *Mistake: “We would like to…”<br /> *Context: presenting how you would structure lesson plans<br /> *Problem: in this context, “like to” makes the situation sound less hypothetical<br /> *Solution: “We would…”<br /> <br /> <br /> *Mistake: “What is the weather?”<br /> *Context: talking about ideas for lesson plans<br /> *Problem: sentence not complete<br /> *Solution: “What is the weather like?”<br /> <br /> <br /> *pupils = [http://www.merriam-webster.com/dictionary/pupil see pronunciation]<br /> <br /> <br /> *Mistake: “We developed all the opinion that…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word order<br /> *Solution: “We all developed the opinion that…”<br /> <br /> <br /> *Mistake: “…some words yes, some words not…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word choice<br /> *Solution: “…some words yes, some words no…”<br /> <br /> <br /> *Mistake: “I have no idea of the terms.”<br /> *Context: discussion at end of facilitation<br /> *Problem: expression<br /> *Solution: “I have no idea what the terms mean.”<br /> <br /> <br /> == January 2010 ==<br /> <br /> *Stationenlernen = learning stations<br /> <br /> <br /> *Verkäufer (ex. someone in a shoe store who offers help) = salesman, salesperson<br /> <br /> <br /> *Don’t forget when to use [http://www.jalc.edu/departmentpages/english/pdfs/write_place_tutorials/17_advanced_study_guide_for_the_complete_use_of_A_and_An.pdf “a” and “an”] <br /> <br /> <br /> *Mistake: “Students should bring prospects of different shops.”<br /> *Context: we were discussing partner work on vocabulary<br /> *Problem: word usage<br /> *Solution: “Students should bring advertisements from different shops.”<br /> <br /> <br /> *unconscious = bewusstlos, unbewusst<br /> <br /> <br /> *subconscious = unterbewusst<br /> <br /> <br /> *Mistake: “We had also a trip to Bath.”<br /> *Context: describing workbook activities<br /> *Problem: word order<br /> *Solution: “We also had a trip to Bath.”<br /> <br /> <br /> *Pantomime = pantomime<br /> <br /> <br /> *Mistake: “It was good because we could discuss about it.”<br /> *Context: giving the facilitators feedback<br /> *Problem: expression<br /> *Solution: “It was good because we could discuss it.” Or “It was good because we could talk about it.”<br /> <br /> <br /> == April 2010 ==<br /> <br /> *Bildungsstandards = educational standards<br /> <br /> <br /> *hypotheses (pl.) = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *ReferendarIn = student teacher<br /> <br /> <br /> *Mistake: “Modern about this curriculum is…”<br /> *Context: talking about the food lesson plan<br /> *Problem: word order, phrasing<br /> *Solution: “What’s modern about this curriculum is its…” or “… is what makes this curriculum modern.”<br /> <br /> <br /> *Mistake: “It makes fun.”<br /> *Context: talking about the food lesson plan<br /> *Problem: verb usage<br /> *Solution: “It is fun.”<br /> <br /> <br /> *Mistake: “I am going to make a barbecue.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: verb usage<br /> *Solution: “I am going to have a barbecue.”<br /> <br /> <br /> *Mistake: “Do you see this tomatoes.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: usage of determiners<br /> *Solution: “Do you see these tomatoes.”<br /> <br /> <br /> *roter Faden = thread, leitmotif<br /> <br /> <br /> *Erwartungshorizont = model answers; level of expectation<br /> <br /> <br /> *Aufsatz = composition, essay<br /> <br /> <br /> *archetype = Archetyp, Muster, Modell<br /> <br /> <br /> *Mistake: “This is a way how to make the test more reliable.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: phrasing/word choice/ relative clause<br /> *Solution: “This is a way to make the test more reliable.” or “This is a way (that) one can make the test more reliable.”<br /> <br /> <br /> *candidate = [http://www.merriam-webster.com/dictionary/candidate see pronunciation (more than one possibility)] <br /> <br /> <br /> *Mistake: “You have to decipher what there was written.”<br /> *Context: presenting group work on how to make tests more reliable<br /> *Problem: word order<br /> *Solution: “You have to decipher what was written there.”</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2010_AM_The_Modern_ELT-Classroom,_Th_8-10 2010 AM The Modern ELT-Classroom, Th 8-10 2010-04-15T12:50:09Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Thursdays, 8-10am<br /> * '''Venue:''' A10 1-121 (Hörsaal F)<br /> <br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - April 08, 2010 ==<br /> <br /> Research in EFL<br /> <br /> *Poster Session (examples)<br /> *Research paper<br /> *How to elicit data (examples)<br /> <br /> For next week:<br /> *Application: What do the curricula say? (Please have a close look at the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 core curriculum] for class 5 Hauptschule/Realschule and Gymnasium). Be prepared to comment on a) the learning outcomes, b) the level, and c) how textbooks implement the outcomes (find a sample from a unit of your choice).<br /> <br /> <br /> == Week 2 - April 15, 2010 ==<br /> <br /> Research in EFL<br /> <br /> Done: We<br /> <br /> *defined the terms &quot;standards&quot;, &quot;competence&quot;, &quot;can-do descriptors&quot;<br /> *analyzed and commented on the core curriculum for grades 5/6<br /> *defined the role of grammar/pronunciation/lexics in the core curriculum<br /> *described the theoretical underpinnings of CeR<br /> *commented on the lesson plan &quot;food-words&quot; for Gymnasium grade 6<br /> <br /> For next week:<br /> *Action Item: Rewrite the lesson plan &quot;food&quot; by contexualizing activities in all phases.<br /> <br /> <br /> == Week 3 - April 22, 2010 ==<br /> <br /> Concepts of communicative competence<br /> <br /> *We will discuss your version of &quot;food&quot;; comparision with lesson plan 2<br /> <br /> *Definitions of standards, curriculum, ...<br /> <br /> *Implementation of core curriculum in textbooks: a) communicative competences, b) methodological competences, and c) differences in implementation of GeF in German curricula<br /> <br /> <br /> == Week 4 - April 29, 2010 ==<br /> <br /> Types of communicative lesson plans<br /> <br /> <br /> == Week 5 - May 06, 2010 ==<br /> <br /> Learning outcomes<br /> <br /> <br /> == Week 6 - May 20, 2010 ==<br /> <br /> Learning arrangements<br /> <br /> <br /> == Week 7 - May 27, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> == Week 8 - June 03, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> == Week 9 - June 10, 2010 ==<br /> <br /> Teaching grammar<br /> <br /> <br /> == Week 10 - June 17, 2010 ==<br /> <br /> Teaching language based<br /> <br /> <br /> == Week 11 - June 24, 2010 ==<br /> <br /> Teaching task based<br /> <br /> <br /> == Week 12 - July 01, 2010 ==<br /> <br /> Teaching content based<br /> <br /> <br /> == Week 13 - July 08, 2010 ==<br /> <br /> Individual counselling (poster session, action items)</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-04-15T12:31:17Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations ==<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == ReferendarIn = student teacher ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == roter Faden = thread, leitmotif ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Notes_and_observations_from_your_language_tutor_(Aufbaumodule) Notes and observations from your language tutor (Aufbaumodule) 2010-04-15T12:29:10Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> <br /> == October 2008 ==<br /> <br /> *Mistake: “You need not necessarily grammar.”<br /> *Context: talking about the CLT approach<br /> *Problem: syntax<br /> *Solution: “You don’t necessarily need grammar.”<br /> <br /> <br /> *Betriebswirtschaftslehre = business administration<br /> <br /> <br /> *cue (our context: cue cards): “a signal for someone to do something” (see [http://www.dictionary.cambridge.org/ Cambridge Online Dictionary]) = Hinweis, z.B. Regiesignal<br /> <br /> <br /> *Realia = realia [http://www.aolsvc.merriam-webster.aol.com/dictionary/realia see also pronunciation]<br /> <br /> <br /> *communicative – [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Unterpunkt = subitem<br /> <br /> <br /> *Leistungsbereitschaft = willingness to perform; motivation<br /> <br /> <br /> *Hypothesen prüfen = to test hypotheses<br /> <br /> <br /> *Hypothesenbildung = formulating hypotheses<br /> <br /> <br /> *Reifungsprozesse = maturation processes<br /> <br /> <br /> *Erarbeitung = development, formulation<br /> <br /> <br /> == November 2008 ==<br /> <br /> *Lernziele sollen heute in Stundenmodellen als „Kompetenzen“ formuliert werden.<br /> <br /> <br /> *Eselsbrücke = mnemonic aid<br /> <br /> <br /> *Bildung = education, formal education<br /> <br /> <br /> *Erziehung = upbringing, education, training (I think it is difficult to differentiate between &quot;Bildung&quot; and &quot;Erziehung&quot; in English. I seem to remember from Pädagogik that the term &quot;Bildung&quot; is unique to the German language. The above translations are those from Langenscheidt.)<br /> <br /> <br /> *Abstimmung = vote<br /> <br /> <br /> *Bauchgefühl = gut feeling, gut instinct<br /> <br /> <br /> *Mistake: “What does monitoring mean in context of language acquisition?”<br /> *Context: talking about pronunciation<br /> *Problem: definite article missing<br /> *Solution: “What does monitoring mean in the context of language acquisition?”<br /> <br /> <br /> *Mistake: “They don’t know how to spell a 'th'.”<br /> *Context: talking about pronunciation<br /> *Problem: word choice<br /> *Solution: “They don’t know how to pronounce a 'th'.”<br /> <br /> <br /> *Mistake: “They have to look on the pronunciation.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “They have to look at the pronunciation.” Or “They have to concentrate on the pronunciation.”<br /> <br /> <br /> *workbooks/exercise books vs. textbooks<br /> <br /> <br /> *Lautschrift = phonetic transcription<br /> <br /> <br /> *Mistake: “I am able to differ the sounds.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “I am able to differentiate between the sounds.”<br /> <br /> <br /> *Einsprachig = monolingual<br /> <br /> <br /> *personage - [http://www.merriam-webster.com/dictionary/personage pronunciation]<br /> <br /> <br /> *jemandem eine Frage stellen = to ask somebody a question/to put a question to somebody (as far as I found both options are correct, although I would never use the second option)<br /> <br /> <br /> *Begrenzung = limitation/restriction<br /> <br /> <br /> *Eingrenzung = perimeter, containment (aber je nach Kontext kann die Bedeutung vielleicht anders sein – leider kann ich mich nicht daran erinnern, in welchem Kontext dieses Wort benutzt wurde)<br /> <br /> <br /> *moderieren = (TV) present, (Am.) moderate ([http://www.merriam-webster.com/dictionary/moderate%5B2%5D see Merriam Webster online])<br /> <br /> <br /> *to facilitate = erleichtern<br /> <br /> <br /> *moderator ([http://www.merriam-webster.com/dictionary/moderator see Merriam Webster online])<br /> <br /> <br /> *facilitator = ([http://www.merriam-webster.com/dictionary/facilitator see Merriam Webster online]) (I think this term best suits our purpose in class, because a facilitator is someone that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision &lt;the workshop's facilitator kept discussion flowing smoothly&gt;)<br /> <br /> <br /> *Handlungsorientierung = task-based learning<br /> <br /> <br /> *handlungsorientiert = task-based<br /> <br /> <br /> *selbstverständlich = (adj.) self-evident, obvious, natural; etwas als selbstverständlich betrachten = take something for granted; (adv.) of course, naturally<br /> <br /> <br /> *Mistake: “Important is also …”<br /> *Context: we were discussing features of CLT<br /> *Problem: syntax<br /> *Solution: “It is also important that …”<br /> <br /> <br /> *War das eine Meldung? = Did you raise your hand?<br /> <br /> <br /> *Mistake: “The topic is getting boring after awhile.”<br /> *Context: talking about authentic language use; topics taught in the classroom<br /> *Problem: tense<br /> *Solution: “The topic gets boring after awhile.”<br /> <br /> <br /> *Mistake: “That’s not really a new knowledge for them.”<br /> *Context: talking about authentic language use<br /> *Problem: indefinite article<br /> *Solution: “That’s not really new knowledge for them.”<br /> <br /> <br /> *Didaktisierung = didactization<br /> <br /> <br /> *Leistungserwartungen = performance expectations<br /> <br /> <br /> *außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)<br /> <br /> <br /> *Mistake: &quot;... to do something all the day.&quot;<br /> *Context: talking about consciousness-raising<br /> *Problem: article<br /> *Solution: &quot;... to do something all day.&quot;<br /> <br /> <br /> *anwenden = to apply<br /> <br /> <br /> *Nachhilfe = private lessons<br /> <br /> <br /> == December 2008 ==<br /> <br /> *Suchworträtsel = word search<br /> <br /> <br /> *Kreuzworträtsel = crossword puzzle<br /> <br /> <br /> *Mistake: “Is that an vocabulary exercise?”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: indefinite article<br /> *Solution: “Is that a vocabulary exercise?”<br /> <br /> <br /> *Mistake: “The students should learn to think as well as write English.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The students should learn to think as well as write in English.”<br /> <br /> <br /> *Mistake: “I tend to get convinced by this opinion.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “I tend to be convinced by this opinion.”<br /> <br /> <br /> *Mistake: “The exercise gives you a way how to connect the words.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The exercise gives you a way to connect the words.” Or “The exercise shows you how to connect the words.”<br /> <br /> <br /> *mediation (skills) – [http://www.merriam-webster.com/dictionary/mediation see Merriam Webster for pronunciation]<br /> <br /> <br /> *sensibilisieren = to sensitize<br /> <br /> <br /> *Mistake: vocabularies<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: vocabulary does not take the plural form in English<br /> *Solution: vocabulary (pl.)<br /> <br /> <br /> == January 2009 ==<br /> <br /> *einschätzen = estimate, evaluate<br /> <br /> <br /> *umgehen mit = to handle, deal with<br /> <br /> <br /> *Leitmedien = leading media, most used media, most important media (these are my suggestions for the following context)<br /> <br /> <br /> *Context: Why are textbooks the Leitmedien in the classroom?<br /> <br /> <br /> *Erziehungsziel = (major or central) educational goal (also my suggestion)<br /> <br /> <br /> *Mistake: “I’ve already teached it…”<br /> *Context: talking about content in textbooks<br /> *Problem: form of past participle<br /> *Solution: “I’ve already taught it…”<br /> <br /> <br /> *Ebene = level<br /> <br /> <br /> *Mistake: “Isn’t it up to the teacher to decide what kind of relationship do they want to have with their students?”<br /> *Context: talking about communicative competence<br /> *Problem: “do” not needed in this case<br /> *Solution: “Isn’t it up to the teacher to decide what kind of relationship they want to have with their students?”<br /> <br /> <br /> *Respektsperson = someone to be treated respectfully or with respect; someone that is respected<br /> <br /> <br /> *facet = [http://www.merriam-webster.com/dictionary/facet pron.]<br /> <br /> <br /> *Beobachtung = observation<br /> <br /> <br /> *register = [http://www.merriam-webster.com/dictionary/register pron.]<br /> <br /> <br /> == April 2009 ==<br /> <br /> *Bilingualer Unterricht = bilingual teaching (this is the correct translation for the term from the core curriculum for Niedersachsen)<br /> <br /> <br /> *Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR)<br /> <br /> <br /> *Bilder verstehen = visual literacy<br /> <br /> <br /> *zusammenhängendes Sprechen = topic-based talk<br /> <br /> <br /> *Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs <br /> <br /> <br /> *Mistake: “…she wants very much from her students to do.”<br /> *Context: talking about the expectations in lesson planning<br /> *Problem: incorrect expression<br /> *Solution: “…she wants/expects her students to do a lot.”<br /> <br /> <br /> *Mistake: “It’s more important that you can speak fluent.”<br /> *Context: talking about communicative competence<br /> *Problem: expression; adverb at end<br /> *Solution: “It’s more important to be able to speak fluently.”<br /> <br /> <br /> *Mistake: “If you keep a discussion up…”<br /> *Context: talking about communicative competence<br /> *Problem: expression<br /> *Solution: “If you keep a discussion going…”<br /> <br /> <br /> *communicative = see: [http://www.merriam-webster.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Floskel = set phrase<br /> <br /> <br /> *wahrnehmen = to perceive, to notice, to observe (+ many other meanings, depending on context)<br /> <br /> <br /> *Voraussetzung = prerequisite, requirement, qualification, precondition<br /> <br /> <br /> *Unterrichtseinheit = teaching unit<br /> <br /> <br /> *Mistake: “I would appreciate if we could do an own lesson plan.”<br /> *Context: discussing lesson planning<br /> *Problem: “an” used instead of “our”<br /> *Solution: “I would appreciate if we could do (or plan) our own lesson plan.”<br /> <br /> <br /> *Mistake: “You don’t have to deal with English all of the day.”<br /> *Context: talking about authentic English in the classroom<br /> *Problem: expression<br /> *Solution: “You don’t have to deal with English all day (long).”<br /> <br /> == May 2009 ==<br /> <br /> *Schulpraktikum = student teaching, teacher training, teaching internship<br /> <br /> <br /> *Mistake: “If you really want to learn the structure of the grammar…”<br /> *Context: talking about grammar myths<br /> *Problem: expression<br /> *Solution: “If you really want to learn the grammar structure…”<br /> <br /> <br /> *Mistake: “You have those sample sentence that…”<br /> *Context: talking about effective grammar teaching<br /> *Problem: plural needed<br /> *Solution: “You have those sample sentences that…”<br /> <br /> <br /> *Mistake: “She made a nice presentation.”<br /> *Context: talking about the topic from the previous week<br /> *Problem: incorrect verb usage<br /> *Solution: “She gave a nice presentation.”<br /> <br /> <br /> *Mistake: “…just be task-orientated.”<br /> *Context: talking about modern grammar theories<br /> *Problem: incorrect word usage<br /> *Solution: “…just be task-oriented.”<br /> <br /> <br /> *Mistake: “Then there would be a homework.”<br /> *Context: talking about task-based lesson plans<br /> *Problem: incorrect article usage<br /> *Solution: “Then there would be homework.”<br /> <br /> <br /> *irregular verbs = pron. (“verbs” not “werbs”)<br /> <br /> <br /> *mistakes = [http://www.merriam-webster.com/dictionary/mistakes intonation]<br /> <br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Mistake: “The best way how to learn those idioms…”<br /> *Context: talking about collocations and idioms<br /> *Problem: “how” is not used here as it is in German; “Der beste Weg, wie man….”<br /> *Solution: “The best way to learn those idioms…”<br /> <br /> <br /> == June 2009 ==<br /> <br /> *Vokabeln (pl.) = vocabulary (no pl. ending!)<br /> <br /> <br /> *Punkt (im Zusammenhang mit verschiedenfarbigen Punkten, die Schwierigkeiten beim Vokabellernen markieren sollen) = richtig hier: dot (not spot)<br /> <br /> <br /> *autonomous (learning) = [http://www.merriam-webster.com/dictionary/autonomous see pronunciation]<br /> <br /> <br /> *Sozialform = social form<br /> <br /> <br /> *Grobziele = aims, general objectives<br /> <br /> <br /> *Feinziele = specific objectives<br /> <br /> <br /> *didaktische Reserve = alternative plan<br /> <br /> <br /> *Lebenssituation (der Schüler) = life situation, life event (of the students/pupils)<br /> <br /> <br /> *Mistake: “I had a look on the shorter version…”<br /> *Context: comparing lesson plans<br /> *Problem: preposition<br /> *Solution: ”I had a look at the shorter version…”<br /> <br /> <br /> *interkultureller Handlungskompetenz = intercultural competence (for action)<br /> <br /> <br /> *Sachanalyse = analysis of subject matter<br /> <br /> <br /> *techniques = [http://www.merriam-webster.com/dictionary/techniques see pronunciation]<br /> <br /> <br /> *Mistake: “to write a test”<br /> *Context: discussing possible poster topics<br /> *Problem: incorrect verb usage<br /> *Solution: “to take a test”<br /> <br /> <br /> *hypothesis = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *(intercultural) competences = [http://www.merriam-webster.com/dictionary/competence see pronunciation]<br /> <br /> <br /> *interesting = [http://www.merriam-webster.com/dictionary/interesting see pronunciation]<br /> <br /> <br /> *curricula = [http://www.merriam-webster.com/dictionary/curricula see pronunciation]<br /> <br /> <br /> *decade = [http://www.merriam-webster.com/dictionary/decade see pronunciation]<br /> <br /> <br /> *Noten = grades (Amer. Eng.), marks (Br. Eng.)<br /> <br /> <br /> == October 2009 ==<br /> <br /> *Mistake: “When will be the poster session?” <br /> *Context: discussing upcoming semester projects: posters<br /> *Problem: syntax <br /> *Solution: “When will the poster session be?”<br /> <br /> <br /> *Schauwand = display wall <br /> <br /> <br /> *Mistake: “Keeping it simple is a good advice.”<br /> *Context: discussing posters<br /> *Problem: article usage<br /> *Solution: “Keeping it simple is good advice.”<br /> <br /> <br /> *Bildungssystem = educational system<br /> <br /> <br /> *communicative = [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Mistake: “uncorrect language” <br /> *Context: talking about communicative competence <br /> *Problem: word usage<br /> *Solution: “incorrect langage”<br /> <br /> <br /> *Mistake: “But I think in the context with a foreign language…”<br /> *Context: talking about communicative competence<br /> *Problem: preposition<br /> *Solution: “But I think in the context of a foreign language…”<br /> <br /> <br /> *Mistake: “Students feel pressurized…”<br /> *Context: talking about communicative competence<br /> *Problem: word usage<br /> *Solution: “Students feel pressured…”<br /> <br /> <br /> *Gruppenpuzzle = jigsaw method, see as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> <br /> == November 2009 ==<br /> <br /> *discourse (competence) – [http://www.merriam-webster.com/dictionary/discourse pronunciation] (im Vergleich zum deutschen Begriff “Diskurs”) <br /> <br /> <br /> *Mistake: “…and I thought there were all the points mentioned that were important”<br /> *Context: giving feedback to facilitator group <br /> *Problem: phrasing<br /> *Solution: “…and I thought that all the points mentioned were important” OR “…and I thought they mentioned all the important points” <br /> <br /> <br /> *Unterrichtsgestaltung = classroom design/structure<br /> <br /> <br /> *Kommunikatives Handeln = communicative action<br /> <br /> <br /> *Prinzip der funktionalen Einsprachigkeit = functional code-switching<br /> <br /> <br /> *Prinzip der Authentizität = authenticity<br /> <br /> <br /> *Prinzip der funktionalen Fehlertoleranz = tolerance toward errors<br /> <br /> <br /> *Sprachbewusstheit = language awareness<br /> <br /> <br /> *Sprachbewusstsein = consciousness raising<br /> <br /> <br /> -„Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> <br /> == December 2009 ==<br /> <br /> *Mistake: “It’s easier because you don’t have a foreign speaking environment.” <br /> *Context: talking about whether grammar teaching is necessary in the foreign lang. classroom<br /> *Problem: word choice<br /> *Solution: “It’s easier because you don’t have a foreign language environment.”<br /> <br /> <br /> *Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level<br /> <br /> <br /> *Lernersprache/Interlanguage = interlanguage<br /> <br /> <br /> *Hochfrequente Wörter = high-frequency words<br /> <br /> <br /> *Eselsbrücken = mnemonic aids<br /> <br /> <br /> *Karteikarten = flash cards (in vocabulary learning)<br /> <br /> <br /> *Aufgabenstellung = task, assignment of tasks, setting of a task<br /> <br /> <br /> *Mistake: “In the beginning of the learning process…”<br /> *Context: talking about the seven golden rules of vocabulary learning<br /> *Problem: preposition<br /> *Solution: “At the beginning of the learning process…”<br /> <br /> <br /> *bestimmen = to define, determine, etc.<br /> <br /> <br /> *Vokabeln = vocabulary (words) -&gt; never pl. &quot;vocabularies&quot;<br /> <br /> <br /> *determine = [http://www.merriam-webster.com/dictionary/determine see pronunciation]<br /> <br /> <br /> *particular = [http://www.merriam-webster.com/dictionary/particular see pronunciation]<br /> <br /> <br /> *Mistake: “We would like to…”<br /> *Context: presenting how you would structure lesson plans<br /> *Problem: in this context, “like to” makes the situation sound less hypothetical<br /> *Solution: “We would…”<br /> <br /> <br /> *Mistake: “What is the weather?”<br /> *Context: talking about ideas for lesson plans<br /> *Problem: sentence not complete<br /> *Solution: “What is the weather like?”<br /> <br /> <br /> *pupils = [http://www.merriam-webster.com/dictionary/pupil see pronunciation]<br /> <br /> <br /> *Mistake: “We developed all the opinion that…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word order<br /> *Solution: “We all developed the opinion that…”<br /> <br /> <br /> *Mistake: “…some words yes, some words not…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word choice<br /> *Solution: “…some words yes, some words no…”<br /> <br /> <br /> *Mistake: “I have no idea of the terms.”<br /> *Context: discussion at end of facilitation<br /> *Problem: expression<br /> *Solution: “I have no idea what the terms mean.”<br /> <br /> <br /> == January 2010 ==<br /> <br /> *Stationenlernen = learning stations<br /> <br /> <br /> *Verkäufer (ex. someone in a shoe store who offers help) = salesman, salesperson<br /> <br /> <br /> *Don’t forget when to use [http://www.jalc.edu/departmentpages/english/pdfs/write_place_tutorials/17_advanced_study_guide_for_the_complete_use_of_A_and_An.pdf “a” and “an”] <br /> <br /> <br /> *Mistake: “Students should bring prospects of different shops.”<br /> *Context: we were discussing partner work on vocabulary<br /> *Problem: word usage<br /> *Solution: “Students should bring advertisements from different shops.”<br /> <br /> <br /> *unconscious = bewusstlos, unbewusst<br /> <br /> <br /> *subconscious = unterbewusst<br /> <br /> <br /> *Mistake: “We had also a trip to Bath.”<br /> *Context: describing workbook activities<br /> *Problem: word order<br /> *Solution: “We also had a trip to Bath.”<br /> <br /> <br /> *Pantomime = pantomime<br /> <br /> <br /> *Mistake: “It was good because we could discuss about it.”<br /> *Context: giving the facilitators feedback<br /> *Problem: expression<br /> *Solution: “It was good because we could discuss it.” Or “It was good because we could talk about it.”<br /> <br /> <br /> == April 2010 ==<br /> <br /> *Bildungsstandards = educational standards<br /> <br /> <br /> *hypotheses (pl.) = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *ReferendarIn = student teacher<br /> <br /> <br /> *Mistake: “Modern about this curriculum is…”<br /> *Context: talking about the food lesson plan<br /> *Problem: word order, phrasing<br /> *Solution: “What’s modern about this curriculum is its…” or “… is what makes this curriculum modern.”<br /> <br /> <br /> *Mistake: “It makes fun.”<br /> *Context: talking about the food lesson plan<br /> *Problem: verb usage<br /> *Solution: “It is fun.”<br /> <br /> <br /> *Mistake: “I am going to make a barbecue.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: verb usage<br /> *Solution: “I am going to have a barbecue.”<br /> <br /> <br /> *Mistake: “Do you see this tomatoes.”<br /> *Context: presenting ideas for the introduction of food vocabulary to a lesson plan<br /> *Problem: usage of determiners<br /> *Solution: “Do you see these tomatoes.”<br /> <br /> <br /> *roter Faden = thread, leitmotif</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2010_AM_The_Modern_ELT-Classroom,_Th_8-10 2010 AM The Modern ELT-Classroom, Th 8-10 2010-04-12T08:00:36Z <p>Lindsay: Created page with '{{Template:Navigation:English Didactics}} * '''Lecturer:''' Wolfgang Gehring * '''Language tutor:''' Lindsay * '''Time:''' Thursdays…'</p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Thursdays, 8-10am<br /> * '''Venue:''' A10 1-121 (Hörsaal F)<br /> <br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - April 08, 2010 ==<br /> <br /> Research in EFL<br /> <br /> <br /> == Week 2 - April 15, 2010 ==<br /> <br /> Research in EFL<br /> <br /> <br /> == Week 3 - April 22, 2010 ==<br /> <br /> Concepts of communicative competence<br /> <br /> <br /> == Week 4 - April 29, 2010 ==<br /> <br /> Types of communicative lesson plans<br /> <br /> <br /> == Week 5 - May 06, 2010 ==<br /> <br /> Learning outcomes<br /> <br /> <br /> == Week 6 - May 20, 2010 ==<br /> <br /> Learning arrangements<br /> <br /> <br /> == Week 7 - May 27, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> == Week 8 - June 03, 2010 ==<br /> <br /> Teaching vocabulary<br /> <br /> <br /> == Week 9 - June 10, 2010 ==<br /> <br /> Teaching grammar<br /> <br /> <br /> == Week 10 - June 17, 2010 ==<br /> <br /> Teaching language based<br /> <br /> <br /> == Week 11 - June 24, 2010 ==<br /> <br /> Teaching task based<br /> <br /> <br /> == Week 12 - July 01, 2010 ==<br /> <br /> Teaching content based<br /> <br /> <br /> == Week 13 - July 08, 2010 ==<br /> <br /> Individual counselling (poster session, action items)</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2009-10_AM_Teaching_for_Communicative_Competence 2009-10 AM Teaching for Communicative Competence 2010-04-12T07:46:28Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Tuesdays, 2-4pm<br /> * '''Venue:''' A10 1-121<br /> <br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - October 20, 2009 ==<br /> <br /> Writing/developing a poster AND CLT in plans and syllabuses<br /> <br /> *In this session we will take a closer look at official guidelines and the Common European Framework of Reference for Languages (CEFR).<br /> <br /> Before class please look at the topics for this semester and choose two possible dates when you would be able to give a<br /> presentation.<br /> <br /> For this session please download:<br /> <br /> *Referenzrahmen: [http://www.hueber.de/wiki-99-stichwoerter/index.php/Referenzrahmen Hueber wiki]<br /> <br /> *Core curriculum: [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=7efe34fa70f124ba0df99db7fb28a4cb Niedersächsisches Kulturministerium]<br /> <br /> <br /> == Week 2 - October 27, 2009 ==<br /> <br /> What makes lesson plans communicative?<br /> <br /> *Please collect definitions of communicative competence (the following link to [http://books.google.de/books?uid=14402695489893961398&amp;client=firefox-a google books] may be helpful).<br /> <br /> *Please outline basic elements of the concept of communicative competence as it is used in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 Niedersachen core curricula] (of your school form).<br /> <br /> <br /> == Week 3 - November 3, 2009 ==<br /> <br /> Skill development and CLT<br /> <br /> References:<br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> == Week 4 - November 10, 2009 ==<br /> <br /> Concepts of CLT<br /> <br /> *Action Item: Write a review of the lesson plan &quot;zoo&quot;. Do not write more than 250 words. Apply your indicators. Be prepared to read your text aloud in class.<br /> <br /> <br /> == Week 5 - November 17, 2009 ==<br /> <br /> Pedagogical perspectives on CLT<br /> *Learning strategies (Rebecca Oxford)<br /> *Good language learners (Naimann et al)<br /> *Action item: a) Please define five features for evaluating lesson plans. b) Apply your features by analyzing &quot;Shop&quot; (see download on Stud-ip)<br /> *Preparation: Please outline questions that aim at gaining data about learning strategies that individual learners apply.<br /> <br /> Task 1: Describe a classroom (used in a figurative sense) that supports good language learning strategies.<br /> Consider<br /> *the role of the teacher<br /> *the design of activities<br /> *the attitude toward errors<br /> *the explicit teaching of strategies<br /> *the role of explicit teaching<br /> *the learning outcomes<br /> <br /> Task 2: Outline a research project on strategy use<br /> *describe why strategies play an important role in modern ELT<br /> *develop from this your hypothesis/your research question<br /> *outline the method you would apply<br /> <br /> References:<br /> *[http://books.google.com/books?id=0srF1efGdxgC&amp;pg=PT310&amp;lpg=PT310&amp;dq=good+language+learners+ppt&amp;source=bl&amp;ots=NldCTKdmEU&amp;sig=PVkH22AS_BTOZzBBuChQpbiAMbU&amp;hl=en&amp;ei=gJ4CS46wE4vQ-Qap98D8Dw&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CCMQ6AEwCQ#v=onepage&amp;q=&amp;f=false Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;pg=PA167&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.]<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=RA1-PA127&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; ''Methodology in Language Teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.]<br /> *[http://books.google.de/books?id=Y8UrkNhjNsQC&amp;pg=PA149&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Chapters 8.3 and 8.4. in: Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.]<br /> <br /> <br /> == Week 6 - November 24, 2009 ==<br /> <br /> How should we teach grammar?<br /> <br /> References:<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT393&amp;dq=grammar+teaching&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Section 7: &quot;Teaching Grammar.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 145-174.]<br /> *[http://books.google.de/books?id=sGHaJWahXL0C&amp;pg=PA102&amp;dq=grammar+teaching&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.]<br /> *[http://books.google.de/books?id=60pM6VBj7kkC&amp;pg=PA181&amp;dq=Grammatik+unterricht&amp;client=firefox-a#v=onepage&amp;q=Grammatik%20unterricht&amp;f=false Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> <br /> == Week 7 - December 1, 2009 ==<br /> <br /> How should we teach grammar?/Poster research<br /> <br /> Homework due Dec. 1:<br /> 1. Your task (workload): Is grammar teaching always necessary? Please write a paraphraph with no more than 400 words.<br /> 2. Activities: Form-focused and function-focused grammar practise (see Richard text in stud-ip folder for 24.11.09)<br /> 3. The role of consciousness-raising (see Ellis text in stud-ip folder for 24.11.09)<br /> 4. PPP: Lesson planning and grammar teaching (see Ziegeser text in stud-ip folder for 24.11.09)<br /> Please be prepared to outline your reserach project for the poster session!!!!!!<br /> <br /> Suggestions for actions items (3KP) and research projects/posters (6KP):<br /> <br /> *Action Item 1 (3KP): How form-focused or task-focused are grammar activities in ____(book title)?<br /> *Research Project 1 (6KP): On the same topic, but based on a corpus of: 4-8 books (classes 5/6; 7/8, Cornelsen, Klett, Diesterweg)<br /> <br /> *Action Item 2 (3KP): Research proposal: Mnemonic strategies learners apply in vocabulary learning.<br /> *Research Project 2 (6KP): On the same topic<br /> <br /> *Action Item 3 (3KP): What strategies are promoted in class through textbooks?<br /> *Research Project 3 (6KP): What strategies do learners prefer for vocabulary learning (young learners/adult learners/fellow students....)?<br /> <br /> *Action Item 4 (3KP): Attitudes in &quot;Einführungen&quot; toward grammar teaching. A comparison of English/French/German as a foreign language.<br /> *Research Project 4 (6KP): What are good language learners? Questionnaire for primary/Realschule/Gymnasium teachers and a comparison of data.<br /> <br /> *Action Item 5 (3KP): Tips for learning vocabulary efficiently: What textbooks recommend and the perspective of research.<br /> *Research Project 5 (6KP): see AI 5<br /> <br /> *Action Item 6 (3KP): Research proposal for AI 5<br /> <br /> Feel free to suggest a topic of your own choice.<br /> <br /> <br /> == Week 8 - December 8, 2009 ==<br /> <br /> How should we teach vocabulary?<br /> <br /> *Action Item: How do you select vocabulary for a given level? What do modern introductions to methodology or didactics tell us? (5-6 pages, 3 KP)<br /> *Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?<br /> *Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?<br /> *Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)<br /> <br /> References:<br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *[http://books.google.de/books?id=1G6bUwPtPmkC&amp;pg=PA7&amp;dq=vokabellernen&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=vokabellernen&amp;f=false Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.]<br /> *[http://books.google.de/books?id=aXGSpr7VtRQC&amp;pg=PA21&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=Vokabellernen&amp;f=false Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;printsec=frontcover&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.]<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *[http://books.google.de/books?id=pRzz5mq2YIcC&amp;printsec=frontcover&amp;dq=neveling&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.]<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *[http://books.google.de/books?id=cOy2ac0ZN40C&amp;pg=PA3&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.]<br /> <br /> <br /> == Week 9 - December 15, 2009 ==<br /> <br /> Principles of lesson planning<br /> <br /> *Class description<br /> *Timetable fit<br /> *Anticipated problems<br /> *Content selection<br /> *Activities, procedures, and timing<br /> *Lesson aims/learning outcomes<br /> *Formal plan<br /> <br /> For this session: Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in <br /> your group work session).<br /> <br /> *Action Item: Lesson planning: A comparison of didactic views and perspectives at ''Studienseminare''<br /> *Action Item: A comparison of lesson planning in German and in international ELT publications<br /> <br /> Reference:<br /> *[http://books.google.de/books?id=O8xqiBcmojwC&amp;pg=PA18&amp;dq=lesson+planning&amp;lr=&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=lesson%20planning&amp;f=false Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.]<br /> <br /> <br /> == Week 10 - January 5, 2010 ==<br /> <br /> Practicing language <br /> <br /> Facilitation: Christel, Anja, Anbneka, Daniel<br /> <br /> References:<br /> *[http://www.hueber.de/wiki-99-stichwoerter/index.php/%C3%9Cbungen Was sind Übungen?]<br /> *[http://www.hueber.de/wiki-99-stichwoerter/index.php/Aufgaben Was sind Aufgaben?]<br /> *[http://books.google.com/books?id=4Rs3XfW6JY0C&amp;pg=PA185&amp;lpg=PA185&amp;dq=%C3%9Cbungstypologie&amp;source=bl&amp;ots=WiMPcK67-O&amp;sig=vZoXHhjMm3jj2q-J7kU0R6rM-DA&amp;hl=en&amp;ei=0s4nS8_gBYnc-Qa41tiqDQ&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CDsQ6AEwCQ#v=onepage&amp;q=%C3%9Cbungstypologie&amp;f=false Ch. 5.3 &quot;Übungstypologie.&quot; Roche, Jörg. ''Interkulturelle Sprachdidaktik: Eine Einführung.'' Tübingen: Narr, 2001. 185ff.]<br /> <br /> <br /> == Week 11 - January 12, 2010 ==<br /> <br /> Speaking and writing<br /> <br /> Facilitation: Voigt, Walter, Niklas, Stefan<br /> <br /> <br /> == Week 12 - January 19, 2010 ==<br /> <br /> Listening and reading<br /> <br /> Facilitation: Friederike Tiemerding, Anne-Sophie Sauer, Henrike von Delft, Ann-Kristin Bux<br /> <br /> References:<br /> *[http://books.google.de/books?id=AmFQwIi0wnQC&amp;printsec=frontcover&amp;dq=edmondson&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=&amp;f=false Oral texts/written texts: Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> *[http://books.google.de/books?id=pnzyoHVaKQsC&amp;printsec=frontcover&amp;dq=listening&amp;client=firefox-a&amp;cd=3#v=onepage&amp;q=&amp;f=false Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT402&amp;dq=listening&amp;client=firefox-a&amp;cd=10#v=onepage&amp;q=listening&amp;f=false &quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT408&amp;dq=reading&amp;lr=&amp;client=firefox-a&amp;cd=24#v=onepage&amp;q=reading&amp;f=false &quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.]<br /> <br /> <br /> == Week 13 - January 26, 2010 ==<br /> <br /> Media in ELT<br /> <br /> <br /> == Week 14 - February 2, 2010 ==<br /> <br /> Individual counselling</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Courses Courses 2010-04-12T07:44:49Z <p>Lindsay: </p> <hr /> <div>{|cellpadding=&quot;10&quot;<br /> |bgcolor=white align=&quot;left&quot; valign=&quot;top&quot;|<br /> <br /> Five web pages offer our course programs. Number six gives an outlook into the future and is an invitation to think about courses you would like to give or attend:<br /> <br /> <br /> &lt;center&gt;<br /> {|width=&quot;85%&quot; cellpadding=&quot;10&quot;<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;| [http://www.studium.uni-oldenburg.de/lvstudip.php Lehrangebot]<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> Lehrveranstaltungen der Uni Oldenburg<br /> |-<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> [https://elearning.uni-oldenburg.de/ StudIP]<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> where you have to register<br /> |-<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> [http://www.uni-oldenburg.de/anglistik/31215.html Kommentiertes Veranstaltungsverzeichnis]<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> detailed course information<br /> |-<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|This Page<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|all courses that use the seminar's wiki<br /> |-<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> [[Course Ideas]]<br /> |valign=&quot;top&quot; bgcolor=&quot;#F9F9F9&quot;|<br /> where you can develop your own ideas of courses you would like to give or attend<br /> |}&lt;/center&gt;<br /> &lt;br&gt;&lt;br&gt;<br /> <br /> ==Summer 2010==<br /> '''Basismodule'''<br /> *[[2010 BM1 Introduction to the Critical and Scholarly Discussion of Literature]]<br /> <br /> '''Aufbaumodule'''<br /> *[[2010 AM The Modern ELT-Classroom, Th 8-10]]<br /> <br /> ==Winter 2009-2010==<br /> '''Basismodule'''<br /> *[[2009-10 BM1 Introduction to the Critical and Scholarly Discussion of Literature]]<br /> *[[2009-10 BM3 Introduction to English Linguistics Part I]]<br /> <br /> '''Aufbaumodule'''<br /> *[[2009-10 AM Teaching for Communicative Competence]]<br /> *[[2009-10 AM Incredible India: Colonisation, Decolonisation and Contemporary Issues, We 18-20]]<br /> *[[2009-10 AM Fictions of India: Colonial, Postcolonial, Contemporary]]<br /> <br /> '''Mastermodule'''<br /> *[[2009-10 MM Romantic, Gothic, Modern: Literature and Culture around 1800, Mo 16-18]]<br /> <br /> ==Archive==<br /> *[[Courses:Archive|Archive of past seminars]]<br /> <br /> == Assignments, examinations, homework related materials ==<br /> <br /> * [http://wiki.angl-am.uni-oldenburg.de/index.php?title=Category:Assignment Assignments]<br /> * [http://wiki.angl-am.uni-oldenburg.de/index.php?title=Category:Handout Handouts]<br /> * [[Style sheet]]<br /> * [http://wiki.angl-am.uni-oldenburg.de/index.php/Linguistics:Style_sheet_Hamann Style sheet (Linguistics)]<br /> * [[Statement on 'Plagiarism']]<br /> |bgcolor=white align=&quot;left&quot; valign=&quot;top&quot;|<br /> http://www.uni-oldenburg.de/anglistik/lit-wiss/img/2007_kings_cross_tunnel-detail.jpg<br /> |}<br /> __NOTOC__<br /> ----<br /> &lt;small&gt;Image detail: Courtesy of User:Salimfadhley [http://commons.wikimedia.org/wiki/Image:Kings_cross_tunnel_edit.jpg Wikimedia Commons]&lt;/small&gt;</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Links Links 2010-01-19T09:34:09Z <p>Lindsay: /* E-Sources */</p> <hr /> <div>*[http://www.uni-oldenburg.de/anglistik/index.html The seminar's webpage]<br /> {|width=&quot;100%&quot; cellpadding=&quot;20&quot;<br /> |valign=&quot;top&quot; width=&quot;33%&quot;|<br /> __TOC__<br /> |bgcolor=&quot;#FBFBFF&quot; valign=&quot;top&quot; width=&quot;33%&quot;|<br /> ==General==<br /> ====Search Engines====<br /> *[http://www.google.com/ncr Google]<br /> *[http://scholar.google.de/schhp?hl=de/ Google Scholar]<br /> *[http://search.msn.com/ MSN]<br /> *[http://www.alltheweb.com/ alltheweb]<br /> *[http://search.yahoo.com/ Yahoo]<br /> *[http://books.google.com/advanced_book_search? Google Book Search]<br /> <br /> ====Dictionaries====<br /> *[http://dict.leo.org/ LEO]<br /> *[http://www.dict.cc/ dict.cc]<br /> *[http://www.m-w.com/ Merriam-Webster]<br /> *[http://dictionary.oed.com/ OED]<br /> *[http://dictionary.cambridge.org/ Cambridge]<br /> <br /> ====Wikipedia====<br /> *[http://commons.wikimedia.org/ Wikimedia Commons]<br /> *[http://de.wikipedia.org de.wikipedia]<br /> *[http://en.wikipedia.org en.wikipedia]<br /> <br /> |bgcolor=&quot;#F9F9FF&quot; valign=&quot;top&quot; width=&quot;33%&quot;|<br /> <br /> ==Libraries, Texts, Bibliographies==<br /> ====Important Libraries====<br /> *[http://blpc.bl.uk/ BLC] &amp;mdash; British Library Catalogue<br /> *[http://bvba2.bib-bvb.de/V?RN=655740480 BVB] &amp;mdash; Bayerischer Verbundkatalog<br /> *[http://gso.gbv.de/DB=2.2/ADVANCED_SEARCHFILTER GBV] &amp;mdash; Gemeinsamer Verbundkatalog Niedersachsen etc.<br /> **[http://katalog.bis.uni-oldenburg.de/ Oldenburg's University library]<br /> *[http://www.ubka.uni-karlsruhe.de/kvk.html KVK] &amp;mdash; Karlsruher Virtueller Katalog<br /> *[http://library.ox.ac.uk/ OLIS] &amp;mdash; Oxford University's online union library catalogue<br /> <br /> ====Bibliographies &amp; Databases====<br /> *[http://rzblx10.uni-regensburg.de/dbinfo/dbliste.php?bib_id=ub_r&amp;colors=15&amp;ocolors=40&amp;lett=f&amp;gebiete=12 DBIS] Research databases available in Germany<br /> ----<br /> *[http://rzblx10.uni-regensburg.de/dbinfo/warpto.php?bib_id=ubol&amp;color=2&amp;titel_id=2521&amp;url=http%3A%2F%2Fcollections.chadwyck.co.uk ABELL] &amp;mdash; Annual Bibliography of English Language and Literature, 880,000 records, monographs, periodical articles, critical editions of literary works, book reviews and collections of essays published anywhere in the world from 1920 onwards.<br /> *[http://estc.bl.uk/F/?func=file&amp;file_name=login-bl-list ESTC] &amp;mdash; English Short Title Catalogue, bibliography of all books published between 1473 and 1800, description of materials, library shelf marks. <br /> *[http://rzblx1.uni-regensburg.de/ezeit/fl.phtml?bibid=UBFRE&amp;colors=7&amp;lang=de&amp;notation=H EZF] Elektronische Zeitschriftenbibliothek Freiburg<br /> *[http://www.imdb.com/ IMDb] Internet Movie Database<br /> *[http://web1.infotrac.galegroup.com/itw/infomark/1/1/1/purl=rc6_MLA MLA] Standard Research Bibliography<br /> *[http://pao.chadwyck.co.uk/home.do PAO] &amp;mdash; Periodicals Archive Online<br /> *[http://www.zdb-opac.de ZDB] &amp;mdash; Zeitschriftendatenbank, Titel- und Besitznachweise, 1,2 Mio. Titel in allen Sprachen von 1500 bis heute, keine Aufsatztitel.<br /> *[http://muse.jhu.edu/ Muse]<br /> <br /> ====E-Sources====<br /> *[http://eebo.chadwyck.com/home EEBO] &amp;mdash; book production 1473-1700<br /> *[http://galenet.galegroup.com/servlet/ECCO?locID=bis ECCO] &amp;mdash; the book production of the 18th century<br /> *[http://www.gutenberg.org/ Gutenberg]<br /> *[http://galenet.galegroup.com/servlet/LitRC?locID=bis LRC]<br /> *[http://quod.lib.umich.edu/c/cme/browse.html Corpus of Middle English texts]<br /> *[http://galenet.galegroup.com/servlet/MOML?locID=bis MOML] &amp;mdash; The Making of Modern Law, covering the watershed period of legal development during the nineteenth and early twentieth centuries<br /> *[http://galenet.galegroup.com/servlet/MOME?locID=bis MOME] &amp;mdash; The Making of the Modern World, presents more than 61,000 books from the period 1460-1850, and 466 pre-1906 serials, focuses on economics interpreted in the widest sense, including political science, history, sociology, and special collections on banking, finance, transportation and manufacturing.<br /> *[http://www.munseys.com/site/home Munseys]<br /> *[http://web1.infotrac.galegroup.com/itw/infomark/1/1/1/purl=rc6_TTDA The Times 1785-1985]<br /> *[http://infotrac.galegroup.com/itweb/?db=TLS TLS]<br /> *[http://www.wga.hu/index1.html Web Gallery of Art]<br /> *[http://www.archive.org Internet Archive]<br /> '''Bibles'''<br /> *[http://etext.lib.virginia.edu/kjv.browse.html Bible (King James)]<br /> *[http://net.bible.org/home.php Bible (commented modern)]<br /> *[http://www.usccb.org/nab/bible/index.shtml Bible (New American Bible)]<br /> <br /> |-<br /> |valign=&quot;top&quot; width=&quot;33%&quot; bgcolor=&quot;#F9F9FF&quot;|<br /> <br /> ==Culture &amp; History==<br /> <br /> ====Important Institutions====<br /> *[http://www.britishstudies.de/ British Council]<br /> <br /> ====Media====<br /> *[http://www.nytimes.com/ New York Times]<br /> *[http://www.sfgate.com/ San Francisco Chronicle]<br /> *[http://www.npr.org/ National Public Radio - US]<br /> <br /> ====History====<br /> *[http://www.davidappleyard.com/dynasties/1701_1800.htm Dynasties]<br /> *[http://rzblx10.uni-regensburg.de/dbinfo/warpto.php?bib_id=ubol&amp;color=2&amp;titel_id=3723&amp;url=http%3A%2F%2Fwww.oxforddnb.com%2Fsubscribed%2F DNB] &amp;mdash; Dictionary of National Biography<br /> *[http://www.archive.org/details/dictionaryofnati00leesuoft DNB 1903] <br /> *[http://www.historyguide.de/start.php Göttingen's History Guide]<br /> *[http://www.anglistikguide.de/index.html Göttingen's Anglistik Guide]<br /> <br /> ====Research Sites====<br /> *[http://www.personal.psu.edu/special/C18/c18-l.htm C18] 18th century mailing list and more <br /> *[http://www2.h-net.msu.edu H-Net] History in general<br /> *[http://www2.h-net.msu.edu/~albion/ H-Albion] History British Isles<br /> *[http://www.sharpweb.org/ SHARP] Book history<br /> <br /> ====Mailing Lists====<br /> *[http://pages.towson.edu/duncan/litlists.html Literary Academic Discussion Groups - Overview]<br /> <br /> ====Tools====<br /> *[http://www.pierre-marteau.com/currency/coins/engl-01.html £ Calculator] if you have to do sums in old English currency<br /> *[http://www.timeanddate.com/calendar/index.html?year=1700&amp;amp;country=8 Calendar] <br /> *[http://www.polysyllabic.com/ChCalendar.html Ecclesiastical Calendar]<br /> *[http://pierre-marteau.com/wiki/index.php?title=Prices_and_Wages_%28Great_Britain%29 Prices &amp; Wages]<br /> *[http://www.blbtools.de/einheitenrechner/rechner.htm World Units]<br /> <br /> <br /> |valign=&quot;top&quot; width=&quot;33%&quot; bgcolor=&quot;#F9FBFF&quot;|<br /> ==Linguistics==<br /> ====Databases====<br /> *[http://childes.psy.cmu.edu/ CHILDES]<br /> *[http://www.natcorp.ox.ac.uk/ British National Corpus]<br /> *[http://www.linguistics.ucsb.edu/research/sbcorpus.html/ Santa Barbara Corpus of Spoken American English]<br /> *[http://quod.lib.umich.edu/m/micase/ MICASE]<br /> <br /> ====Resources====<br /> *[http://www.linguistlist.org/ The Linguist List]<br /> *[http://www.glottopedia.org/ Glottopedia]<br /> *[http://ling.auf.net/lingBuzz/ LingBuzz]<br /> <br /> ====Bibliographies====<br /> *[http://www.blonline.nl/ Linguistics]<br /> *[http://www.carla.umn.edu/speechacts/bibliography/index.html#menu/ Speech Acts]<br /> *[http://www.linguistlist.org/sp/Bibs.html/ Linguist List]<br /> <br /> ====Journals====<br /> General:<br /> *[http://muse.uq.edu.au/journals/language/ Language]<br /> *[http://www.atypon-link.com/WDG/loi/ling/ Linguistics]<br /> <br /> <br /> Pragmatics &amp; Discourse:<br /> *[http://www.elsevier.com/wps/find/journaldescription.cws_home/505593/description#description/ Journal of Pragmatics]<br /> *[http://www.degruyter.de/journals/jpr/detailEn.cfm/ Journal of Politeness]<br /> *[http://dis.sagepub.com/ Discourse Studies]<br /> *[http://www.degruyter.de/journals/text/detail.cfm/ Text &amp; Talk]<br /> *[http://www.sciencedirect.com/science/journal/02715309/ Language and Communication]<br /> *[http://versita.metapress.com/content/120719/ Lodz Papers in Pragmatics]<br /> *[http://www.benjamins.com/cgi-bin/t_seriesview.cgi?series=Jhp/ Journal of Historical Pragmatics]<br /> *[http://www.benjamins.com/cgi-bin/t_seriesview.cgi?series=P%26C/ Pragmatics and Cognition]<br /> <br /> <br /> Sociolinguistics:<br /> *[http://journals.cambridge.org/action/displayJournal?jid=LSY/ Language in Society]<br /> *[http://das.sagepub.com/ Discourse &amp; Society]<br /> *[http://www.blackwell-synergy.com/loi/JOSL/ Journal of Sociolinguistics]<br /> *[http://www.equinoxjournals.com/ojs/index.php/GL/ Gender and Language]<br /> <br /> <br /> Intercultural &amp; Cross-cultural Communication:<br /> *[http://www.atypon-link.com/WDG/loi/iprg?cookieSet=1/ Intercultural Pragmatics]<br /> *[http://www.multilingual-matters.net/laic/ Language and Intercultural Communication]<br /> *[http://www.degruyter.de/journals/multilin/ Multilingua]<br /> <br /> <br /> Semantics:<br /> *[http://jos.oxfordjournals.org/archive/ Journal of Semantics]<br /> *[http://semprag.org/ Semantics and Pragmatics]<br /> <br /> <br /> Applied Linguistics:<br /> *[http://applij.oxfordjournals.org/ Applied Linguistics]<br /> *[http://www.blackwell-synergy.com/loi/ijal/ International Journal of Applied Linguistics]<br /> *[http://journals.cambridge.org/action/displayJournal?jid=APL/ Annual Review of Applied Linguistics]<br /> <br /> <br /> Working Papers:<br /> *[http://www.ling-phil.ox.ac.uk/pages/publications.html/ Oxford Working Papers in Linguistics]<br /> *[http://www.chass.utoronto.ca/~twpl/ Toronto Working Papers in Linguistics]<br /> *[http://www.phon.ucl.ac.uk/publications/WPL/ UCL Working Papers in Linguistics]<br /> *[http://journals.tc-library.org/index.php/tesol/ Working Papers in TESOL &amp; Applied Linguistics]<br /> <br /> <br /> German Journals:<br /> *[http://www.gespraechsforschung-ozs.de/ Gesprächsforschung]<br /> *[http://www.dgfs.de/zs/ Zeitschrift für Sprachwissenschaft]<br /> *[http://www.linguistik-online.de/ Linguistik online]<br /> <br /> <br /> |valign=&quot;top&quot; width=&quot;33%&quot; bgcolor=&quot;#F4F7FF&quot;|<br /> <br /> ==Didactics, Language Aquisition &amp; Practice==<br /> <br /> <br /> == '''Language Practice''' ==<br /> <br /> <br /> '''General Language'''<br /> <br /> '''Reference works:'''<br /> <br /> '''Grammar:''' Advanced Grammar in Use. With Answers and CD-ROM. (Taschenbuch)<br /> von Martin Hewings (Autor) <br /> <br /> '''Dictionary:''' Longman Dictionary of Contemporary English (DCE), m. CD-ROM<br /> <br /> '''German-English Dictionary:''' PONS Großwörterbuch Englisch: Englisch-Deutsch / Deutsch-Englisch. Rund 390.000 Stichwörter und Wendungen <br /> <br /> '''Visual Thesaurus''' http://www.visualthesaurus.com/ (You can try this out online.)<br /> <br /> '''Dave's ESL Cafe''' (covers everything from grammar to pronunciation to job opportunities and teacher training programs) http://www.eslcafe.com/<br /> <br /> <br /> <br /> '''Individual Skills'''<br /> <br /> '''Reading comprehension:'''<br /> <br /> Newspapers:<br /> <br /> http://nytimes.com/ , especially The Learning Network at the New York Times: http://learning.blogs.nytimes.com/<br /> <br /> The Guardian (UK) http://www.guardian.co.uk/<br /> <br /> '''Writing'''<br /> <br /> To improve your own writing, especially in the areas of grammar and punctuation, please consult this website from the Online Writing Lab at Purdue University in the US. <br /> <br /> http://owl.english.purdue.edu/handouts/grammar/<br /> <br /> <br /> You can find many exercises to help improve your writing: Writing exercises - Paraphrasing http://web.grinnell.edu/writinglab/CitationGuides/Indivex.html<br /> http://owl.english.purdue.edu/handouts/index2.html<br /> <br /> <br /> Proofreading your work: Punctuation<br /> <br /> http://www.prenhall.com/bluepencil/bluepencil.html<br /> <br /> '''Listening Comprehension'''<br /> <br /> '''University Lectures''' <br /> <br /> Here you can find a variety of lectures which various universities <br /> make available to the public:<br /> <br /> This is a general website where you can find lectures as well as online courses: <br /> http://www.openculture.com/2007/07/freeonlinecourses.html<br /> <br /> Here is one specific example of US university which makes its lectures available to the public:<br /> <br /> University of California at San Diego:http://www.uctv.tv/education/<br /> <br /> But check other universities, since most have similar websites. Another source is youtube, where you can find lectures and seminars.<br /> <br /> http://www.youtube.com/results?search_query=university+lectures&amp;search_type=&amp;aq=f<br /> <br /> '''Radio'''<br /> <br /> National Public Radio (US) http://www.npr.org<br /> <br /> Minnesota Public Radio (US) Prairie Home Companion http://www.phc.mpr.org<br /> <br /> <br /> BBC NEWS http://news.bbc.co.uk/<br /> <br /> Learning English http://www.bbc.co.uk/worldservice/learningenglish/<br /> <br /> <br /> BBC PODCASTS<br /> <br /> 6 Minute English http://www.bbc.co.uk/podcasts/series/how2<br /> <br /> Grammar Challenge http://www.bbc.co.uk/podcasts/series/gc<br /> <br /> NewsPod http://www.bbc.co.uk/podcasts/series/newspod<br /> <br /> <br /> Political Satire<br /> <br /> TV shows - full episodes available on line:<br /> <br /> http://www.thedailyshow.com<br /> <br /> http://www.thecolbertshow.com<br /> <br /> Parodies of Songs: http://www.capitolsteps.com<br /> <br /> '''In addition, here are some sites on regional, social and ethnic dialects of modern English.''' <br /> <br /> '''New online access to &quot;Varieties of English&quot; and &quot;The Atlas of North American English&quot;&quot;'''<br /> <br /> You can now access the online version to &quot;Varieties of English&quot;, which covers varieties of English spoken all over the world. This works the same way as the &quot;Atlas of North American English&quot; (actually, since it is the same publisher, the format is identical, making it much easier to use)<br /> <br /> Varieties of English website: <br /> http://rzblx10.uni-regensburg.de/dbinfo/detail.php?bib_id=ubol&amp;colors=&amp;ocolors=&amp;lett=f&amp;titel_id=7174<br /> <br /> You just type in your new library username and password (the one that has four letters and four numbers).<br /> <br /> The great thing is that you can even use this databank at home (ah, the glories of cyberspace!) You will need earphones to hear the audio samples. The websites allow you to listen to reading passages as well as free passages from English accents all over the world (VAE) as well as from different parts of North America (ANAE).<br /> <br /> Here is the link to the Atlas of North American English:<br /> <br /> http://www.atlas.mouton-content.com.p-serv2.bis.uni-oldenburg.de/<br /> <br /> '''This is the British Library's Sounds Familiar website, which shows the different dialects found in the UK today'''<br /> <br /> http://www.bl.uk/learning/langlit/sounds/index.html<br /> <br /> <br /> ''' &quot;Do You Speak American&quot; website'''<br /> <br /> This is the website that accompanies the DVD and book &quot;Do You Speak American?&quot;, both of which are available in the university library. http://www.pbs.org/speak/seatosea/americanvarieties/<br /> <br /> Among other fascinating spots on this website is the following map, which you can click on to listen to radio stations from all over the US. http://www.pbs.org/speak/seatosea/americanvarieties/radio/#<br /> <br /> I would encourage to just look around on the site; there is a plethora of audio and visual material here which will help you in your study of American dialects.<br /> <br /> '''America's Regional Accents, Holding Fast'''<br /> <br /> http://www.npr.org/templates/story/story.php?storyId=6883700<br /> <br /> '''Dictionary of American Regional English'''<br /> <br /> This is the website of the Dictionary of American Regional English. It includes dialect maps, but also audio files of samples of speech from speakers of many different American dialects.<br /> <br /> http://polyglot.lss.wisc.edu/dare/dare.html</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Links Links 2010-01-19T09:31:33Z <p>Lindsay: /* Dictionaries */</p> <hr /> <div>*[http://www.uni-oldenburg.de/anglistik/index.html The seminar's webpage]<br /> {|width=&quot;100%&quot; cellpadding=&quot;20&quot;<br /> |valign=&quot;top&quot; width=&quot;33%&quot;|<br /> __TOC__<br /> |bgcolor=&quot;#FBFBFF&quot; valign=&quot;top&quot; width=&quot;33%&quot;|<br /> ==General==<br /> ====Search Engines====<br /> *[http://www.google.com/ncr Google]<br /> *[http://scholar.google.de/schhp?hl=de/ Google Scholar]<br /> *[http://search.msn.com/ MSN]<br /> *[http://www.alltheweb.com/ alltheweb]<br /> *[http://search.yahoo.com/ Yahoo]<br /> *[http://books.google.com/advanced_book_search? Google Book Search]<br /> <br /> ====Dictionaries====<br /> *[http://dict.leo.org/ LEO]<br /> *[http://www.dict.cc/ dict.cc]<br /> *[http://www.m-w.com/ Merriam-Webster]<br /> *[http://dictionary.oed.com/ OED]<br /> *[http://dictionary.cambridge.org/ Cambridge]<br /> <br /> ====Wikipedia====<br /> *[http://commons.wikimedia.org/ Wikimedia Commons]<br /> *[http://de.wikipedia.org de.wikipedia]<br /> *[http://en.wikipedia.org en.wikipedia]<br /> <br /> |bgcolor=&quot;#F9F9FF&quot; valign=&quot;top&quot; width=&quot;33%&quot;|<br /> <br /> ==Libraries, Texts, Bibliographies==<br /> ====Important Libraries====<br /> *[http://blpc.bl.uk/ BLC] &amp;mdash; British Library Catalogue<br /> *[http://bvba2.bib-bvb.de/V?RN=655740480 BVB] &amp;mdash; Bayerischer Verbundkatalog<br /> *[http://gso.gbv.de/DB=2.2/ADVANCED_SEARCHFILTER GBV] &amp;mdash; Gemeinsamer Verbundkatalog Niedersachsen etc.<br /> **[http://katalog.bis.uni-oldenburg.de/ Oldenburg's University library]<br /> *[http://www.ubka.uni-karlsruhe.de/kvk.html KVK] &amp;mdash; Karlsruher Virtueller Katalog<br /> *[http://library.ox.ac.uk/ OLIS] &amp;mdash; Oxford University's online union library catalogue<br /> <br /> ====Bibliographies &amp; Databases====<br /> *[http://rzblx10.uni-regensburg.de/dbinfo/dbliste.php?bib_id=ub_r&amp;colors=15&amp;ocolors=40&amp;lett=f&amp;gebiete=12 DBIS] Research databases available in Germany<br /> ----<br /> *[http://rzblx10.uni-regensburg.de/dbinfo/warpto.php?bib_id=ubol&amp;color=2&amp;titel_id=2521&amp;url=http%3A%2F%2Fcollections.chadwyck.co.uk ABELL] &amp;mdash; Annual Bibliography of English Language and Literature, 880,000 records, monographs, periodical articles, critical editions of literary works, book reviews and collections of essays published anywhere in the world from 1920 onwards.<br /> *[http://estc.bl.uk/F/?func=file&amp;file_name=login-bl-list ESTC] &amp;mdash; English Short Title Catalogue, bibliography of all books published between 1473 and 1800, description of materials, library shelf marks. <br /> *[http://rzblx1.uni-regensburg.de/ezeit/fl.phtml?bibid=UBFRE&amp;colors=7&amp;lang=de&amp;notation=H EZF] Elektronische Zeitschriftenbibliothek Freiburg<br /> *[http://www.imdb.com/ IMDb] Internet Movie Database<br /> *[http://web1.infotrac.galegroup.com/itw/infomark/1/1/1/purl=rc6_MLA MLA] Standard Research Bibliography<br /> *[http://pao.chadwyck.co.uk/home.do PAO] &amp;mdash; Periodicals Archive Online<br /> *[http://www.zdb-opac.de ZDB] &amp;mdash; Zeitschriftendatenbank, Titel- und Besitznachweise, 1,2 Mio. Titel in allen Sprachen von 1500 bis heute, keine Aufsatztitel.<br /> *[http://muse.jhu.edu/ Muse]<br /> <br /> ====E-Sources====<br /> *[http://eebo.chadwyck.com/home EEBO] &amp;mdash; book production 1473-1700<br /> *[http://galenet.galegroup.com/servlet/ECCO?locID=bis ECCO] &amp;mdash; the book production of the 18th century<br /> *[http://www.gutenberg.org/ Gutenberg]<br /> *[http://galenet.galegroup.com/servlet/LitRC?locID=bis LRC]<br /> *[http://quod.lib.umich.edu/c/cme/browse.html Corpus of Middle English texts]<br /> *[http://galenet.galegroup.com/servlet/MOML?locID=bis MOML] &amp;mdash; The Making of Modern Law, covering the watershed period of legal development during the nineteenth and early twentieth centuries<br /> *[http://galenet.galegroup.com/servlet/MOME?locID=bis MOME] &amp;mdash; The Making of the Modern World, presents more than 61,000 books from the period 1460-1850, and 466 pre-1906 serials, focuses on economics interpreted in the widest sense, including political science, history, sociology, and special collections on banking, finance, transportation and manufacturing.<br /> *[http://www.munseys.com/site/home Munseys]<br /> *[http://web1.infotrac.galegroup.com/itw/infomark/1/1/1/purl=rc6_TTDA The Times 1785-1985]<br /> *[http://infotrac.galegroup.com/itweb/?db=TLS TLS]<br /> *[http://www.wga.hu/index1.html Web Gallery of Art]<br /> *[http://www.archive.org Internet Archive]<br /> '''Bibles'''<br /> *[http://etext.lib.virginia.edu/kjv.browse.html Bible (King James)]<br /> *[http://net.bible.org/home.php Bible (commented modern)]<br /> <br /> |-<br /> |valign=&quot;top&quot; width=&quot;33%&quot; bgcolor=&quot;#F9F9FF&quot;|<br /> <br /> ==Culture &amp; History==<br /> <br /> ====Important Institutions====<br /> *[http://www.britishstudies.de/ British Council]<br /> <br /> ====Media====<br /> *[http://www.nytimes.com/ New York Times]<br /> *[http://www.sfgate.com/ San Francisco Chronicle]<br /> *[http://www.npr.org/ National Public Radio - US]<br /> <br /> ====History====<br /> *[http://www.davidappleyard.com/dynasties/1701_1800.htm Dynasties]<br /> *[http://rzblx10.uni-regensburg.de/dbinfo/warpto.php?bib_id=ubol&amp;color=2&amp;titel_id=3723&amp;url=http%3A%2F%2Fwww.oxforddnb.com%2Fsubscribed%2F DNB] &amp;mdash; Dictionary of National Biography<br /> *[http://www.archive.org/details/dictionaryofnati00leesuoft DNB 1903] <br /> *[http://www.historyguide.de/start.php Göttingen's History Guide]<br /> *[http://www.anglistikguide.de/index.html Göttingen's Anglistik Guide]<br /> <br /> ====Research Sites====<br /> *[http://www.personal.psu.edu/special/C18/c18-l.htm C18] 18th century mailing list and more <br /> *[http://www2.h-net.msu.edu H-Net] History in general<br /> *[http://www2.h-net.msu.edu/~albion/ H-Albion] History British Isles<br /> *[http://www.sharpweb.org/ SHARP] Book history<br /> <br /> ====Mailing Lists====<br /> *[http://pages.towson.edu/duncan/litlists.html Literary Academic Discussion Groups - Overview]<br /> <br /> ====Tools====<br /> *[http://www.pierre-marteau.com/currency/coins/engl-01.html £ Calculator] if you have to do sums in old English currency<br /> *[http://www.timeanddate.com/calendar/index.html?year=1700&amp;amp;country=8 Calendar] <br /> *[http://www.polysyllabic.com/ChCalendar.html Ecclesiastical Calendar]<br /> *[http://pierre-marteau.com/wiki/index.php?title=Prices_and_Wages_%28Great_Britain%29 Prices &amp; Wages]<br /> *[http://www.blbtools.de/einheitenrechner/rechner.htm World Units]<br /> <br /> <br /> |valign=&quot;top&quot; width=&quot;33%&quot; bgcolor=&quot;#F9FBFF&quot;|<br /> ==Linguistics==<br /> ====Databases====<br /> *[http://childes.psy.cmu.edu/ CHILDES]<br /> *[http://www.natcorp.ox.ac.uk/ British National Corpus]<br /> *[http://www.linguistics.ucsb.edu/research/sbcorpus.html/ Santa Barbara Corpus of Spoken American English]<br /> *[http://quod.lib.umich.edu/m/micase/ MICASE]<br /> <br /> ====Resources====<br /> *[http://www.linguistlist.org/ The Linguist List]<br /> *[http://www.glottopedia.org/ Glottopedia]<br /> *[http://ling.auf.net/lingBuzz/ LingBuzz]<br /> <br /> ====Bibliographies====<br /> *[http://www.blonline.nl/ Linguistics]<br /> *[http://www.carla.umn.edu/speechacts/bibliography/index.html#menu/ Speech Acts]<br /> *[http://www.linguistlist.org/sp/Bibs.html/ Linguist List]<br /> <br /> ====Journals====<br /> General:<br /> *[http://muse.uq.edu.au/journals/language/ Language]<br /> *[http://www.atypon-link.com/WDG/loi/ling/ Linguistics]<br /> <br /> <br /> Pragmatics &amp; Discourse:<br /> *[http://www.elsevier.com/wps/find/journaldescription.cws_home/505593/description#description/ Journal of Pragmatics]<br /> *[http://www.degruyter.de/journals/jpr/detailEn.cfm/ Journal of Politeness]<br /> *[http://dis.sagepub.com/ Discourse Studies]<br /> *[http://www.degruyter.de/journals/text/detail.cfm/ Text &amp; Talk]<br /> *[http://www.sciencedirect.com/science/journal/02715309/ Language and Communication]<br /> *[http://versita.metapress.com/content/120719/ Lodz Papers in Pragmatics]<br /> *[http://www.benjamins.com/cgi-bin/t_seriesview.cgi?series=Jhp/ Journal of Historical Pragmatics]<br /> *[http://www.benjamins.com/cgi-bin/t_seriesview.cgi?series=P%26C/ Pragmatics and Cognition]<br /> <br /> <br /> Sociolinguistics:<br /> *[http://journals.cambridge.org/action/displayJournal?jid=LSY/ Language in Society]<br /> *[http://das.sagepub.com/ Discourse &amp; Society]<br /> *[http://www.blackwell-synergy.com/loi/JOSL/ Journal of Sociolinguistics]<br /> *[http://www.equinoxjournals.com/ojs/index.php/GL/ Gender and Language]<br /> <br /> <br /> Intercultural &amp; Cross-cultural Communication:<br /> *[http://www.atypon-link.com/WDG/loi/iprg?cookieSet=1/ Intercultural Pragmatics]<br /> *[http://www.multilingual-matters.net/laic/ Language and Intercultural Communication]<br /> *[http://www.degruyter.de/journals/multilin/ Multilingua]<br /> <br /> <br /> Semantics:<br /> *[http://jos.oxfordjournals.org/archive/ Journal of Semantics]<br /> *[http://semprag.org/ Semantics and Pragmatics]<br /> <br /> <br /> Applied Linguistics:<br /> *[http://applij.oxfordjournals.org/ Applied Linguistics]<br /> *[http://www.blackwell-synergy.com/loi/ijal/ International Journal of Applied Linguistics]<br /> *[http://journals.cambridge.org/action/displayJournal?jid=APL/ Annual Review of Applied Linguistics]<br /> <br /> <br /> Working Papers:<br /> *[http://www.ling-phil.ox.ac.uk/pages/publications.html/ Oxford Working Papers in Linguistics]<br /> *[http://www.chass.utoronto.ca/~twpl/ Toronto Working Papers in Linguistics]<br /> *[http://www.phon.ucl.ac.uk/publications/WPL/ UCL Working Papers in Linguistics]<br /> *[http://journals.tc-library.org/index.php/tesol/ Working Papers in TESOL &amp; Applied Linguistics]<br /> <br /> <br /> German Journals:<br /> *[http://www.gespraechsforschung-ozs.de/ Gesprächsforschung]<br /> *[http://www.dgfs.de/zs/ Zeitschrift für Sprachwissenschaft]<br /> *[http://www.linguistik-online.de/ Linguistik online]<br /> <br /> <br /> |valign=&quot;top&quot; width=&quot;33%&quot; bgcolor=&quot;#F4F7FF&quot;|<br /> <br /> ==Didactics, Language Aquisition &amp; Practice==<br /> <br /> <br /> == '''Language Practice''' ==<br /> <br /> <br /> '''General Language'''<br /> <br /> '''Reference works:'''<br /> <br /> '''Grammar:''' Advanced Grammar in Use. With Answers and CD-ROM. (Taschenbuch)<br /> von Martin Hewings (Autor) <br /> <br /> '''Dictionary:''' Longman Dictionary of Contemporary English (DCE), m. CD-ROM<br /> <br /> '''German-English Dictionary:''' PONS Großwörterbuch Englisch: Englisch-Deutsch / Deutsch-Englisch. Rund 390.000 Stichwörter und Wendungen <br /> <br /> '''Visual Thesaurus''' http://www.visualthesaurus.com/ (You can try this out online.)<br /> <br /> '''Dave's ESL Cafe''' (covers everything from grammar to pronunciation to job opportunities and teacher training programs) http://www.eslcafe.com/<br /> <br /> <br /> <br /> '''Individual Skills'''<br /> <br /> '''Reading comprehension:'''<br /> <br /> Newspapers:<br /> <br /> http://nytimes.com/ , especially The Learning Network at the New York Times: http://learning.blogs.nytimes.com/<br /> <br /> The Guardian (UK) http://www.guardian.co.uk/<br /> <br /> '''Writing'''<br /> <br /> To improve your own writing, especially in the areas of grammar and punctuation, please consult this website from the Online Writing Lab at Purdue University in the US. <br /> <br /> http://owl.english.purdue.edu/handouts/grammar/<br /> <br /> <br /> You can find many exercises to help improve your writing: Writing exercises - Paraphrasing http://web.grinnell.edu/writinglab/CitationGuides/Indivex.html<br /> http://owl.english.purdue.edu/handouts/index2.html<br /> <br /> <br /> Proofreading your work: Punctuation<br /> <br /> http://www.prenhall.com/bluepencil/bluepencil.html<br /> <br /> '''Listening Comprehension'''<br /> <br /> '''University Lectures''' <br /> <br /> Here you can find a variety of lectures which various universities <br /> make available to the public:<br /> <br /> This is a general website where you can find lectures as well as online courses: <br /> http://www.openculture.com/2007/07/freeonlinecourses.html<br /> <br /> Here is one specific example of US university which makes its lectures available to the public:<br /> <br /> University of California at San Diego:http://www.uctv.tv/education/<br /> <br /> But check other universities, since most have similar websites. Another source is youtube, where you can find lectures and seminars.<br /> <br /> http://www.youtube.com/results?search_query=university+lectures&amp;search_type=&amp;aq=f<br /> <br /> '''Radio'''<br /> <br /> National Public Radio (US) http://www.npr.org<br /> <br /> Minnesota Public Radio (US) Prairie Home Companion http://www.phc.mpr.org<br /> <br /> <br /> BBC NEWS http://news.bbc.co.uk/<br /> <br /> Learning English http://www.bbc.co.uk/worldservice/learningenglish/<br /> <br /> <br /> BBC PODCASTS<br /> <br /> 6 Minute English http://www.bbc.co.uk/podcasts/series/how2<br /> <br /> Grammar Challenge http://www.bbc.co.uk/podcasts/series/gc<br /> <br /> NewsPod http://www.bbc.co.uk/podcasts/series/newspod<br /> <br /> <br /> Political Satire<br /> <br /> TV shows - full episodes available on line:<br /> <br /> http://www.thedailyshow.com<br /> <br /> http://www.thecolbertshow.com<br /> <br /> Parodies of Songs: http://www.capitolsteps.com<br /> <br /> '''In addition, here are some sites on regional, social and ethnic dialects of modern English.''' <br /> <br /> '''New online access to &quot;Varieties of English&quot; and &quot;The Atlas of North American English&quot;&quot;'''<br /> <br /> You can now access the online version to &quot;Varieties of English&quot;, which covers varieties of English spoken all over the world. This works the same way as the &quot;Atlas of North American English&quot; (actually, since it is the same publisher, the format is identical, making it much easier to use)<br /> <br /> Varieties of English website: <br /> http://rzblx10.uni-regensburg.de/dbinfo/detail.php?bib_id=ubol&amp;colors=&amp;ocolors=&amp;lett=f&amp;titel_id=7174<br /> <br /> You just type in your new library username and password (the one that has four letters and four numbers).<br /> <br /> The great thing is that you can even use this databank at home (ah, the glories of cyberspace!) You will need earphones to hear the audio samples. The websites allow you to listen to reading passages as well as free passages from English accents all over the world (VAE) as well as from different parts of North America (ANAE).<br /> <br /> Here is the link to the Atlas of North American English:<br /> <br /> http://www.atlas.mouton-content.com.p-serv2.bis.uni-oldenburg.de/<br /> <br /> '''This is the British Library's Sounds Familiar website, which shows the different dialects found in the UK today'''<br /> <br /> http://www.bl.uk/learning/langlit/sounds/index.html<br /> <br /> <br /> ''' &quot;Do You Speak American&quot; website'''<br /> <br /> This is the website that accompanies the DVD and book &quot;Do You Speak American?&quot;, both of which are available in the university library. http://www.pbs.org/speak/seatosea/americanvarieties/<br /> <br /> Among other fascinating spots on this website is the following map, which you can click on to listen to radio stations from all over the US. http://www.pbs.org/speak/seatosea/americanvarieties/radio/#<br /> <br /> I would encourage to just look around on the site; there is a plethora of audio and visual material here which will help you in your study of American dialects.<br /> <br /> '''America's Regional Accents, Holding Fast'''<br /> <br /> http://www.npr.org/templates/story/story.php?storyId=6883700<br /> <br /> '''Dictionary of American Regional English'''<br /> <br /> This is the website of the Dictionary of American Regional English. It includes dialect maps, but also audio files of samples of speech from speakers of many different American dialects.<br /> <br /> http://polyglot.lss.wisc.edu/dare/dare.html</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Notes_and_observations_from_your_language_tutor_(Aufbaumodule) Notes and observations from your language tutor (Aufbaumodule) 2010-01-16T18:02:28Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> <br /> == October 2008 ==<br /> <br /> *Mistake: “You need not necessarily grammar.”<br /> *Context: talking about the CLT approach<br /> *Problem: syntax<br /> *Solution: “You don’t necessarily need grammar.”<br /> <br /> <br /> *Betriebswirtschaftslehre = business administration<br /> <br /> <br /> *cue (our context: cue cards): “a signal for someone to do something” (see [http://www.dictionary.cambridge.org/ Cambridge Online Dictionary]) = Hinweis, z.B. Regiesignal<br /> <br /> <br /> *Realia = realia [http://www.aolsvc.merriam-webster.aol.com/dictionary/realia see also pronunciation]<br /> <br /> <br /> *communicative – [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Unterpunkt = subitem<br /> <br /> <br /> *Leistungsbereitschaft = willingness to perform; motivation<br /> <br /> <br /> *Hypothesen prüfen = to test hypotheses<br /> <br /> <br /> *Hypothesenbildung = formulating hypotheses<br /> <br /> <br /> *Reifungsprozesse = maturation processes<br /> <br /> <br /> *Erarbeitung = development, formulation<br /> <br /> <br /> == November 2008 ==<br /> <br /> *Lernziele sollen heute in Stundenmodellen als „Kompetenzen“ formuliert werden.<br /> <br /> <br /> *Eselsbrücke = mnemonic aid<br /> <br /> <br /> *Bildung = education, formal education<br /> <br /> <br /> *Erziehung = upbringing, education, training (I think it is difficult to differentiate between &quot;Bildung&quot; and &quot;Erziehung&quot; in English. I seem to remember from Pädagogik that the term &quot;Bildung&quot; is unique to the German language. The above translations are those from Langenscheidt.)<br /> <br /> <br /> *Abstimmung = vote<br /> <br /> <br /> *Bauchgefühl = gut feeling, gut instinct<br /> <br /> <br /> *Mistake: “What does monitoring mean in context of language acquisition?”<br /> *Context: talking about pronunciation<br /> *Problem: definite article missing<br /> *Solution: “What does monitoring mean in the context of language acquisition?”<br /> <br /> <br /> *Mistake: “They don’t know how to spell a 'th'.”<br /> *Context: talking about pronunciation<br /> *Problem: word choice<br /> *Solution: “They don’t know how to pronounce a 'th'.”<br /> <br /> <br /> *Mistake: “They have to look on the pronunciation.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “They have to look at the pronunciation.” Or “They have to concentrate on the pronunciation.”<br /> <br /> <br /> *workbooks/exercise books vs. textbooks<br /> <br /> <br /> *Lautschrift = phonetic transcription<br /> <br /> <br /> *Mistake: “I am able to differ the sounds.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “I am able to differentiate between the sounds.”<br /> <br /> <br /> *Einsprachig = monolingual<br /> <br /> <br /> *personage - [http://www.merriam-webster.com/dictionary/personage pronunciation]<br /> <br /> <br /> *jemandem eine Frage stellen = to ask somebody a question/to put a question to somebody (as far as I found both options are correct, although I would never use the second option)<br /> <br /> <br /> *Begrenzung = limitation/restriction<br /> <br /> <br /> *Eingrenzung = perimeter, containment (aber je nach Kontext kann die Bedeutung vielleicht anders sein – leider kann ich mich nicht daran erinnern, in welchem Kontext dieses Wort benutzt wurde)<br /> <br /> <br /> *moderieren = (TV) present, (Am.) moderate ([http://www.merriam-webster.com/dictionary/moderate%5B2%5D see Merriam Webster online])<br /> <br /> <br /> *to facilitate = erleichtern<br /> <br /> <br /> *moderator ([http://www.merriam-webster.com/dictionary/moderator see Merriam Webster online])<br /> <br /> <br /> *facilitator = ([http://www.merriam-webster.com/dictionary/facilitator see Merriam Webster online]) (I think this term best suits our purpose in class, because a facilitator is someone that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision &lt;the workshop's facilitator kept discussion flowing smoothly&gt;)<br /> <br /> <br /> *Handlungsorientierung = task-based learning<br /> <br /> <br /> *handlungsorientiert = task-based<br /> <br /> <br /> *selbstverständlich = (adj.) self-evident, obvious, natural; etwas als selbstverständlich betrachten = take something for granted; (adv.) of course, naturally<br /> <br /> <br /> *Mistake: “Important is also …”<br /> *Context: we were discussing features of CLT<br /> *Problem: syntax<br /> *Solution: “It is also important that …”<br /> <br /> <br /> *War das eine Meldung? = Did you raise your hand?<br /> <br /> <br /> *Mistake: “The topic is getting boring after awhile.”<br /> *Context: talking about authentic language use; topics taught in the classroom<br /> *Problem: tense<br /> *Solution: “The topic gets boring after awhile.”<br /> <br /> <br /> *Mistake: “That’s not really a new knowledge for them.”<br /> *Context: talking about authentic language use<br /> *Problem: indefinite article<br /> *Solution: “That’s not really new knowledge for them.”<br /> <br /> <br /> *Didaktisierung = didactization<br /> <br /> <br /> *Leistungserwartungen = performance expectations<br /> <br /> <br /> *außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)<br /> <br /> <br /> *Mistake: &quot;... to do something all the day.&quot;<br /> *Context: talking about consciousness-raising<br /> *Problem: article<br /> *Solution: &quot;... to do something all day.&quot;<br /> <br /> <br /> *anwenden = to apply<br /> <br /> <br /> *Nachhilfe = private lessons<br /> <br /> <br /> == December 2008 ==<br /> <br /> *Suchworträtsel = word search<br /> <br /> <br /> *Kreuzworträtsel = crossword puzzle<br /> <br /> <br /> *Mistake: “Is that an vocabulary exercise?”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: indefinite article<br /> *Solution: “Is that a vocabulary exercise?”<br /> <br /> <br /> *Mistake: “The students should learn to think as well as write English.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The students should learn to think as well as write in English.”<br /> <br /> <br /> *Mistake: “I tend to get convinced by this opinion.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “I tend to be convinced by this opinion.”<br /> <br /> <br /> *Mistake: “The exercise gives you a way how to connect the words.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The exercise gives you a way to connect the words.” Or “The exercise shows you how to connect the words.”<br /> <br /> <br /> *mediation (skills) – [http://www.merriam-webster.com/dictionary/mediation see Merriam Webster for pronunciation]<br /> <br /> <br /> *sensibilisieren = to sensitize<br /> <br /> <br /> *Mistake: vocabularies<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: vocabulary does not take the plural form in English<br /> *Solution: vocabulary (pl.)<br /> <br /> <br /> == January 2009 ==<br /> <br /> *einschätzen = estimate, evaluate<br /> <br /> <br /> *umgehen mit = to handle, deal with<br /> <br /> <br /> *Leitmedien = leading media, most used media, most important media (these are my suggestions for the following context)<br /> <br /> <br /> *Context: Why are textbooks the Leitmedien in the classroom?<br /> <br /> <br /> *Erziehungsziel = (major or central) educational goal (also my suggestion)<br /> <br /> <br /> *Mistake: “I’ve already teached it…”<br /> *Context: talking about content in textbooks<br /> *Problem: form of past participle<br /> *Solution: “I’ve already taught it…”<br /> <br /> <br /> *Ebene = level<br /> <br /> <br /> *Mistake: “Isn’t it up to the teacher to decide what kind of relationship do they want to have with their students?”<br /> *Context: talking about communicative competence<br /> *Problem: “do” not needed in this case<br /> *Solution: “Isn’t it up to the teacher to decide what kind of relationship they want to have with their students?”<br /> <br /> <br /> *Respektsperson = someone to be treated respectfully or with respect; someone that is respected<br /> <br /> <br /> *facet = [http://www.merriam-webster.com/dictionary/facet pron.]<br /> <br /> <br /> *Beobachtung = observation<br /> <br /> <br /> *register = [http://www.merriam-webster.com/dictionary/register pron.]<br /> <br /> <br /> == April 2009 ==<br /> <br /> *Bilingualer Unterricht = bilingual teaching (this is the correct translation for the term from the core curriculum for Niedersachsen)<br /> <br /> <br /> *Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR)<br /> <br /> <br /> *Bilder verstehen = visual literacy<br /> <br /> <br /> *zusammenhängendes Sprechen = topic-based talk<br /> <br /> <br /> *Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs <br /> <br /> <br /> *Mistake: “…she wants very much from her students to do.”<br /> *Context: talking about the expectations in lesson planning<br /> *Problem: incorrect expression<br /> *Solution: “…she wants/expects her students to do a lot.”<br /> <br /> <br /> *Mistake: “It’s more important that you can speak fluent.”<br /> *Context: talking about communicative competence<br /> *Problem: expression; adverb at end<br /> *Solution: “It’s more important to be able to speak fluently.”<br /> <br /> <br /> *Mistake: “If you keep a discussion up…”<br /> *Context: talking about communicative competence<br /> *Problem: expression<br /> *Solution: “If you keep a discussion going…”<br /> <br /> <br /> *communicative = see: [http://www.merriam-webster.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Floskel = set phrase<br /> <br /> <br /> *wahrnehmen = to perceive, to notice, to observe (+ many other meanings, depending on context)<br /> <br /> <br /> *Voraussetzung = prerequisite, requirement, qualification, precondition<br /> <br /> <br /> *Unterrichtseinheit = teaching unit<br /> <br /> <br /> *Mistake: “I would appreciate if we could do an own lesson plan.”<br /> *Context: discussing lesson planning<br /> *Problem: “an” used instead of “our”<br /> *Solution: “I would appreciate if we could do (or plan) our own lesson plan.”<br /> <br /> <br /> *Mistake: “You don’t have to deal with English all of the day.”<br /> *Context: talking about authentic English in the classroom<br /> *Problem: expression<br /> *Solution: “You don’t have to deal with English all day (long).”<br /> <br /> == May 2009 ==<br /> <br /> *Schulpraktikum = student teaching, teacher training, teaching internship<br /> <br /> <br /> *Mistake: “If you really want to learn the structure of the grammar…”<br /> *Context: talking about grammar myths<br /> *Problem: expression<br /> *Solution: “If you really want to learn the grammar structure…”<br /> <br /> <br /> *Mistake: “You have those sample sentence that…”<br /> *Context: talking about effective grammar teaching<br /> *Problem: plural needed<br /> *Solution: “You have those sample sentences that…”<br /> <br /> <br /> *Mistake: “She made a nice presentation.”<br /> *Context: talking about the topic from the previous week<br /> *Problem: incorrect verb usage<br /> *Solution: “She gave a nice presentation.”<br /> <br /> <br /> *Mistake: “…just be task-orientated.”<br /> *Context: talking about modern grammar theories<br /> *Problem: incorrect word usage<br /> *Solution: “…just be task-oriented.”<br /> <br /> <br /> *Mistake: “Then there would be a homework.”<br /> *Context: talking about task-based lesson plans<br /> *Problem: incorrect article usage<br /> *Solution: “Then there would be homework.”<br /> <br /> <br /> *irregular verbs = pron. (“verbs” not “werbs”)<br /> <br /> <br /> *mistakes = [http://www.merriam-webster.com/dictionary/mistakes intonation]<br /> <br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Mistake: “The best way how to learn those idioms…”<br /> *Context: talking about collocations and idioms<br /> *Problem: “how” is not used here as it is in German; “Der beste Weg, wie man….”<br /> *Solution: “The best way to learn those idioms…”<br /> <br /> <br /> == June 2009 ==<br /> <br /> *Vokabeln (pl.) = vocabulary (no pl. ending!)<br /> <br /> <br /> *Punkt (im Zusammenhang mit verschiedenfarbigen Punkten, die Schwierigkeiten beim Vokabellernen markieren sollen) = richtig hier: dot (not spot)<br /> <br /> <br /> *autonomous (learning) = [http://www.merriam-webster.com/dictionary/autonomous see pronunciation]<br /> <br /> <br /> *Sozialform = social form<br /> <br /> <br /> *Grobziele = aims, general objectives<br /> <br /> <br /> *Feinziele = specific objectives<br /> <br /> <br /> *didaktische Reserve = alternative plan<br /> <br /> <br /> *Lebenssituation (der Schüler) = life situation, life event (of the students/pupils)<br /> <br /> <br /> *Mistake: “I had a look on the shorter version…”<br /> *Context: comparing lesson plans<br /> *Problem: preposition<br /> *Solution: ”I had a look at the shorter version…”<br /> <br /> <br /> *interkultureller Handlungskompetenz = intercultural competence (for action)<br /> <br /> <br /> *Sachanalyse = analysis of subject matter<br /> <br /> <br /> *techniques = [http://www.merriam-webster.com/dictionary/techniques see pronunciation]<br /> <br /> <br /> *Mistake: “to write a test”<br /> *Context: discussing possible poster topics<br /> *Problem: incorrect verb usage<br /> *Solution: “to take a test”<br /> <br /> <br /> *hypothesis = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *(intercultural) competences = [http://www.merriam-webster.com/dictionary/competence see pronunciation]<br /> <br /> <br /> *interesting = [http://www.merriam-webster.com/dictionary/interesting see pronunciation]<br /> <br /> <br /> *curricula = [http://www.merriam-webster.com/dictionary/curricula see pronunciation]<br /> <br /> <br /> *decade = [http://www.merriam-webster.com/dictionary/decade see pronunciation]<br /> <br /> <br /> *Noten = grades (Amer. Eng.), marks (Br. Eng.)<br /> <br /> <br /> == October 2009 ==<br /> <br /> *Mistake: “When will be the poster session?” <br /> *Context: discussing upcoming semester projects: posters<br /> *Problem: syntax <br /> *Solution: “When will the poster session be?”<br /> <br /> <br /> *Schauwand = display wall <br /> <br /> <br /> *Mistake: “Keeping it simple is a good advice.”<br /> *Context: discussing posters<br /> *Problem: article usage<br /> *Solution: “Keeping it simple is good advice.”<br /> <br /> <br /> *Bildungssystem = educational system<br /> <br /> <br /> *communicative = [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Mistake: “uncorrect language” <br /> *Context: talking about communicative competence <br /> *Problem: word usage<br /> *Solution: “incorrect langage”<br /> <br /> <br /> *Mistake: “But I think in the context with a foreign language…”<br /> *Context: talking about communicative competence<br /> *Problem: preposition<br /> *Solution: “But I think in the context of a foreign language…”<br /> <br /> <br /> *Mistake: “Students feel pressurized…”<br /> *Context: talking about communicative competence<br /> *Problem: word usage<br /> *Solution: “Students feel pressured…”<br /> <br /> <br /> *Gruppenpuzzle = jigsaw method, see as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> <br /> == November 2009 ==<br /> <br /> *discourse (competence) – [http://www.merriam-webster.com/dictionary/discourse pronunciation] (im Vergleich zum deutschen Begriff “Diskurs”) <br /> <br /> <br /> *Mistake: “…and I thought there were all the points mentioned that were important”<br /> *Context: giving feedback to facilitator group <br /> *Problem: phrasing<br /> *Solution: “…and I thought that all the points mentioned were important” OR “…and I thought they mentioned all the important points” <br /> <br /> <br /> *Unterrichtsgestaltung = classroom design/structure<br /> <br /> <br /> *Kommunikatives Handeln = communicative action<br /> <br /> <br /> *Prinzip der funktionalen Einsprachigkeit = functional code-switching<br /> <br /> <br /> *Prinzip der Authentizität = authenticity<br /> <br /> <br /> *Prinzip der funktionalen Fehlertoleranz = tolerance toward errors<br /> <br /> <br /> *Sprachbewusstheit = language awareness<br /> <br /> <br /> *Sprachbewusstsein = consciousness raising<br /> <br /> <br /> -„Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> <br /> == December 2009 ==<br /> <br /> *Mistake: “It’s easier because you don’t have a foreign speaking environment.” <br /> *Context: talking about whether grammar teaching is necessary in the foreign lang. classroom<br /> *Problem: word choice<br /> *Solution: “It’s easier because you don’t have a foreign language environment.”<br /> <br /> <br /> *Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level<br /> <br /> <br /> *Lernersprache/Interlanguage = interlanguage<br /> <br /> <br /> *Hochfrequente Wörter = high-frequency words<br /> <br /> <br /> *Eselsbrücken = mnemonic aids<br /> <br /> <br /> *Karteikarten = flash cards (in vocabulary learning)<br /> <br /> <br /> *Aufgabenstellung = task, assignment of tasks, setting of a task<br /> <br /> <br /> *Mistake: “In the beginning of the learning process…”<br /> *Context: talking about the seven golden rules of vocabulary learning<br /> *Problem: preposition<br /> *Solution: “At the beginning of the learning process…”<br /> <br /> <br /> *bestimmen = to define, determine, etc.<br /> <br /> <br /> *Vokabeln = vocabulary (words) -&gt; never pl. &quot;vocabularies&quot;<br /> <br /> <br /> *determine = [http://www.merriam-webster.com/dictionary/determine see pronunciation]<br /> <br /> <br /> *particular = [http://www.merriam-webster.com/dictionary/particular see pronunciation]<br /> <br /> <br /> *Mistake: “We would like to…”<br /> *Context: presenting how you would structure lesson plans<br /> *Problem: in this context, “like to” makes the situation sound less hypothetical<br /> *Solution: “We would…”<br /> <br /> <br /> *Mistake: “What is the weather?”<br /> *Context: talking about ideas for lesson plans<br /> *Problem: sentence not complete<br /> *Solution: “What is the weather like?”<br /> <br /> <br /> *pupils = [http://www.merriam-webster.com/dictionary/pupil see pronunciation]<br /> <br /> <br /> *Mistake: “We developed all the opinion that…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word order<br /> *Solution: “We all developed the opinion that…”<br /> <br /> <br /> *Mistake: “…some words yes, some words not…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word choice<br /> *Solution: “…some words yes, some words no…”<br /> <br /> <br /> *Mistake: “I have no idea of the terms.”<br /> *Context: discussion at end of facilitation<br /> *Problem: expression<br /> *Solution: “I have no idea what the terms mean.”<br /> <br /> <br /> == January 2010 ==<br /> <br /> *Stationenlernen = learning stations<br /> <br /> <br /> *Verkäufer (ex. someone in a shoe store who offers help) = salesman, salesperson<br /> <br /> <br /> *Don’t forget when to use [http://www.jalc.edu/departmentpages/english/pdfs/write_place_tutorials/17_advanced_study_guide_for_the_complete_use_of_A_and_An.pdf “a” and “an”] <br /> <br /> <br /> *Mistake: “Students should bring prospects of different shops.”<br /> *Context: we were discussing partner work on vocabulary<br /> *Problem: word usage<br /> *Solution: “Students should bring advertisements from different shops.”<br /> <br /> <br /> *unconscious = bewusstlos, unbewusst<br /> <br /> <br /> *subconscious = unterbewusst<br /> <br /> <br /> *Mistake: “We had also a trip to Bath.”<br /> *Context: describing workbook activities<br /> *Problem: word order<br /> *Solution: “We also had a trip to Bath.”<br /> <br /> <br /> *Pantomime = pantomime<br /> <br /> <br /> *Mistake: “It was good because we could discuss about it.”<br /> *Context: giving the facilitators feedback<br /> *Problem: expression<br /> *Solution: “It was good because we could discuss it.” Or “It was good because we could talk about it.”</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-01-16T18:01:08Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations ==<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Pantomime = pantomime ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Collected_terminology_from_class_(Aufbaumodule) Collected terminology from class (Aufbaumodule) 2010-01-10T14:29:39Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> The following terms were collected during &quot;Aufbaumodule&quot; and may be helpful to you in the framework of English didactics. Please feel free to add any terms or definitions you may find and/or links to helpful websites. Please always state your sources!<br /> <br /> == Abitur = Abitur, secondary school qualification ==<br /> <br /> == Arbeitslehre = pre-vocational studies ==<br /> <br /> == außerschulisch = extracurricular ==<br /> <br /> *Used when referring to out-of-school activities such as sports or clubs.<br /> <br /> == (Prinzip der) Authentizität = authenticity ==<br /> <br /> *(see: [http://www.as.ysu.edu/~english/faculty/brown/personal/BrownMenasche.doc Defining Authenticity])<br /> <br /> == Bastelanleitung = handicraft instructions ==<br /> <br /> == basteln = to do handicrafts, to tinker ==<br /> <br /> == Berufsschule = Berufsschule, vocational school at upper secondary level ==<br /> <br /> == bewusstlos, unbewusst = unconscious ==<br /> <br /> == Bilder verstehen = visual literacy ==<br /> <br /> == Bildung = education, formal education ==<br /> <br /> == Bildungsgang = course of education ==<br /> <br /> == Bildungsstandards = educational standards ==<br /> <br /> == Bildungssystem = educational system ==<br /> <br /> == Bilingualer Unterricht = bilingual teaching ==<br /> <br /> == Curriculum = curriculum ==<br /> <br /> == Didaktische Reserve = alternative plan ==<br /> <br /> == Didaktisierung = didactization ==<br /> <br /> == Doktorant = doctoral candidate ==<br /> <br /> == einschätzen = estimate, evaluate ==<br /> <br /> == Einsprachig = monolingual ==<br /> <br /> == Erzähltext = narrative text; fictional text ==<br /> <br /> == Erzieher = youth or child care worker ==<br /> <br /> == Erziehung = upbringing, education, training ==<br /> <br /> == Eselsbrücke = mnemonic aid ==<br /> <br /> == Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR) ==<br /> <br /> *See [http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp www.coe.int] for online information.<br /> <br /> == Fachhochschule = university of applied sciences ==<br /> <br /> == Feinziele = specific objectives ==<br /> <br /> == Floskel = set phrase ==<br /> <br /> == (Prinzip der) funktionalen Einsprachigkeit = functional code-switching ==<br /> <br /> == (Prinzip der) funktionalen Fehlertoleranz = tolerance toward errors ==<br /> <br /> == Ganztagschule = all-day schools ==<br /> <br /> == Grobziele = aims (long-term goals), general objectives ==<br /> <br /> == Grundkurs = basic course ==<br /> <br /> == Gruppenpuzzle = jigsaw method ==<br /> <br /> *See as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> == Handlungsorientiert = task-based ==<br /> <br /> == Handlungsorientierung = task-based learning ==<br /> <br /> == Hochbegabte Schüler = talented and gifted students/pupils ==<br /> <br /> == Interlanguage/Lernersprache = interlanguage ==<br /> <br /> == Impulse geben = to give an impetus to ==<br /> <br /> == Inhaltliches Curriculum = content-based syllabus ==<br /> <br /> == Interkultureller Handlungskompetenz = intercultural competence (for action) ==<br /> <br /> == Kerncurriculum = core curriculum ==<br /> <br /> *[http://www.nibis.de/nibis.phtml?menid=203 Niedersächsischer Bildungsserver: Curriculare Vorgaben]<br /> <br /> *An example of a core curriculum in the US: [http://www.corecurriculum.iowa.gov/Home.aspx Iowa Core Curriculum]. (Look under literacy and grade span on left tab.)<br /> <br /> == Klappentext = blurb ==<br /> <br /> == Kommunikatives Handeln = communicative action ==<br /> <br /> == Kommunikative Grammatik = communicative grammar ==<br /> <br /> == Kontextualisierung = contextualization ==<br /> <br /> Contextualization is the process of assigning meaning, either linguistic or as a means of interpreting the environment within which an expression or action is executed.<br /> <br /> In Sociolinguistics contextualization comprises all activities by participants which make relevant, maintain, revise, cancel, etc. any aspect of context which, in turn, is responsible for the interpretation of an utterance in its particular locus of occurrence. Such aspects might be the speech genre, the speech act, mood, topic, roles, social relationships, etc.<br /> <br /> In the classroom contextualization means the contextual embedment of a speech act by the use of realia, pictures, headlines, etc. Thematic focal points that the students can relate to (e.g. Carol’s spare time) create the context in which a speech act can be recognized as an attempt to communicate (e.g. talking about free time).<br /> <br /> Sources:<br /> *[http://www.freidok.uni-freiburg.de/volltexte/4793/pdf/Auer_Introduction_John_Gumperz.pdf Peter Auer. Introduction: John Gumperz’ Approach to Contextualization]<br /> *Gehring, Wolfgang. Englische Fachdidaktik. Eine Einführung. Berlin, 2004.<br /> <br /> == Kooperatives Lernen = cooperative learning ==<br /> <br /> *See: [http://www.stemnet.nf.ca/~achafe/cooplang.html Cooperative Learning and the Second Language Classroom by Allison Chafe]<br /> <br /> == Kreuzworträtsel = crossword puzzle ==<br /> <br /> == kulturelle Sachinformation = factual cultural information ==<br /> <br /> == Kultusministerium = The Ministries of Education and Cultural Affairs ==<br /> <br /> == Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs ==<br /> <br /> *See the online website [http://www.kmk.org/ in German] or [http://www.kmk.org/information-in-english.html in English].<br /> <br /> == Lautschrift = phonetic transcription ==<br /> <br /> == Lebenssituation (der Schüler) = life situation, life event (of the students/pupils) ==<br /> <br /> == Lebenswelt = lifestyle ==<br /> <br /> == Leistungsbereitschaft = willingness to perform; motivation ==<br /> <br /> == Leistungsbeurteilung = assessment of performance, performance evaluation ==<br /> <br /> == Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level ==<br /> <br /> == Leistungserwartungen = performance expectations ==<br /> <br /> == Leistungskurs = intensified course ==<br /> <br /> == Leitmedien = leading media, most used media, most important media ==<br /> <br /> == Lernerorientierung = learner-centeredness ==<br /> <br /> Learner-centeredness is an influential concept strongly connected to Communicative Language Teaching. It places the student at the centre of education, in a way that they are involved in decisions on content selection (curriculum), methodology, and evaluation. Additionally, it moves the teacher from the source of knowledge to the status of a facilitator or manager of learning situations.<br /> <br /> Learners should be sensitized to their own learning processes so that they can develop their own appropriate strategies. Goals and content of tasks should be made comprehensible, thus enabling the learners to make their own informed choices about what they want to learn and how they want to learn.<br /> <br /> This creates a freedom which should ultimately provide the basis for learning throughout life and for including the individual’s context. Greater autonomy and control for the learner seem to be key terms. <br /> <br /> The concept of learner-centeredness also stresses that the learning outcome is influenced by the perceptions of the learner. Students often have a different view on tasks than the teacher does. This should be taken into consideration.<br /> <br /> It is also important to point out that learner-centeredness is not seen as an &quot;all-or-nothing&quot; concept, but is supposed to be a continuum that moves from &quot;less- to more learner-centered&quot;.<br /> <br /> Übungstypen:<br /> <br /> *Creativity: Übungen, die Schüler zu kreativem, schöpferischem Sprachhandeln herausfordern<br /> *Autonomy: Übungen, die selbständiges Handeln in die Wege leiten<br /> *Exploration: Übungen, die forschendes Lernen beinhalten<br /> *Insight: Übungen die helfen, Inhalte zu erschließen und eigene Vorstellungen zu einem Thema zu entwickeln <br /> <br /> Sources:<br /> <br /> *David Hall, Ann Hewings, 2001 – Innovation in English Language Teaching: A Reader<br /> *David Nunan, 2004 – Task-based Language Teaching: a comprehensively revised edition of designing tasks for the communicative classroom<br /> *David Nunan, The learner-centered curriculum, 1988, Cambridge Applied Linguistic<br /> *[http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html Learner-Centredness:<br /> An Issue of Institutional Policy in the context of Distance Education]<br /> *Weskamp, Ralf. &quot;Fachdidaktik: Grundlagen &amp; Konzepte&quot; Berlin: Cornelsen, 2001<br /> *Deller, Sheelagh. &quot;Lessons from the Learner&quot; Canterbury: Longman 1990<br /> <br /> == Lernersprache/Interlanguage = interlanguage ==<br /> <br /> == Lernziel = (learning) objective ==<br /> <br /> == Nachhilfe = private lessons ==<br /> <br /> == Noten = grades (Amer. Eng.), marks (Br. Eng.) ==<br /> <br /> == Orientierungsstufe = orientation stage ==<br /> <br /> == Prüfungsordnung = examination regulations ==<br /> <br /> == Rahmenbedingungen = framework ==<br /> <br /> == Realia = realia ==<br /> <br /> == Redemittel = modes of expression ==<br /> <br /> == Reifungsprozesse = maturation processes ==<br /> <br /> == Rezension = review ==<br /> <br /> == Sachanalyse = analysis of subject matter ==<br /> <br /> == Sachinformation = factual information ==<br /> <br /> == Sachtext = factual text; non-fictional text ==<br /> <br /> == Schauwand = display wall ==<br /> <br /> == Schulkonferenz = school council ==<br /> <br /> == Schulordnung = school regulations ==<br /> <br /> == Schulpraktikum = student teaching, teacher training, teaching internship ==<br /> <br /> == Schulträger = school maintaining body ==<br /> <br /> == sensibilisieren = to sensitize ==<br /> <br /> == Sitten und Gebräuche = manners and customs ==<br /> <br /> == Sonderpädagogischer Förderbedarf = special education needs ==<br /> <br /> == Sonderschule = special school ==<br /> <br /> == Sonderschullehrer = special education teacher ==<br /> <br /> == Sozialform = social form ==<br /> <br /> == Sprachbewusstheit = language awareness ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachbewusstsein = consciousness raising ==<br /> <br /> „Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> == Sprachkenntnisse = knowledge of a language, (foreign) language proficiency ==<br /> <br /> == Staatsprüfung = state examination ==<br /> <br /> == Standards = standards ==<br /> <br /> == Standbild = frozen picture, freeze frame ==<br /> <br /> == Stationenlernen = learning stations ==<br /> <br /> == Studienordnung = study regulations ==<br /> <br /> == Suchworträtsel = word search ==<br /> <br /> == Tafelbild = blackboard drawing/chart ==<br /> <br /> == Texterschließungsverfahren = text comprehension techniques ==<br /> <br /> == Traditionelle Grammatik = traditional grammar ==<br /> <br /> == unbewusst, bewusstlos = unconscious ==<br /> <br /> == unterbewusst = subconscious ==<br /> <br /> == Unterrichtseinheit = teaching unit ==<br /> <br /> == Unterrichtsentwurf = lesson plan ==<br /> <br /> == Unterrichtsgestaltung = classroom design/structure ==<br /> <br /> == Verfilmung = film adaptation, film version ==<br /> <br /> == Vokabeln (pl.) = vocabulary (no pl. ending!) ==<br /> <br /> == Volkshochschule = adult education establishment ==<br /> <br /> == Voraussetzung = prerequisite, requirement, qualification, precondition ==<br /> <br /> == Wissensbestände = knowledge banks ==<br /> <br /> == Wissensknoten = bundles of knowledge ==<br /> <br /> == Zusammenhängendes Sprechen = topic-based talk ==</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/Notes_and_observations_from_your_language_tutor_(Aufbaumodule) Notes and observations from your language tutor (Aufbaumodule) 2010-01-10T14:26:37Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> <br /> == October 2008 ==<br /> <br /> *Mistake: “You need not necessarily grammar.”<br /> *Context: talking about the CLT approach<br /> *Problem: syntax<br /> *Solution: “You don’t necessarily need grammar.”<br /> <br /> <br /> *Betriebswirtschaftslehre = business administration<br /> <br /> <br /> *cue (our context: cue cards): “a signal for someone to do something” (see [http://www.dictionary.cambridge.org/ Cambridge Online Dictionary]) = Hinweis, z.B. Regiesignal<br /> <br /> <br /> *Realia = realia [http://www.aolsvc.merriam-webster.aol.com/dictionary/realia see also pronunciation]<br /> <br /> <br /> *communicative – [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Unterpunkt = subitem<br /> <br /> <br /> *Leistungsbereitschaft = willingness to perform; motivation<br /> <br /> <br /> *Hypothesen prüfen = to test hypotheses<br /> <br /> <br /> *Hypothesenbildung = formulating hypotheses<br /> <br /> <br /> *Reifungsprozesse = maturation processes<br /> <br /> <br /> *Erarbeitung = development, formulation<br /> <br /> <br /> == November 2008 ==<br /> <br /> *Lernziele sollen heute in Stundenmodellen als „Kompetenzen“ formuliert werden.<br /> <br /> <br /> *Eselsbrücke = mnemonic aid<br /> <br /> <br /> *Bildung = education, formal education<br /> <br /> <br /> *Erziehung = upbringing, education, training (I think it is difficult to differentiate between &quot;Bildung&quot; and &quot;Erziehung&quot; in English. I seem to remember from Pädagogik that the term &quot;Bildung&quot; is unique to the German language. The above translations are those from Langenscheidt.)<br /> <br /> <br /> *Abstimmung = vote<br /> <br /> <br /> *Bauchgefühl = gut feeling, gut instinct<br /> <br /> <br /> *Mistake: “What does monitoring mean in context of language acquisition?”<br /> *Context: talking about pronunciation<br /> *Problem: definite article missing<br /> *Solution: “What does monitoring mean in the context of language acquisition?”<br /> <br /> <br /> *Mistake: “They don’t know how to spell a 'th'.”<br /> *Context: talking about pronunciation<br /> *Problem: word choice<br /> *Solution: “They don’t know how to pronounce a 'th'.”<br /> <br /> <br /> *Mistake: “They have to look on the pronunciation.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “They have to look at the pronunciation.” Or “They have to concentrate on the pronunciation.”<br /> <br /> <br /> *workbooks/exercise books vs. textbooks<br /> <br /> <br /> *Lautschrift = phonetic transcription<br /> <br /> <br /> *Mistake: “I am able to differ the sounds.”<br /> *Context: talking about pronunciation exercises in textbooks<br /> *Problem: word usage<br /> *Solution: “I am able to differentiate between the sounds.”<br /> <br /> <br /> *Einsprachig = monolingual<br /> <br /> <br /> *personage - [http://www.merriam-webster.com/dictionary/personage pronunciation]<br /> <br /> <br /> *jemandem eine Frage stellen = to ask somebody a question/to put a question to somebody (as far as I found both options are correct, although I would never use the second option)<br /> <br /> <br /> *Begrenzung = limitation/restriction<br /> <br /> <br /> *Eingrenzung = perimeter, containment (aber je nach Kontext kann die Bedeutung vielleicht anders sein – leider kann ich mich nicht daran erinnern, in welchem Kontext dieses Wort benutzt wurde)<br /> <br /> <br /> *moderieren = (TV) present, (Am.) moderate ([http://www.merriam-webster.com/dictionary/moderate%5B2%5D see Merriam Webster online])<br /> <br /> <br /> *to facilitate = erleichtern<br /> <br /> <br /> *moderator ([http://www.merriam-webster.com/dictionary/moderator see Merriam Webster online])<br /> <br /> <br /> *facilitator = ([http://www.merriam-webster.com/dictionary/facilitator see Merriam Webster online]) (I think this term best suits our purpose in class, because a facilitator is someone that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision &lt;the workshop's facilitator kept discussion flowing smoothly&gt;)<br /> <br /> <br /> *Handlungsorientierung = task-based learning<br /> <br /> <br /> *handlungsorientiert = task-based<br /> <br /> <br /> *selbstverständlich = (adj.) self-evident, obvious, natural; etwas als selbstverständlich betrachten = take something for granted; (adv.) of course, naturally<br /> <br /> <br /> *Mistake: “Important is also …”<br /> *Context: we were discussing features of CLT<br /> *Problem: syntax<br /> *Solution: “It is also important that …”<br /> <br /> <br /> *War das eine Meldung? = Did you raise your hand?<br /> <br /> <br /> *Mistake: “The topic is getting boring after awhile.”<br /> *Context: talking about authentic language use; topics taught in the classroom<br /> *Problem: tense<br /> *Solution: “The topic gets boring after awhile.”<br /> <br /> <br /> *Mistake: “That’s not really a new knowledge for them.”<br /> *Context: talking about authentic language use<br /> *Problem: indefinite article<br /> *Solution: “That’s not really new knowledge for them.”<br /> <br /> <br /> *Didaktisierung = didactization<br /> <br /> <br /> *Leistungserwartungen = performance expectations<br /> <br /> <br /> *außerschulisch = extracurricular (when referring to out-of-school activities such as sports or clubs)<br /> <br /> <br /> *Mistake: &quot;... to do something all the day.&quot;<br /> *Context: talking about consciousness-raising<br /> *Problem: article<br /> *Solution: &quot;... to do something all day.&quot;<br /> <br /> <br /> *anwenden = to apply<br /> <br /> <br /> *Nachhilfe = private lessons<br /> <br /> <br /> == December 2008 ==<br /> <br /> *Suchworträtsel = word search<br /> <br /> <br /> *Kreuzworträtsel = crossword puzzle<br /> <br /> <br /> *Mistake: “Is that an vocabulary exercise?”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: indefinite article<br /> *Solution: “Is that a vocabulary exercise?”<br /> <br /> <br /> *Mistake: “The students should learn to think as well as write English.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The students should learn to think as well as write in English.”<br /> <br /> <br /> *Mistake: “I tend to get convinced by this opinion.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “I tend to be convinced by this opinion.”<br /> <br /> <br /> *Mistake: “The exercise gives you a way how to connect the words.”<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: word usage<br /> *Solution: “The exercise gives you a way to connect the words.” Or “The exercise shows you how to connect the words.”<br /> <br /> <br /> *mediation (skills) – [http://www.merriam-webster.com/dictionary/mediation see Merriam Webster for pronunciation]<br /> <br /> <br /> *sensibilisieren = to sensitize<br /> <br /> <br /> *Mistake: vocabularies<br /> *Context: talking about vocabulary exercises in workbooks<br /> *Problem: vocabulary does not take the plural form in English<br /> *Solution: vocabulary (pl.)<br /> <br /> <br /> == January 2009 ==<br /> <br /> *einschätzen = estimate, evaluate<br /> <br /> <br /> *umgehen mit = to handle, deal with<br /> <br /> <br /> *Leitmedien = leading media, most used media, most important media (these are my suggestions for the following context)<br /> <br /> <br /> *Context: Why are textbooks the Leitmedien in the classroom?<br /> <br /> <br /> *Erziehungsziel = (major or central) educational goal (also my suggestion)<br /> <br /> <br /> *Mistake: “I’ve already teached it…”<br /> *Context: talking about content in textbooks<br /> *Problem: form of past participle<br /> *Solution: “I’ve already taught it…”<br /> <br /> <br /> *Ebene = level<br /> <br /> <br /> *Mistake: “Isn’t it up to the teacher to decide what kind of relationship do they want to have with their students?”<br /> *Context: talking about communicative competence<br /> *Problem: “do” not needed in this case<br /> *Solution: “Isn’t it up to the teacher to decide what kind of relationship they want to have with their students?”<br /> <br /> <br /> *Respektsperson = someone to be treated respectfully or with respect; someone that is respected<br /> <br /> <br /> *facet = [http://www.merriam-webster.com/dictionary/facet pron.]<br /> <br /> <br /> *Beobachtung = observation<br /> <br /> <br /> *register = [http://www.merriam-webster.com/dictionary/register pron.]<br /> <br /> <br /> == April 2009 ==<br /> <br /> *Bilingualer Unterricht = bilingual teaching (this is the correct translation for the term from the core curriculum for Niedersachsen)<br /> <br /> <br /> *Europäischer Referenzrahmen = Common European Framework of Reference for Languages (CEFR)<br /> <br /> <br /> *Bilder verstehen = visual literacy<br /> <br /> <br /> *zusammenhängendes Sprechen = topic-based talk<br /> <br /> <br /> *Kultusministerkonferenz = The Standing Conference of the Ministers of Education and Cultural Affairs <br /> <br /> <br /> *Mistake: “…she wants very much from her students to do.”<br /> *Context: talking about the expectations in lesson planning<br /> *Problem: incorrect expression<br /> *Solution: “…she wants/expects her students to do a lot.”<br /> <br /> <br /> *Mistake: “It’s more important that you can speak fluent.”<br /> *Context: talking about communicative competence<br /> *Problem: expression; adverb at end<br /> *Solution: “It’s more important to be able to speak fluently.”<br /> <br /> <br /> *Mistake: “If you keep a discussion up…”<br /> *Context: talking about communicative competence<br /> *Problem: expression<br /> *Solution: “If you keep a discussion going…”<br /> <br /> <br /> *communicative = see: [http://www.merriam-webster.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Floskel = set phrase<br /> <br /> <br /> *wahrnehmen = to perceive, to notice, to observe (+ many other meanings, depending on context)<br /> <br /> <br /> *Voraussetzung = prerequisite, requirement, qualification, precondition<br /> <br /> <br /> *Unterrichtseinheit = teaching unit<br /> <br /> <br /> *Mistake: “I would appreciate if we could do an own lesson plan.”<br /> *Context: discussing lesson planning<br /> *Problem: “an” used instead of “our”<br /> *Solution: “I would appreciate if we could do (or plan) our own lesson plan.”<br /> <br /> <br /> *Mistake: “You don’t have to deal with English all of the day.”<br /> *Context: talking about authentic English in the classroom<br /> *Problem: expression<br /> *Solution: “You don’t have to deal with English all day (long).”<br /> <br /> == May 2009 ==<br /> <br /> *Schulpraktikum = student teaching, teacher training, teaching internship<br /> <br /> <br /> *Mistake: “If you really want to learn the structure of the grammar…”<br /> *Context: talking about grammar myths<br /> *Problem: expression<br /> *Solution: “If you really want to learn the grammar structure…”<br /> <br /> <br /> *Mistake: “You have those sample sentence that…”<br /> *Context: talking about effective grammar teaching<br /> *Problem: plural needed<br /> *Solution: “You have those sample sentences that…”<br /> <br /> <br /> *Mistake: “She made a nice presentation.”<br /> *Context: talking about the topic from the previous week<br /> *Problem: incorrect verb usage<br /> *Solution: “She gave a nice presentation.”<br /> <br /> <br /> *Mistake: “…just be task-orientated.”<br /> *Context: talking about modern grammar theories<br /> *Problem: incorrect word usage<br /> *Solution: “…just be task-oriented.”<br /> <br /> <br /> *Mistake: “Then there would be a homework.”<br /> *Context: talking about task-based lesson plans<br /> *Problem: incorrect article usage<br /> *Solution: “Then there would be homework.”<br /> <br /> <br /> *irregular verbs = pron. (“verbs” not “werbs”)<br /> <br /> <br /> *mistakes = [http://www.merriam-webster.com/dictionary/mistakes intonation]<br /> <br /> <br /> *vocabularies = no pl. (should be “vocabulary”)<br /> <br /> <br /> *Mistake: “The best way how to learn those idioms…”<br /> *Context: talking about collocations and idioms<br /> *Problem: “how” is not used here as it is in German; “Der beste Weg, wie man….”<br /> *Solution: “The best way to learn those idioms…”<br /> <br /> <br /> == June 2009 ==<br /> <br /> *Vokabeln (pl.) = vocabulary (no pl. ending!)<br /> <br /> <br /> *Punkt (im Zusammenhang mit verschiedenfarbigen Punkten, die Schwierigkeiten beim Vokabellernen markieren sollen) = richtig hier: dot (not spot)<br /> <br /> <br /> *autonomous (learning) = [http://www.merriam-webster.com/dictionary/autonomous see pronunciation]<br /> <br /> <br /> *Sozialform = social form<br /> <br /> <br /> *Grobziele = aims, general objectives<br /> <br /> <br /> *Feinziele = specific objectives<br /> <br /> <br /> *didaktische Reserve = alternative plan<br /> <br /> <br /> *Lebenssituation (der Schüler) = life situation, life event (of the students/pupils)<br /> <br /> <br /> *Mistake: “I had a look on the shorter version…”<br /> *Context: comparing lesson plans<br /> *Problem: preposition<br /> *Solution: ”I had a look at the shorter version…”<br /> <br /> <br /> *interkultureller Handlungskompetenz = intercultural competence (for action)<br /> <br /> <br /> *Sachanalyse = analysis of subject matter<br /> <br /> <br /> *techniques = [http://www.merriam-webster.com/dictionary/techniques see pronunciation]<br /> <br /> <br /> *Mistake: “to write a test”<br /> *Context: discussing possible poster topics<br /> *Problem: incorrect verb usage<br /> *Solution: “to take a test”<br /> <br /> <br /> *hypothesis = [http://www.merriam-webster.com/dictionary/hypothesis see pronunciation]<br /> <br /> <br /> *(intercultural) competences = [http://www.merriam-webster.com/dictionary/competence see pronunciation]<br /> <br /> <br /> *interesting = [http://www.merriam-webster.com/dictionary/interesting see pronunciation]<br /> <br /> <br /> *curricula = [http://www.merriam-webster.com/dictionary/curricula see pronunciation]<br /> <br /> <br /> *decade = [http://www.merriam-webster.com/dictionary/decade see pronunciation]<br /> <br /> <br /> *Noten = grades (Amer. Eng.), marks (Br. Eng.)<br /> <br /> <br /> == October 2009 ==<br /> <br /> *Mistake: “When will be the poster session?” <br /> *Context: discussing upcoming semester projects: posters<br /> *Problem: syntax <br /> *Solution: “When will the poster session be?”<br /> <br /> <br /> *Schauwand = display wall <br /> <br /> <br /> *Mistake: “Keeping it simple is a good advice.”<br /> *Context: discussing posters<br /> *Problem: article usage<br /> *Solution: “Keeping it simple is good advice.”<br /> <br /> <br /> *Bildungssystem = educational system<br /> <br /> <br /> *communicative = [http://www.aolsvc.merriam-webster.aol.com/dictionary/communicative pronunciation]<br /> <br /> <br /> *Mistake: “uncorrect language” <br /> *Context: talking about communicative competence <br /> *Problem: word usage<br /> *Solution: “incorrect langage”<br /> <br /> <br /> *Mistake: “But I think in the context with a foreign language…”<br /> *Context: talking about communicative competence<br /> *Problem: preposition<br /> *Solution: “But I think in the context of a foreign language…”<br /> <br /> <br /> *Mistake: “Students feel pressurized…”<br /> *Context: talking about communicative competence<br /> *Problem: word usage<br /> *Solution: “Students feel pressured…”<br /> <br /> <br /> *Gruppenpuzzle = jigsaw method, see as [http://www.e-teaching.org/didaktik/konzeption/methoden/gruppenlernen/puzzle/ example]<br /> <br /> <br /> == November 2009 ==<br /> <br /> *discourse (competence) – [http://www.merriam-webster.com/dictionary/discourse pronunciation] (im Vergleich zum deutschen Begriff “Diskurs”) <br /> <br /> <br /> *Mistake: “…and I thought there were all the points mentioned that were important”<br /> *Context: giving feedback to facilitator group <br /> *Problem: phrasing<br /> *Solution: “…and I thought that all the points mentioned were important” OR “…and I thought they mentioned all the important points” <br /> <br /> <br /> *Unterrichtsgestaltung = classroom design/structure<br /> <br /> <br /> *Kommunikatives Handeln = communicative action<br /> <br /> <br /> *Prinzip der funktionalen Einsprachigkeit = functional code-switching<br /> <br /> <br /> *Prinzip der Authentizität = authenticity<br /> <br /> <br /> *Prinzip der funktionalen Fehlertoleranz = tolerance toward errors<br /> <br /> <br /> *Sprachbewusstheit = language awareness<br /> <br /> <br /> *Sprachbewusstsein = consciousness raising<br /> <br /> <br /> -„Language awareness is about raising awareness of grammar already possessed, and consciousness raising is about raising awareness of grammar yet to be acquired.” (Sharwood Smith 1997: 31)<br /> <br /> <br /> == December 2009 ==<br /> <br /> *Mistake: “It’s easier because you don’t have a foreign speaking environment.” <br /> *Context: talking about whether grammar teaching is necessary in the foreign lang. classroom<br /> *Problem: word choice<br /> *Solution: “It’s easier because you don’t have a foreign language environment.”<br /> <br /> <br /> *Leistungsschwache Schüler = less able students/pupils, students/pupils performing below grade level<br /> <br /> <br /> *Lernersprache/Interlanguage = interlanguage<br /> <br /> <br /> *Hochfrequente Wörter = high-frequency words<br /> <br /> <br /> *Eselsbrücken = mnemonic aids<br /> <br /> <br /> *Karteikarten = flash cards (in vocabulary learning)<br /> <br /> <br /> *Aufgabenstellung = task, assignment of tasks, setting of a task<br /> <br /> <br /> *Mistake: “In the beginning of the learning process…”<br /> *Context: talking about the seven golden rules of vocabulary learning<br /> *Problem: preposition<br /> *Solution: “At the beginning of the learning process…”<br /> <br /> <br /> *bestimmen = to define, determine, etc.<br /> <br /> <br /> *Vokabeln = vocabulary (words) -&gt; never pl. &quot;vocabularies&quot;<br /> <br /> <br /> *determine = [http://www.merriam-webster.com/dictionary/determine see pronunciation]<br /> <br /> <br /> *particular = [http://www.merriam-webster.com/dictionary/particular see pronunciation]<br /> <br /> <br /> *Mistake: “We would like to…”<br /> *Context: presenting how you would structure lesson plans<br /> *Problem: in this context, “like to” makes the situation sound less hypothetical<br /> *Solution: “We would…”<br /> <br /> <br /> *Mistake: “What is the weather?”<br /> *Context: talking about ideas for lesson plans<br /> *Problem: sentence not complete<br /> *Solution: “What is the weather like?”<br /> <br /> <br /> *pupils = [http://www.merriam-webster.com/dictionary/pupil see pronunciation]<br /> <br /> <br /> *Mistake: “We developed all the opinion that…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word order<br /> *Solution: “We all developed the opinion that…”<br /> <br /> <br /> *Mistake: “…some words yes, some words not…”<br /> *Context: discussion at end of facilitation<br /> *Problem: word choice<br /> *Solution: “…some words yes, some words no…”<br /> <br /> <br /> *Mistake: “I have no idea of the terms.”<br /> *Context: discussion at end of facilitation<br /> *Problem: expression<br /> *Solution: “I have no idea what the terms mean.”<br /> <br /> <br /> == January 2010 ==<br /> <br /> *Stationenlernen = learning stations<br /> <br /> <br /> *Verkäufer (ex. someone in a shoe store who offers help) = salesman, salesperson<br /> <br /> <br /> *Don’t forget when to use [http://www.jalc.edu/departmentpages/english/pdfs/write_place_tutorials/17_advanced_study_guide_for_the_complete_use_of_A_and_An.pdf “a” and “an”] <br /> <br /> <br /> *Mistake: “Students should bring prospects of different shops.”<br /> *Context: we were discussing partner work on vocabulary<br /> *Problem: word usage<br /> *Solution: “Students should bring advertisements from different shops.”<br /> <br /> <br /> *unconscious = bewusstlos, unbewusst<br /> <br /> <br /> *subconscious = unterbewusst</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2009-10_AM_Teaching_for_Communicative_Competence 2009-10 AM Teaching for Communicative Competence 2010-01-07T08:38:34Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Tuesdays, 2-4pm<br /> * '''Venue:''' A10 1-121<br /> <br /> Notice: The English didactics template to the right has been updated. See especially<br /> the sections &quot;Educational Terminology&quot; and &quot;Secondary Literature for ELT.&quot;<br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - October 20, 2009 ==<br /> <br /> Writing/developing a poster AND CLT in plans and syllabuses<br /> <br /> *In this session we will take a closer look at official guidelines and the Common European Framework of Reference for Languages (CEFR).<br /> <br /> Before class please look at the topics for this semester and choose two possible dates when you would be able to give a<br /> presentation.<br /> <br /> For this session please download:<br /> <br /> *Referenzrahmen: [http://www.hueber.de/wiki-99-stichwoerter/index.php/Referenzrahmen Hueber wiki]<br /> <br /> *Core curriculum: [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=7efe34fa70f124ba0df99db7fb28a4cb Niedersächsisches Kulturministerium]<br /> <br /> <br /> == Week 2 - October 27, 2009 ==<br /> <br /> What makes lesson plans communicative?<br /> <br /> *Please collect definitions of communicative competence (the following link to [http://books.google.de/books?uid=14402695489893961398&amp;client=firefox-a google books] may be helpful).<br /> <br /> *Please outline basic elements of the concept of communicative competence as it is used in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 Niedersachen core curricula] (of your school form).<br /> <br /> <br /> == Week 3 - November 3, 2009 ==<br /> <br /> Skill development and CLT<br /> <br /> References:<br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> == Week 4 - November 10, 2009 ==<br /> <br /> Concepts of CLT<br /> <br /> *Action Item: Write a review of the lesson plan &quot;zoo&quot;. Do not write more than 250 words. Apply your indicators. Be prepared to read your text aloud in class.<br /> <br /> <br /> == Week 5 - November 17, 2009 ==<br /> <br /> Pedagogical perspectives on CLT<br /> *Learning strategies (Rebecca Oxford)<br /> *Good language learners (Naimann et al)<br /> *Action item: a) Please define five features for evaluating lesson plans. b) Apply your features by analyzing &quot;Shop&quot; (see download on Stud-ip)<br /> *Preparation: Please outline questions that aim at gaining data about learning strategies that individual learners apply.<br /> <br /> Task 1: Describe a classroom (used in a figurative sense) that supports good language learning strategies.<br /> Consider<br /> *the role of the teacher<br /> *the design of activities<br /> *the attitude toward errors<br /> *the explicit teaching of strategies<br /> *the role of explicit teaching<br /> *the learning outcomes<br /> <br /> Task 2: Outline a research project on strategy use<br /> *describe why strategies play an important role in modern ELT<br /> *develop from this your hypothesis/your research question<br /> *outline the method you would apply<br /> <br /> References:<br /> *[http://books.google.com/books?id=0srF1efGdxgC&amp;pg=PT310&amp;lpg=PT310&amp;dq=good+language+learners+ppt&amp;source=bl&amp;ots=NldCTKdmEU&amp;sig=PVkH22AS_BTOZzBBuChQpbiAMbU&amp;hl=en&amp;ei=gJ4CS46wE4vQ-Qap98D8Dw&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CCMQ6AEwCQ#v=onepage&amp;q=&amp;f=false Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;pg=PA167&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.]<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=RA1-PA127&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; ''Methodology in Language Teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.]<br /> *[http://books.google.de/books?id=Y8UrkNhjNsQC&amp;pg=PA149&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Chapters 8.3 and 8.4. in: Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.]<br /> <br /> <br /> == Week 6 - November 24, 2009 ==<br /> <br /> How should we teach grammar?<br /> <br /> References:<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT393&amp;dq=grammar+teaching&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Section 7: &quot;Teaching Grammar.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 145-174.]<br /> *[http://books.google.de/books?id=sGHaJWahXL0C&amp;pg=PA102&amp;dq=grammar+teaching&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.]<br /> *[http://books.google.de/books?id=60pM6VBj7kkC&amp;pg=PA181&amp;dq=Grammatik+unterricht&amp;client=firefox-a#v=onepage&amp;q=Grammatik%20unterricht&amp;f=false Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> <br /> == Week 7 - December 1, 2009 ==<br /> <br /> How should we teach grammar?/Poster research<br /> <br /> Homework due Dec. 1:<br /> 1. Your task (workload): Is grammar teaching always necessary? Please write a paraphraph with no more than 400 words.<br /> 2. Activities: Form-focused and function-focused grammar practise (see Richard text in stud-ip folder for 24.11.09)<br /> 3. The role of consciousness-raising (see Ellis text in stud-ip folder for 24.11.09)<br /> 4. PPP: Lesson planning and grammar teaching (see Ziegeser text in stud-ip folder for 24.11.09)<br /> Please be prepared to outline your reserach project for the poster session!!!!!!<br /> <br /> Suggestions for actions items (3KP) and research projects/posters (6KP):<br /> <br /> *Action Item 1 (3KP): How form-focused or task-focused are grammar activities in ____(book title)?<br /> *Research Project 1 (6KP): On the same topic, but based on a corpus of: 4-8 books (classes 5/6; 7/8, Cornelsen, Klett, Diesterweg)<br /> <br /> *Action Item 2 (3KP): Research proposal: Mnemonic strategies learners apply in vocabulary learning.<br /> *Research Project 2 (6KP): On the same topic<br /> <br /> *Action Item 3 (3KP): What strategies are promoted in class through textbooks?<br /> *Research Project 3 (6KP): What strategies do learners prefer for vocabulary learning (young learners/adult learners/fellow students....)?<br /> <br /> *Action Item 4 (3KP): Attitudes in &quot;Einführungen&quot; toward grammar teaching. A comparison of English/French/German as a foreign language.<br /> *Research Project 4 (6KP): What are good language learners? Questionnaire for primary/Realschule/Gymnasium teachers and a comparison of data.<br /> <br /> *Action Item 5 (3KP): Tips for learning vocabulary efficiently: What textbooks recommend and the perspective of research.<br /> *Research Project 5 (6KP): see AI 5<br /> <br /> *Action Item 6 (3KP): Research proposal for AI 5<br /> <br /> Feel free to suggest a topic of your own choice.<br /> <br /> <br /> == Week 8 - December 8, 2009 ==<br /> <br /> How should we teach vocabulary?<br /> <br /> *Action Item: How do you select vocabulary for a given level? What do modern introductions to methodology or didactics tell us? (5-6 pages, 3 KP)<br /> *Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?<br /> *Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?<br /> *Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)<br /> <br /> References:<br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *[http://books.google.de/books?id=1G6bUwPtPmkC&amp;pg=PA7&amp;dq=vokabellernen&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=vokabellernen&amp;f=false Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.]<br /> *[http://books.google.de/books?id=aXGSpr7VtRQC&amp;pg=PA21&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=Vokabellernen&amp;f=false Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;printsec=frontcover&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.]<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *[http://books.google.de/books?id=pRzz5mq2YIcC&amp;printsec=frontcover&amp;dq=neveling&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.]<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *[http://books.google.de/books?id=cOy2ac0ZN40C&amp;pg=PA3&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.]<br /> <br /> <br /> == Week 9 - December 15, 2009 ==<br /> <br /> Principles of lesson planning<br /> <br /> *Class description<br /> *Timetable fit<br /> *Anticipated problems<br /> *Content selection<br /> *Activities, procedures, and timing<br /> *Lesson aims/learning outcomes<br /> *Formal plan<br /> <br /> For this session: Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in <br /> your group work session).<br /> <br /> *Action Item: Lesson planning: A comparison of didactic views and perspectives at ''Studienseminare''<br /> *Action Item: A comparison of lesson planning in German and in international ELT publications<br /> <br /> Reference:<br /> *[http://books.google.de/books?id=O8xqiBcmojwC&amp;pg=PA18&amp;dq=lesson+planning&amp;lr=&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=lesson%20planning&amp;f=false Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.]<br /> <br /> <br /> == Week 10 - January 5, 2010 ==<br /> <br /> Practicing language <br /> <br /> Facilitation: Christel, Anja, Anbneka, Daniel<br /> <br /> References:<br /> *[http://www.hueber.de/wiki-99-stichwoerter/index.php/%C3%9Cbungen Was sind Übungen?]<br /> *[http://www.hueber.de/wiki-99-stichwoerter/index.php/Aufgaben Was sind Aufgaben?]<br /> *[http://books.google.com/books?id=4Rs3XfW6JY0C&amp;pg=PA185&amp;lpg=PA185&amp;dq=%C3%9Cbungstypologie&amp;source=bl&amp;ots=WiMPcK67-O&amp;sig=vZoXHhjMm3jj2q-J7kU0R6rM-DA&amp;hl=en&amp;ei=0s4nS8_gBYnc-Qa41tiqDQ&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CDsQ6AEwCQ#v=onepage&amp;q=%C3%9Cbungstypologie&amp;f=false Ch. 5.3 &quot;Übungstypologie.&quot; Roche, Jörg. ''Interkulturelle Sprachdidaktik: Eine Einführung.'' Tübingen: Narr, 2001. 185ff.]<br /> <br /> <br /> == Week 11 - January 12, 2010 ==<br /> <br /> Speaking and writing<br /> <br /> Facilitation: Voigt, Walter, Niklas, Stefan<br /> <br /> <br /> == Week 12 - January 19, 2010 ==<br /> <br /> Listening and reading<br /> <br /> Facilitation: Friederike Tiemerding, Anne-Sophie Sauer, Henrike von Delft, Ann-Kristin Bux<br /> <br /> References:<br /> *[http://books.google.de/books?id=AmFQwIi0wnQC&amp;printsec=frontcover&amp;dq=edmondson&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=&amp;f=false Oral texts/written texts: Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> *[http://books.google.de/books?id=pnzyoHVaKQsC&amp;printsec=frontcover&amp;dq=listening&amp;client=firefox-a&amp;cd=3#v=onepage&amp;q=&amp;f=false Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT402&amp;dq=listening&amp;client=firefox-a&amp;cd=10#v=onepage&amp;q=listening&amp;f=false &quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT408&amp;dq=reading&amp;lr=&amp;client=firefox-a&amp;cd=24#v=onepage&amp;q=reading&amp;f=false &quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.]<br /> <br /> <br /> == Week 13 - January 26, 2010 ==<br /> <br /> Media in ELT<br /> <br /> <br /> == Week 14 - February 2, 2010 ==<br /> <br /> Individual counselling</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2009-10_AM_Teaching_for_Communicative_Competence 2009-10 AM Teaching for Communicative Competence 2009-12-30T09:06:44Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Tuesdays, 2-4pm<br /> * '''Venue:''' A10 1-121<br /> <br /> Notice: The English didactics template to the right has been updated. See especially<br /> the sections &quot;Educational Terminology&quot; and &quot;Secondary Literature for ELT.&quot;<br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - October 20, 2009 ==<br /> <br /> Writing/developing a poster AND CLT in plans and syllabuses<br /> <br /> *In this session we will take a closer look at official guidelines and the Common European Framework of Reference for Languages (CEFR).<br /> <br /> Before class please look at the topics for this semester and choose two possible dates when you would be able to give a<br /> presentation.<br /> <br /> For this session please download:<br /> <br /> *Referenzrahmen: [http://www.hueber.de/wiki-99-stichwoerter/index.php/Referenzrahmen Hueber wiki]<br /> <br /> *Core curriculum: [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=7efe34fa70f124ba0df99db7fb28a4cb Niedersächsisches Kulturministerium]<br /> <br /> <br /> == Week 2 - October 27, 2009 ==<br /> <br /> What makes lesson plans communicative?<br /> <br /> *Please collect definitions of communicative competence (the following link to [http://books.google.de/books?uid=14402695489893961398&amp;client=firefox-a google books] may be helpful).<br /> <br /> *Please outline basic elements of the concept of communicative competence as it is used in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 Niedersachen core curricula] (of your school form).<br /> <br /> <br /> == Week 3 - November 3, 2009 ==<br /> <br /> Skill development and CLT<br /> <br /> References:<br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> == Week 4 - November 10, 2009 ==<br /> <br /> Concepts of CLT<br /> <br /> *Action Item: Write a review of the lesson plan &quot;zoo&quot;. Do not write more than 250 words. Apply your indicators. Be prepared to read your text aloud in class.<br /> <br /> <br /> == Week 5 - November 17, 2009 ==<br /> <br /> Pedagogical perspectives on CLT<br /> *Learning strategies (Rebecca Oxford)<br /> *Good language learners (Naimann et al)<br /> *Action item: a) Please define five features for evaluating lesson plans. b) Apply your features by analyzing &quot;Shop&quot; (see download on Stud-ip)<br /> *Preparation: Please outline questions that aim at gaining data about learning strategies that individual learners apply.<br /> <br /> Task 1: Describe a classroom (used in a figurative sense) that supports good language learning strategies.<br /> Consider<br /> *the role of the teacher<br /> *the design of activities<br /> *the attitude toward errors<br /> *the explicit teaching of strategies<br /> *the role of explicit teaching<br /> *the learning outcomes<br /> <br /> Task 2: Outline a research project on strategy use<br /> *describe why strategies play an important role in modern ELT<br /> *develop from this your hypothesis/your research question<br /> *outline the method you would apply<br /> <br /> References:<br /> *[http://books.google.com/books?id=0srF1efGdxgC&amp;pg=PT310&amp;lpg=PT310&amp;dq=good+language+learners+ppt&amp;source=bl&amp;ots=NldCTKdmEU&amp;sig=PVkH22AS_BTOZzBBuChQpbiAMbU&amp;hl=en&amp;ei=gJ4CS46wE4vQ-Qap98D8Dw&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CCMQ6AEwCQ#v=onepage&amp;q=&amp;f=false Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;pg=PA167&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.]<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=RA1-PA127&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; ''Methodology in Language Teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.]<br /> *[http://books.google.de/books?id=Y8UrkNhjNsQC&amp;pg=PA149&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Chapters 8.3 and 8.4. in: Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.]<br /> <br /> <br /> == Week 6 - November 24, 2009 ==<br /> <br /> How should we teach grammar?<br /> <br /> References:<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT393&amp;dq=grammar+teaching&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Section 7: &quot;Teaching Grammar.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 145-174.]<br /> *[http://books.google.de/books?id=sGHaJWahXL0C&amp;pg=PA102&amp;dq=grammar+teaching&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.]<br /> *[http://books.google.de/books?id=60pM6VBj7kkC&amp;pg=PA181&amp;dq=Grammatik+unterricht&amp;client=firefox-a#v=onepage&amp;q=Grammatik%20unterricht&amp;f=false Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> <br /> == Week 7 - December 1, 2009 ==<br /> <br /> How should we teach grammar?/Poster research<br /> <br /> Homework due Dec. 1:<br /> 1. Your task (workload): Is grammar teaching always necessary? Please write a paraphraph with no more than 400 words.<br /> 2. Activities: Form-focused and function-focused grammar practise (see Richard text in stud-ip folder for 24.11.09)<br /> 3. The role of consciousness-raising (see Ellis text in stud-ip folder for 24.11.09)<br /> 4. PPP: Lesson planning and grammar teaching (see Ziegeser text in stud-ip folder for 24.11.09)<br /> Please be prepared to outline your reserach project for the poster session!!!!!!<br /> <br /> Suggestions for actions items (3KP) and research projects/posters (6KP):<br /> <br /> *Action Item 1 (3KP): How form-focused or task-focused are grammar activities in ____(book title)?<br /> *Research Project 1 (6KP): On the same topic, but based on a corpus of: 4-8 books (classes 5/6; 7/8, Cornelsen, Klett, Diesterweg)<br /> <br /> *Action Item 2 (3KP): Research proposal: Mnemonic strategies learners apply in vocabulary learning.<br /> *Research Project 2 (6KP): On the same topic<br /> <br /> *Action Item 3 (3KP): What strategies are promoted in class through textbooks?<br /> *Research Project 3 (6KP): What strategies do learners prefer for vocabulary learning (young learners/adult learners/fellow students....)?<br /> <br /> *Action Item 4 (3KP): Attitudes in &quot;Einführungen&quot; toward grammar teaching. A comparison of English/French/German as a foreign language.<br /> *Research Project 4 (6KP): What are good language learners? Questionnaire for primary/Realschule/Gymnasium teachers and a comparison of data.<br /> <br /> *Action Item 5 (3KP): Tips for learning vocabulary efficiently: What textbooks recommend and the perspective of research.<br /> *Research Project 5 (6KP): see AI 5<br /> <br /> *Action Item 6 (3KP): Research proposal for AI 5<br /> <br /> Feel free to suggest a topic of your own choice.<br /> <br /> <br /> == Week 8 - December 8, 2009 ==<br /> <br /> How should we teach vocabulary?<br /> <br /> *Action Item: How do you select vocabulary for a given level? What do modern introductions to methodology or didactics tell us? (5-6 pages, 3 KP)<br /> *Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?<br /> *Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?<br /> *Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)<br /> <br /> References:<br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *[http://books.google.de/books?id=1G6bUwPtPmkC&amp;pg=PA7&amp;dq=vokabellernen&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=vokabellernen&amp;f=false Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.]<br /> *[http://books.google.de/books?id=aXGSpr7VtRQC&amp;pg=PA21&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=Vokabellernen&amp;f=false Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;printsec=frontcover&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.]<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *[http://books.google.de/books?id=pRzz5mq2YIcC&amp;printsec=frontcover&amp;dq=neveling&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.]<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *[http://books.google.de/books?id=cOy2ac0ZN40C&amp;pg=PA3&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.]<br /> <br /> <br /> == Week 9 - December 15, 2009 ==<br /> <br /> Principles of lesson planning<br /> <br /> *Class description<br /> *Timetable fit<br /> *Anticipated problems<br /> *Content selection<br /> *Activities, procedures, and timing<br /> *Lesson aims/learning outcomes<br /> *Formal plan<br /> <br /> For this session: Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in <br /> your group work session).<br /> <br /> *Action Item: Lesson planning: A comparison of didactic views and perspectives at ''Studienseminare''<br /> *Action Item: A comparison of lesson planning in German and in international ELT publications<br /> <br /> Reference:<br /> *[http://books.google.de/books?id=O8xqiBcmojwC&amp;pg=PA18&amp;dq=lesson+planning&amp;lr=&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=lesson%20planning&amp;f=false Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.]<br /> <br /> <br /> == Week 10 - January 5, 2010 ==<br /> <br /> Planning, analysing, evaluating, practicing language <br /> <br /> Facilitation: Christel, Anja, Anbneka, Daniel<br /> <br /> References:<br /> *[http://www.hueber.de/wiki-99-stichwoerter/index.php/%C3%9Cbungen Was sind Übungen?]<br /> *[http://www.hueber.de/wiki-99-stichwoerter/index.php/Aufgaben Was sind Aufgaben?]<br /> *[http://books.google.com/books?id=4Rs3XfW6JY0C&amp;pg=PA185&amp;lpg=PA185&amp;dq=%C3%9Cbungstypologie&amp;source=bl&amp;ots=WiMPcK67-O&amp;sig=vZoXHhjMm3jj2q-J7kU0R6rM-DA&amp;hl=en&amp;ei=0s4nS8_gBYnc-Qa41tiqDQ&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CDsQ6AEwCQ#v=onepage&amp;q=%C3%9Cbungstypologie&amp;f=false Ch. 5.3 &quot;Übungstypologie.&quot; Roche, Jörg. ''Interkulturelle Sprachdidaktik: Eine Einführung.'' Tübingen: Narr, 2001. 185ff.]<br /> <br /> <br /> == Week 11 - January 12, 2010 ==<br /> <br /> Listening and reading<br /> <br /> Facilitation: Friederike Tiemerding, Anne-Sophie Sauer, Henrike von Delft, Ann-Kristin Bux<br /> <br /> References:<br /> *[http://books.google.de/books?id=AmFQwIi0wnQC&amp;printsec=frontcover&amp;dq=edmondson&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=&amp;f=false Oral texts/written texts: Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> *[http://books.google.de/books?id=pnzyoHVaKQsC&amp;printsec=frontcover&amp;dq=listening&amp;client=firefox-a&amp;cd=3#v=onepage&amp;q=&amp;f=false Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT402&amp;dq=listening&amp;client=firefox-a&amp;cd=10#v=onepage&amp;q=listening&amp;f=false &quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT408&amp;dq=reading&amp;lr=&amp;client=firefox-a&amp;cd=24#v=onepage&amp;q=reading&amp;f=false &quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.]<br /> <br /> <br /> == Week 12 - January 19, 2010 ==<br /> <br /> Speaking and writing<br /> <br /> <br /> == Week 13 - January 26, 2010 ==<br /> <br /> Media in ELT<br /> <br /> <br /> == Week 14 - February 2, 2010 ==<br /> <br /> Individual counselling</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/English_Didactics:_Secondary_Literature_for_ELT English Didactics: Secondary Literature for ELT 2009-12-30T09:05:38Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> ==== General and Introductory Reading for English Language Teaching ====<br /> <br /> *Ahrens, Rüdiger, Wolf Dietrich-Bald, and Werner Hüllen, eds. ''Handbuch Eng­lisch als Fremdspra­che (HEF).'' Berlin: Erich Schmidt, 1995.<br /> *Bausch, Karl Richard, Herbert Christ, and Hans-Jürgen Krumm, eds. ''Handbuch Fremdsprachen­unterricht.'' 1989. 5th ed. Tübingen: UTB, 2007.<br /> *Byram, Michael, ed. ''Routledge Encyclopedia of Language Teaching and Learning.'' 2000. London et al.: Routledge, 2001.<br /> *Carter, Ronald and David Nunan, eds. ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Cambridge: Cambridge University Press, 2001.<br /> *Gehring, Wolfgang. ''Englische Fachdidaktik: Eine Einführung.'' 1999. 2nd ed. Berlin: Erich Schmidt, 2004.<br /> *Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.<br /> *Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008.<br /> *Johnson, Keith und Helen Johnson, eds. ''Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching.'' 1998. Oxford: Blackwell, 2001.<br /> *Jung, Heidrun and Udo Jung, eds. ''Praktische Handreichungen für Fremdsprachen­lehrer.'' Vol. 2. 1992. 5th ed. Frankfurt: Peter Lang, 2009.<br /> *Pachler, Norbert, ed. ''Teaching Modern Foreign Languages at Advanced Level.'' London: Routledge, 1999.<br /> *Richards, Jack C. and Willy A. Renandya, eds. ''Methodology in Language Teaching: An Anthology of Current Practice.'' Cambridge: Cambridge University Press, 2002.<br /> *Weskamp, Ralf. ''Fachdidaktik: Grundlagen und Konzepte.'' Berlin: Cornelsen, 2001.<br /> <br /> <br /> ==== Assessment ====<br /> <br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13. <br /> <br /> <br /> ==== Bilingual Teaching/Content-based Language Learning ====<br /> <br /> *[http://www.c-a-g.de/praesent/bilingual.ppt Ahrens, Heinrich. “Bilingualer Unterricht am CAG.” Clemens-August Gymnasium Cloppenburg. 2006/2007.]<br /> *[http://www.lakk.bildung.hessen.de/netzwerk/faecher/bilingual/Magazin/aufsaetze.html Bildungsserver Hessen. “Online-Aufsätze zum bilingualen Unterricht.“]<br /> *Bonnet, Andreas. ''Chemie im bilingualen Unterricht: Kompetenzerwerb durch Interaktion.'' Opladen: Leske + Budrich, 2004.<br /> *[http://www.mvcg.de/dateien/Bilingual.ppt Brück, Klaus. “Informationen für Grundschuleltern: Bilingualer Unterricht: Biologie heißt bald “Biology“ dank des bilingualen Angebots des MvCG.“ 2009.]<br /> *[http://plone.schule-bw.de/schularten/realschule/bilingual/ Landesbildungsserver Baden-Württemburg. “Bilinguales Lehren und Lernen: Download-Bereich zur Handreichung “Bilingualer Unterricht” des Ministeriums für Kultus, Jugend und Sport.”]<br /> *[http://zif.spz.tu-darmstadt.de/jg-04-2/beitrag/lamsfus2.htm Lamsfuß-Schenk, Stefanie and Dieter Wolff. “Bilingualer Sachfachunterricht: Fünf kritische Anmerkungen zum State of the Art.“ ''Zeitschrift für Interkulturellen Fremdsprachenunterricht'' 4.2 (1999): 7pp.]<br /> *Rottmann, Birte. ''Sport auf Englisch: Lerngelegenheiten im bilingualen Sportunterricht.'' Wiesbaden: VS Verlag für Sozialwissenschaften, 2006.<br /> *Wildhage, Manfred. &quot;Von Verstehen und Verständigung: Möglichkeiten und Grenzen des bilingualen Geschichtsunterrichts.&quot; ''Praxis Geschichte'' 1 (2002): 4-11.<br /> *Zydatiss, Wolfgang. ''Bilingualer Unterricht in der Grundschule: Entwurf eines Spracherwerbskonzepts für zweisprachige Immersionsprogramme.'' Ismaning: Hueber, 2000.<br /> <br /> <br /> ==== Communicative Competence ====<br /> <br /> *Harden, Theo. ''Angewandte Linguistik und Fremdsprachendidaktik.'' Tübingen: Narr Franke Attempo Verlag, 2006. 48-53.<br /> <br /> <br /> ==== Communicative Language Teaching ====<br /> <br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> ==== Grammar ====<br /> <br /> *Ellis, Rod. &quot;Grammar Teaching.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 167-174.<br /> *Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Kommunikative Grammatikübungen: Sprechaktkompetenz als Lernziel.&quot; ''Der Fremdsprachliche Unterricht'' 82 (2006): 2-5.<br /> *Kuhn, Tatjana. ''Grammatik im Englischunterricht der Primarstufe: Theoretische Grundlagen und praktische Unterrichtsvorschläge.'' Heidelberg: Universitätsverlag Winter, 2006.<br /> *Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.<br /> *Richards, Jack C. &quot;Addressing the Grammar Gap in Task Work.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 153-166.<br /> *Swan, Michael. &quot;Seven Bad Reasons for Teaching Grammar - and Two Good Ones.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 148-152.<br /> <br /> <br /> ==== (Foreign) Language Acquisition Theories ====<br /> <br /> *Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.<br /> *Harden, Theo. ''Angewandte Linguistik und Fremdsprachendidaktik.'' Tübingen: Narr Franke Attempo Verlag, 2006. 136-153, 181-208.<br /> *Pienemann, Manfred. &quot;Spracherwerb in der Schule: Was in den Köpfen der Kinder vorgeht.&quot; ''Englischerwerb in der Grundschule: Ein Studien- und Arbeitsbuch.'' Eds. Manfred Pienemann, Jörg-U. Keßler, and Eckhard Roos. Paderborn: Schöningh (UTB), 2006. 33-63.<br /> <br /> <br /> ==== Language Learning and Teaching Strategies ====<br /> <br /> *Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.<br /> *Johnson, Keith. An Introduction to Foreign Language Learning and Teaching. 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.<br /> *Knapp, Annelie. &quot;Aspekte guten Englischunterrichts.&quot; ''Was ist guter Fachunterricht?'' Ed. Landesinstitut für Schule und Weiterbildung. Bönen: Verlag für Schule und Weiterbildung, 2000. 75-104.<br /> *Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.<br /> *Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.<br /> *Roche, Jörg. ''Interkulturelle Sprachdidaktik: Eine Einführung.'' Tübingen: Narr, 2001.<br /> <br /> <br /> ==== Learning and Intelligence ====<br /> <br /> *Stern, Elsbeth and Ralph Schumacher. ''Intelligentes Wissen als Lernziel.'' Universitas 59.2 (2004): 121–134. (See Elsbeth Stern's [http://www.ifvll.ethz.ch/people/sterne website] for [http://www.ifvll.ethz.ch/people/sterne/lernziel_2004.pdf this] and other texts. Some are available there in pdf format!)<br /> <br /> <br /> ==== Lesson Planning ====<br /> <br /> *Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.<br /> <br /> <br /> ==== Listening ====<br /> <br /> *&quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.<br /> *Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.<br /> <br /> <br /> ==== Media in the Classroom ====<br /> <br /> <br /> ==== Pronunciation ====<br /> <br /> *Jones, Rodney H. &quot;Beyond 'Listen and Repeat': Pronunciation Teaching Materials and Theories of Second Language Acquisition.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 178-187.<br /> <br /> <br /> ==== Reading ====<br /> <br /> *&quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.<br /> <br /> <br /> ==== Speaking ====<br /> <br /> <br /> ==== Task-based Language Teaching ====<br /> <br /> *Beglar, David and Alan Hunt. “Implementing Task-based Language Teaching.” ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 96-106.<br /> *[http://www.asian-efl-journal.com/Powerpoint/Task-based-language-teaching.ppt Ellis, Rod. &quot;Introducing Task-based Language Teaching.&quot;]<br /> *Ellis, Rod. ''Task-based Language Learning and Teaching.'' Oxford: Oxford University Press, 2003.<br /> *Littlewood, William. &quot;The task-based approach: some questions and suggestions.&quot; ''ELT Journal'' 58.4 (2004): 319-326.<br /> *[http://www.asian-efl-journal.com/Sept_06_ro.php Oxford, Rebecca L. &quot;Task-Based Language Teaching and Learning: An Overview.&quot; ''Asian EFL Journal'' 8.3 (2006).]<br /> *Nunan, David. ''Task-Based Language Teaching.'' Cambridge: Cambridge University Press, 2004.<br /> *Swan, Michael. &quot;Legislation by Hypothesis: The Case of Task-Based Instruction.&quot; ''Applied Linguistics'' 26.3 (2005): 376–401.<br /> *[http://www.asian-efl-journal.com/September_06_home.php &quot;Task-based Learning in an Asian Context.&quot; ''Asian EFL Journal'' 8.3 (2006)]<br /> *[http://www.hawaii.edu/tblt2007/PP/Plenaries/van%20den%20Branden.ppt Van den Branden, Kris. &quot;Task-based language education: From theory to practice . . . and back again.&quot;]<br /> *[http://www.teachingenglish.org.uk/think/articles/criteria-identifying-tasks-tbl Willis, Jane. &quot;Criteria for identifying tasks for TBL.&quot; ''British Council BBC: Teaching English'' 29 May 2008.]<br /> <br /> <br /> ==== Vocabulary ====<br /> <br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.<br /> *Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.<br /> *Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *Nation, Paul. &quot;Best Practice in Vocabulary Teaching and Learning.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 267-272.<br /> *Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.<br /> <br /> <br /> ==== Writing ====</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/English_Didactics:_Secondary_Literature_for_ELT English Didactics: Secondary Literature for ELT 2009-12-30T09:04:53Z <p>Lindsay: /* Language Learning and Teaching Strategies */</p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> ==== General and Introductory Reading for English Language Teaching ====<br /> <br /> *Ahrens, Rüdiger, Wolf Dietrich-Bald, and Werner Hüllen, eds. ''Handbuch Eng­lisch als Fremdspra­che (HEF).'' Berlin: Erich Schmidt, 1995.<br /> *Bausch, Karl Richard, Herbert Christ, and Hans-Jürgen Krumm, eds. ''Handbuch Fremdsprachen­unterricht.'' 1989. 5th ed. Tübingen: UTB, 2007.<br /> *Byram, Michael, ed. ''Routledge Encyclopedia of Language Teaching and Learning.'' 2000. London et al.: Routledge, 2001.<br /> *Carter, Ronald and David Nunan, eds. ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Cambridge: Cambridge University Press, 2001.<br /> *Gehring, Wolfgang. ''Englische Fachdidaktik: Eine Einführung.'' 1999. 2nd ed. Berlin: Erich Schmidt, 2004.<br /> *Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.<br /> *Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008.<br /> *Johnson, Keith und Helen Johnson, eds. ''Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching.'' 1998. Oxford: Blackwell, 2001.<br /> *Jung, Heidrun and Udo Jung, eds. ''Praktische Handreichungen für Fremdsprachen­lehrer.'' Vol. 2. 1992. 5th ed. Frankfurt: Peter Lang, 2009.<br /> *Pachler, Norbert, ed. ''Teaching Modern Foreign Languages at Advanced Level.'' London: Routledge, 1999.<br /> *Richards, Jack C. and Willy A. Renandya, eds. ''Methodology in Language Teaching: An Anthology of Current Practice.'' Cambridge: Cambridge University Press, 2002.<br /> *Weskamp, Ralf. ''Fachdidaktik: Grundlagen und Konzepte.'' Berlin: Cornelsen, 2001.<br /> <br /> <br /> ==== Assessment ====<br /> <br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13. <br /> <br /> <br /> ==== Bilingual Teaching/Content-based Language Learning ====<br /> <br /> *[http://www.c-a-g.de/praesent/bilingual.ppt Ahrens, Heinrich. “Bilingualer Unterricht am CAG.” Clemens-August Gymnasium Cloppenburg. 2006/2007.]<br /> *[http://www.lakk.bildung.hessen.de/netzwerk/faecher/bilingual/Magazin/aufsaetze.html Bildungsserver Hessen. “Online-Aufsätze zum bilingualen Unterricht.“]<br /> *Bonnet, Andreas. ''Chemie im bilingualen Unterricht: Kompetenzerwerb durch Interaktion.'' Opladen: Leske + Budrich, 2004.<br /> *[http://www.mvcg.de/dateien/Bilingual.ppt Brück, Klaus. “Informationen für Grundschuleltern: Bilingualer Unterricht: Biologie heißt bald “Biology“ dank des bilingualen Angebots des MvCG.“ 2009.]<br /> *[http://plone.schule-bw.de/schularten/realschule/bilingual/ Landesbildungsserver Baden-Württemburg. “Bilinguales Lehren und Lernen: Download-Bereich zur Handreichung “Bilingualer Unterricht” des Ministeriums für Kultus, Jugend und Sport.”]<br /> *[http://zif.spz.tu-darmstadt.de/jg-04-2/beitrag/lamsfus2.htm Lamsfuß-Schenk, Stefanie and Dieter Wolff. “Bilingualer Sachfachunterricht: Fünf kritische Anmerkungen zum State of the Art.“ ''Zeitschrift für Interkulturellen Fremdsprachenunterricht'' 4.2 (1999): 7pp.]<br /> *Rottmann, Birte. ''Sport auf Englisch: Lerngelegenheiten im bilingualen Sportunterricht.'' Wiesbaden: VS Verlag für Sozialwissenschaften, 2006.<br /> *Wildhage, Manfred. &quot;Von Verstehen und Verständigung: Möglichkeiten und Grenzen des bilingualen Geschichtsunterrichts.&quot; ''Praxis Geschichte'' 1 (2002): 4-11.<br /> *Zydatiss, Wolfgang. ''Bilingualer Unterricht in der Grundschule: Entwurf eines Spracherwerbskonzepts für zweisprachige Immersionsprogramme.'' Ismaning: Hueber, 2000.<br /> <br /> <br /> ==== Communicative Competence ====<br /> <br /> *Harden, Theo. ''Angewandte Linguistik und Fremdsprachendidaktik.'' Tübingen: Narr Franke Attempo Verlag, 2006. 48-53.<br /> <br /> <br /> ==== Communicative Language Teaching ====<br /> <br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> ==== Grammar ====<br /> <br /> *Ellis, Rod. &quot;Grammar Teaching.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 167-174.<br /> *Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Kommunikative Grammatikübungen: Sprechaktkompetenz als Lernziel.&quot; ''Der Fremdsprachliche Unterricht'' 82 (2006): 2-5.<br /> *Kuhn, Tatjana. ''Grammatik im Englischunterricht der Primarstufe: Theoretische Grundlagen und praktische Unterrichtsvorschläge.'' Heidelberg: Universitätsverlag Winter, 2006.<br /> *Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.<br /> *Richards, Jack C. &quot;Addressing the Grammar Gap in Task Work.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 153-166.<br /> *Swan, Michael. &quot;Seven Bad Reasons for Teaching Grammar - and Two Good Ones.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 148-152.<br /> <br /> <br /> ==== (Foreign) Language Acquisition Theories ====<br /> <br /> *Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.<br /> *Harden, Theo. ''Angewandte Linguistik und Fremdsprachendidaktik.'' Tübingen: Narr Franke Attempo Verlag, 2006. 136-153, 181-208.<br /> *Pienemann, Manfred. &quot;Spracherwerb in der Schule: Was in den Köpfen der Kinder vorgeht.&quot; ''Englischerwerb in der Grundschule: Ein Studien- und Arbeitsbuch.'' Eds. Manfred Pienemann, Jörg-U. Keßler, and Eckhard Roos. Paderborn: Schöningh (UTB), 2006. 33-63.<br /> <br /> <br /> ==== Language Learning and Teaching Strategies ====<br /> <br /> *Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.<br /> *Johnson, Keith. An Introduction to Foreign Language Learning and Teaching. 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.<br /> *Knapp, Annelie. &quot;Aspekte guten Englischunterrichts.&quot; ''Was ist guter Fachunterricht?'' Ed. Landesinstitut für Schule und Weiterbildung. Bönen: Verlag für Schule und Weiterbildung, 2000. 75-104.<br /> *Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.<br /> *Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.<br /> *Roche, Jörg. ''Interkulturelle Sprachdidaktik: Eine Einführung.'' Tübingen: Narr, 2001.<br /> <br /> ==== Learning and Intelligence ====<br /> <br /> *Stern, Elsbeth and Ralph Schumacher. ''Intelligentes Wissen als Lernziel.'' Universitas 59.2 (2004): 121–134. (See Elsbeth Stern's [http://www.ifvll.ethz.ch/people/sterne website] for [http://www.ifvll.ethz.ch/people/sterne/lernziel_2004.pdf this] and other texts. Some are available there in pdf format!)<br /> <br /> <br /> ==== Lesson Planning ====<br /> <br /> *Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.<br /> <br /> <br /> ==== Listening ====<br /> <br /> *&quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.<br /> *Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.<br /> <br /> <br /> ==== Media in the Classroom ====<br /> <br /> <br /> ==== Pronunciation ====<br /> <br /> *Jones, Rodney H. &quot;Beyond 'Listen and Repeat': Pronunciation Teaching Materials and Theories of Second Language Acquisition.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 178-187.<br /> <br /> <br /> ==== Reading ====<br /> <br /> *&quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.<br /> <br /> <br /> ==== Speaking ====<br /> <br /> <br /> ==== Task-based Language Teaching ====<br /> <br /> *Beglar, David and Alan Hunt. “Implementing Task-based Language Teaching.” ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 96-106.<br /> *[http://www.asian-efl-journal.com/Powerpoint/Task-based-language-teaching.ppt Ellis, Rod. &quot;Introducing Task-based Language Teaching.&quot;]<br /> *Ellis, Rod. ''Task-based Language Learning and Teaching.'' Oxford: Oxford University Press, 2003.<br /> *Littlewood, William. &quot;The task-based approach: some questions and suggestions.&quot; ''ELT Journal'' 58.4 (2004): 319-326.<br /> *[http://www.asian-efl-journal.com/Sept_06_ro.php Oxford, Rebecca L. &quot;Task-Based Language Teaching and Learning: An Overview.&quot; ''Asian EFL Journal'' 8.3 (2006).]<br /> *Nunan, David. ''Task-Based Language Teaching.'' Cambridge: Cambridge University Press, 2004.<br /> *Swan, Michael. &quot;Legislation by Hypothesis: The Case of Task-Based Instruction.&quot; ''Applied Linguistics'' 26.3 (2005): 376–401.<br /> *[http://www.asian-efl-journal.com/September_06_home.php &quot;Task-based Learning in an Asian Context.&quot; ''Asian EFL Journal'' 8.3 (2006)]<br /> *[http://www.hawaii.edu/tblt2007/PP/Plenaries/van%20den%20Branden.ppt Van den Branden, Kris. &quot;Task-based language education: From theory to practice . . . and back again.&quot;]<br /> *[http://www.teachingenglish.org.uk/think/articles/criteria-identifying-tasks-tbl Willis, Jane. &quot;Criteria for identifying tasks for TBL.&quot; ''British Council BBC: Teaching English'' 29 May 2008.]<br /> <br /> <br /> ==== Vocabulary ====<br /> <br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.<br /> *Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.<br /> *Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *Nation, Paul. &quot;Best Practice in Vocabulary Teaching and Learning.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 267-272.<br /> *Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.<br /> <br /> <br /> ==== Writing ====</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2009-10_AM_Teaching_for_Communicative_Competence 2009-10 AM Teaching for Communicative Competence 2009-12-30T09:02:38Z <p>Lindsay: /* Week 10 - January 5, 2010 */</p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Tuesdays, 2-4pm<br /> * '''Venue:''' A10 1-121<br /> <br /> Notice: The English didactics template to the right has been updated. See especially<br /> the sections &quot;Educational Terminology&quot; and &quot;Secondary Literature for ELT.&quot;<br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - October 20, 2009 ==<br /> <br /> Writing/developing a poster AND CLT in plans and syllabuses<br /> <br /> *In this session we will take a closer look at official guidelines and the Common European Framework of Reference for Languages (CEFR).<br /> <br /> Before class please look at the topics for this semester and choose two possible dates when you would be able to give a<br /> presentation.<br /> <br /> For this session please download:<br /> <br /> *Referenzrahmen: [http://www.hueber.de/wiki-99-stichwoerter/index.php/Referenzrahmen Hueber wiki]<br /> <br /> *Core curriculum: [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=7efe34fa70f124ba0df99db7fb28a4cb Niedersächsisches Kulturministerium]<br /> <br /> <br /> == Week 2 - October 27, 2009 ==<br /> <br /> What makes lesson plans communicative?<br /> <br /> *Please collect definitions of communicative competence (the following link to [http://books.google.de/books?uid=14402695489893961398&amp;client=firefox-a google books] may be helpful).<br /> <br /> *Please outline basic elements of the concept of communicative competence as it is used in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 Niedersachen core curricula] (of your school form).<br /> <br /> <br /> == Week 3 - November 3, 2009 ==<br /> <br /> Skill development and CLT<br /> <br /> References:<br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> == Week 4 - November 10, 2009 ==<br /> <br /> Concepts of CLT<br /> <br /> *Action Item: Write a review of the lesson plan &quot;zoo&quot;. Do not write more than 250 words. Apply your indicators. Be prepared to read your text aloud in class.<br /> <br /> <br /> == Week 5 - November 17, 2009 ==<br /> <br /> Pedagogical perspectives on CLT<br /> *Learning strategies (Rebecca Oxford)<br /> *Good language learners (Naimann et al)<br /> *Action item: a) Please define five features for evaluating lesson plans. b) Apply your features by analyzing &quot;Shop&quot; (see download on Stud-ip)<br /> *Preparation: Please outline questions that aim at gaining data about learning strategies that individual learners apply.<br /> <br /> Task 1: Describe a classroom (used in a figurative sense) that supports good language learning strategies.<br /> Consider<br /> *the role of the teacher<br /> *the design of activities<br /> *the attitude toward errors<br /> *the explicit teaching of strategies<br /> *the role of explicit teaching<br /> *the learning outcomes<br /> <br /> Task 2: Outline a research project on strategy use<br /> *describe why strategies play an important role in modern ELT<br /> *develop from this your hypothesis/your research question<br /> *outline the method you would apply<br /> <br /> References:<br /> *[http://books.google.com/books?id=0srF1efGdxgC&amp;pg=PT310&amp;lpg=PT310&amp;dq=good+language+learners+ppt&amp;source=bl&amp;ots=NldCTKdmEU&amp;sig=PVkH22AS_BTOZzBBuChQpbiAMbU&amp;hl=en&amp;ei=gJ4CS46wE4vQ-Qap98D8Dw&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CCMQ6AEwCQ#v=onepage&amp;q=&amp;f=false Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;pg=PA167&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.]<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=RA1-PA127&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; ''Methodology in Language Teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.]<br /> *[http://books.google.de/books?id=Y8UrkNhjNsQC&amp;pg=PA149&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Chapters 8.3 and 8.4. in: Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.]<br /> <br /> <br /> == Week 6 - November 24, 2009 ==<br /> <br /> How should we teach grammar?<br /> <br /> References:<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT393&amp;dq=grammar+teaching&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Section 7: &quot;Teaching Grammar.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 145-174.]<br /> *[http://books.google.de/books?id=sGHaJWahXL0C&amp;pg=PA102&amp;dq=grammar+teaching&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.]<br /> *[http://books.google.de/books?id=60pM6VBj7kkC&amp;pg=PA181&amp;dq=Grammatik+unterricht&amp;client=firefox-a#v=onepage&amp;q=Grammatik%20unterricht&amp;f=false Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> <br /> == Week 7 - December 1, 2009 ==<br /> <br /> How should we teach grammar?/Poster research<br /> <br /> Homework due Dec. 1:<br /> 1. Your task (workload): Is grammar teaching always necessary? Please write a paraphraph with no more than 400 words.<br /> 2. Activities: Form-focused and function-focused grammar practise (see Richard text in stud-ip folder for 24.11.09)<br /> 3. The role of consciousness-raising (see Ellis text in stud-ip folder for 24.11.09)<br /> 4. PPP: Lesson planning and grammar teaching (see Ziegeser text in stud-ip folder for 24.11.09)<br /> Please be prepared to outline your reserach project for the poster session!!!!!!<br /> <br /> Suggestions for actions items (3KP) and research projects/posters (6KP):<br /> <br /> *Action Item 1 (3KP): How form-focused or task-focused are grammar activities in ____(book title)?<br /> *Research Project 1 (6KP): On the same topic, but based on a corpus of: 4-8 books (classes 5/6; 7/8, Cornelsen, Klett, Diesterweg)<br /> <br /> *Action Item 2 (3KP): Research proposal: Mnemonic strategies learners apply in vocabulary learning.<br /> *Research Project 2 (6KP): On the same topic<br /> <br /> *Action Item 3 (3KP): What strategies are promoted in class through textbooks?<br /> *Research Project 3 (6KP): What strategies do learners prefer for vocabulary learning (young learners/adult learners/fellow students....)?<br /> <br /> *Action Item 4 (3KP): Attitudes in &quot;Einführungen&quot; toward grammar teaching. A comparison of English/French/German as a foreign language.<br /> *Research Project 4 (6KP): What are good language learners? Questionnaire for primary/Realschule/Gymnasium teachers and a comparison of data.<br /> <br /> *Action Item 5 (3KP): Tips for learning vocabulary efficiently: What textbooks recommend and the perspective of research.<br /> *Research Project 5 (6KP): see AI 5<br /> <br /> *Action Item 6 (3KP): Research proposal for AI 5<br /> <br /> Feel free to suggest a topic of your own choice.<br /> <br /> <br /> == Week 8 - December 8, 2009 ==<br /> <br /> How should we teach vocabulary?<br /> <br /> *Action Item: How do you select vocabulary for a given level? What do modern introductions to methodology or didactics tell us? (5-6 pages, 3 KP)<br /> *Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?<br /> *Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?<br /> *Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)<br /> <br /> References:<br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *[http://books.google.de/books?id=1G6bUwPtPmkC&amp;pg=PA7&amp;dq=vokabellernen&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=vokabellernen&amp;f=false Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.]<br /> *[http://books.google.de/books?id=aXGSpr7VtRQC&amp;pg=PA21&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=Vokabellernen&amp;f=false Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;printsec=frontcover&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.]<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *[http://books.google.de/books?id=pRzz5mq2YIcC&amp;printsec=frontcover&amp;dq=neveling&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.]<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *[http://books.google.de/books?id=cOy2ac0ZN40C&amp;pg=PA3&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.]<br /> <br /> <br /> == Week 9 - December 15, 2009 ==<br /> <br /> Principles of lesson planning<br /> <br /> *Class description<br /> *Timetable fit<br /> *Anticipated problems<br /> *Content selection<br /> *Activities, procedures, and timing<br /> *Lesson aims/learning outcomes<br /> *Formal plan<br /> <br /> For this session: Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in <br /> your group work session).<br /> <br /> *Action Item: Lesson planning: A comparison of didactic views and perspectives at ''Studienseminare''<br /> *Action Item: A comparison of lesson planning in German and in international ELT publications<br /> <br /> Reference:<br /> *[http://books.google.de/books?id=O8xqiBcmojwC&amp;pg=PA18&amp;dq=lesson+planning&amp;lr=&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=lesson%20planning&amp;f=false Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.]<br /> <br /> <br /> == Week 10 - January 5, 2010 ==<br /> <br /> Planning, analysing, evaluating, practicing language <br /> <br /> Facilitation: Christel, Anja, Anbneka, Daniel<br /> <br /> References:<br /> *[http://www.hueber.de/wiki-99-stichwoerter/index.php/%C3%9Cbungen Was sind Übungen?]<br /> *[http://www.hueber.de/wiki-99-stichwoerter/index.php/Aufgaben Was sind Aufgaben?]<br /> *[http://books.google.com/books?id=4Rs3XfW6JY0C&amp;pg=PA185&amp;lpg=PA185&amp;dq=%C3%9Cbungstypologie&amp;source=bl&amp;ots=WiMPcK67-O&amp;sig=vZoXHhjMm3jj2q-J7kU0R6rM-DA&amp;hl=en&amp;ei=0s4nS8_gBYnc-Qa41tiqDQ&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CDsQ6AEwCQ#v=onepage&amp;q=%C3%9Cbungstypologie&amp;f=false Ch. 5.3 &quot;Übungstypologie.&quot; Roche, Jörg. Interkulturelle Sprachdidaktik: Eine Einführung. Tübingen: Narr, 2001. 185ff.]<br /> <br /> == Week 11 - January 12, 2010 ==<br /> <br /> Listening and reading<br /> <br /> Facilitation: Friederike Tiemerding, Anne-Sophie Sauer, Henrike von Delft, Ann-Kristin Bux<br /> <br /> References:<br /> *[http://books.google.de/books?id=AmFQwIi0wnQC&amp;printsec=frontcover&amp;dq=edmondson&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=&amp;f=false Oral texts/written texts: Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> *[http://books.google.de/books?id=pnzyoHVaKQsC&amp;printsec=frontcover&amp;dq=listening&amp;client=firefox-a&amp;cd=3#v=onepage&amp;q=&amp;f=false Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT402&amp;dq=listening&amp;client=firefox-a&amp;cd=10#v=onepage&amp;q=listening&amp;f=false &quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT408&amp;dq=reading&amp;lr=&amp;client=firefox-a&amp;cd=24#v=onepage&amp;q=reading&amp;f=false &quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.]<br /> <br /> <br /> == Week 12 - January 19, 2010 ==<br /> <br /> Speaking and writing<br /> <br /> <br /> == Week 13 - January 26, 2010 ==<br /> <br /> Media in ELT<br /> <br /> <br /> == Week 14 - February 2, 2010 ==<br /> <br /> Individual counselling</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2009-10_AM_Teaching_for_Communicative_Competence 2009-10 AM Teaching for Communicative Competence 2009-12-30T09:01:56Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Tuesdays, 2-4pm<br /> * '''Venue:''' A10 1-121<br /> <br /> Notice: The English didactics template to the right has been updated. See especially<br /> the sections &quot;Educational Terminology&quot; and &quot;Secondary Literature for ELT.&quot;<br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - October 20, 2009 ==<br /> <br /> Writing/developing a poster AND CLT in plans and syllabuses<br /> <br /> *In this session we will take a closer look at official guidelines and the Common European Framework of Reference for Languages (CEFR).<br /> <br /> Before class please look at the topics for this semester and choose two possible dates when you would be able to give a<br /> presentation.<br /> <br /> For this session please download:<br /> <br /> *Referenzrahmen: [http://www.hueber.de/wiki-99-stichwoerter/index.php/Referenzrahmen Hueber wiki]<br /> <br /> *Core curriculum: [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=7efe34fa70f124ba0df99db7fb28a4cb Niedersächsisches Kulturministerium]<br /> <br /> <br /> == Week 2 - October 27, 2009 ==<br /> <br /> What makes lesson plans communicative?<br /> <br /> *Please collect definitions of communicative competence (the following link to [http://books.google.de/books?uid=14402695489893961398&amp;client=firefox-a google books] may be helpful).<br /> <br /> *Please outline basic elements of the concept of communicative competence as it is used in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 Niedersachen core curricula] (of your school form).<br /> <br /> <br /> == Week 3 - November 3, 2009 ==<br /> <br /> Skill development and CLT<br /> <br /> References:<br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> == Week 4 - November 10, 2009 ==<br /> <br /> Concepts of CLT<br /> <br /> *Action Item: Write a review of the lesson plan &quot;zoo&quot;. Do not write more than 250 words. Apply your indicators. Be prepared to read your text aloud in class.<br /> <br /> <br /> == Week 5 - November 17, 2009 ==<br /> <br /> Pedagogical perspectives on CLT<br /> *Learning strategies (Rebecca Oxford)<br /> *Good language learners (Naimann et al)<br /> *Action item: a) Please define five features for evaluating lesson plans. b) Apply your features by analyzing &quot;Shop&quot; (see download on Stud-ip)<br /> *Preparation: Please outline questions that aim at gaining data about learning strategies that individual learners apply.<br /> <br /> Task 1: Describe a classroom (used in a figurative sense) that supports good language learning strategies.<br /> Consider<br /> *the role of the teacher<br /> *the design of activities<br /> *the attitude toward errors<br /> *the explicit teaching of strategies<br /> *the role of explicit teaching<br /> *the learning outcomes<br /> <br /> Task 2: Outline a research project on strategy use<br /> *describe why strategies play an important role in modern ELT<br /> *develop from this your hypothesis/your research question<br /> *outline the method you would apply<br /> <br /> References:<br /> *[http://books.google.com/books?id=0srF1efGdxgC&amp;pg=PT310&amp;lpg=PT310&amp;dq=good+language+learners+ppt&amp;source=bl&amp;ots=NldCTKdmEU&amp;sig=PVkH22AS_BTOZzBBuChQpbiAMbU&amp;hl=en&amp;ei=gJ4CS46wE4vQ-Qap98D8Dw&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CCMQ6AEwCQ#v=onepage&amp;q=&amp;f=false Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;pg=PA167&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.]<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=RA1-PA127&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; ''Methodology in Language Teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.]<br /> *[http://books.google.de/books?id=Y8UrkNhjNsQC&amp;pg=PA149&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Chapters 8.3 and 8.4. in: Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.]<br /> <br /> <br /> == Week 6 - November 24, 2009 ==<br /> <br /> How should we teach grammar?<br /> <br /> References:<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT393&amp;dq=grammar+teaching&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Section 7: &quot;Teaching Grammar.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 145-174.]<br /> *[http://books.google.de/books?id=sGHaJWahXL0C&amp;pg=PA102&amp;dq=grammar+teaching&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.]<br /> *[http://books.google.de/books?id=60pM6VBj7kkC&amp;pg=PA181&amp;dq=Grammatik+unterricht&amp;client=firefox-a#v=onepage&amp;q=Grammatik%20unterricht&amp;f=false Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> <br /> == Week 7 - December 1, 2009 ==<br /> <br /> How should we teach grammar?/Poster research<br /> <br /> Homework due Dec. 1:<br /> 1. Your task (workload): Is grammar teaching always necessary? Please write a paraphraph with no more than 400 words.<br /> 2. Activities: Form-focused and function-focused grammar practise (see Richard text in stud-ip folder for 24.11.09)<br /> 3. The role of consciousness-raising (see Ellis text in stud-ip folder for 24.11.09)<br /> 4. PPP: Lesson planning and grammar teaching (see Ziegeser text in stud-ip folder for 24.11.09)<br /> Please be prepared to outline your reserach project for the poster session!!!!!!<br /> <br /> Suggestions for actions items (3KP) and research projects/posters (6KP):<br /> <br /> *Action Item 1 (3KP): How form-focused or task-focused are grammar activities in ____(book title)?<br /> *Research Project 1 (6KP): On the same topic, but based on a corpus of: 4-8 books (classes 5/6; 7/8, Cornelsen, Klett, Diesterweg)<br /> <br /> *Action Item 2 (3KP): Research proposal: Mnemonic strategies learners apply in vocabulary learning.<br /> *Research Project 2 (6KP): On the same topic<br /> <br /> *Action Item 3 (3KP): What strategies are promoted in class through textbooks?<br /> *Research Project 3 (6KP): What strategies do learners prefer for vocabulary learning (young learners/adult learners/fellow students....)?<br /> <br /> *Action Item 4 (3KP): Attitudes in &quot;Einführungen&quot; toward grammar teaching. A comparison of English/French/German as a foreign language.<br /> *Research Project 4 (6KP): What are good language learners? Questionnaire for primary/Realschule/Gymnasium teachers and a comparison of data.<br /> <br /> *Action Item 5 (3KP): Tips for learning vocabulary efficiently: What textbooks recommend and the perspective of research.<br /> *Research Project 5 (6KP): see AI 5<br /> <br /> *Action Item 6 (3KP): Research proposal for AI 5<br /> <br /> Feel free to suggest a topic of your own choice.<br /> <br /> <br /> == Week 8 - December 8, 2009 ==<br /> <br /> How should we teach vocabulary?<br /> <br /> *Action Item: How do you select vocabulary for a given level? What do modern introductions to methodology or didactics tell us? (5-6 pages, 3 KP)<br /> *Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?<br /> *Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?<br /> *Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)<br /> <br /> References:<br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *[http://books.google.de/books?id=1G6bUwPtPmkC&amp;pg=PA7&amp;dq=vokabellernen&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=vokabellernen&amp;f=false Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.]<br /> *[http://books.google.de/books?id=aXGSpr7VtRQC&amp;pg=PA21&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=Vokabellernen&amp;f=false Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;printsec=frontcover&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.]<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *[http://books.google.de/books?id=pRzz5mq2YIcC&amp;printsec=frontcover&amp;dq=neveling&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.]<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *[http://books.google.de/books?id=cOy2ac0ZN40C&amp;pg=PA3&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.]<br /> <br /> <br /> == Week 9 - December 15, 2009 ==<br /> <br /> Principles of lesson planning<br /> <br /> *Class description<br /> *Timetable fit<br /> *Anticipated problems<br /> *Content selection<br /> *Activities, procedures, and timing<br /> *Lesson aims/learning outcomes<br /> *Formal plan<br /> <br /> For this session: Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in <br /> your group work session).<br /> <br /> *Action Item: Lesson planning: A comparison of didactic views and perspectives at ''Studienseminare''<br /> *Action Item: A comparison of lesson planning in German and in international ELT publications<br /> <br /> Reference:<br /> *[http://books.google.de/books?id=O8xqiBcmojwC&amp;pg=PA18&amp;dq=lesson+planning&amp;lr=&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=lesson%20planning&amp;f=false Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.]<br /> <br /> <br /> == Week 10 - January 5, 2010 ==<br /> <br /> Planning, analysing, evaluating, practicing language <br /> <br /> Facilitators: Christel/Anja/Anbneka, Daniel<br /> <br /> References:<br /> *[http://www.hueber.de/wiki-99-stichwoerter/index.php/%C3%9Cbungen Was sind Übungen?]<br /> *[http://www.hueber.de/wiki-99-stichwoerter/index.php/Aufgaben Was sind Aufgaben?]<br /> *[http://books.google.com/books?id=4Rs3XfW6JY0C&amp;pg=PA185&amp;lpg=PA185&amp;dq=%C3%9Cbungstypologie&amp;source=bl&amp;ots=WiMPcK67-O&amp;sig=vZoXHhjMm3jj2q-J7kU0R6rM-DA&amp;hl=en&amp;ei=0s4nS8_gBYnc-Qa41tiqDQ&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CDsQ6AEwCQ#v=onepage&amp;q=%C3%9Cbungstypologie&amp;f=false Ch. 5.3 &quot;Übungstypologie.&quot; Roche, Jörg. Interkulturelle Sprachdidaktik: Eine Einführung. Tübingen: Narr, 2001. 185ff.]<br /> <br /> <br /> == Week 11 - January 12, 2010 ==<br /> <br /> Listening and reading<br /> <br /> Facilitation: Friederike Tiemerding, Anne-Sophie Sauer, Henrike von Delft, Ann-Kristin Bux<br /> <br /> References:<br /> *[http://books.google.de/books?id=AmFQwIi0wnQC&amp;printsec=frontcover&amp;dq=edmondson&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=&amp;f=false Oral texts/written texts: Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> *[http://books.google.de/books?id=pnzyoHVaKQsC&amp;printsec=frontcover&amp;dq=listening&amp;client=firefox-a&amp;cd=3#v=onepage&amp;q=&amp;f=false Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT402&amp;dq=listening&amp;client=firefox-a&amp;cd=10#v=onepage&amp;q=listening&amp;f=false &quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT408&amp;dq=reading&amp;lr=&amp;client=firefox-a&amp;cd=24#v=onepage&amp;q=reading&amp;f=false &quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.]<br /> <br /> <br /> == Week 12 - January 19, 2010 ==<br /> <br /> Speaking and writing<br /> <br /> <br /> == Week 13 - January 26, 2010 ==<br /> <br /> Media in ELT<br /> <br /> <br /> == Week 14 - February 2, 2010 ==<br /> <br /> Individual counselling</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2009-10_AM_Teaching_for_Communicative_Competence 2009-10 AM Teaching for Communicative Competence 2009-12-30T08:51:16Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Tuesdays, 2-4pm<br /> * '''Venue:''' A10 1-121<br /> <br /> Notice: The English didactics template to the right has been updated. See especially<br /> the sections &quot;Educational Terminology&quot; and &quot;Secondary Literature for ELT.&quot;<br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - October 20, 2009 ==<br /> <br /> Writing/developing a poster AND CLT in plans and syllabuses<br /> <br /> *In this session we will take a closer look at official guidelines and the Common European Framework of Reference for Languages (CEFR).<br /> <br /> Before class please look at the topics for this semester and choose two possible dates when you would be able to give a<br /> presentation.<br /> <br /> For this session please download:<br /> <br /> *Referenzrahmen: [http://www.hueber.de/wiki-99-stichwoerter/index.php/Referenzrahmen Hueber wiki]<br /> <br /> *Core curriculum: [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=7efe34fa70f124ba0df99db7fb28a4cb Niedersächsisches Kulturministerium]<br /> <br /> <br /> == Week 2 - October 27, 2009 ==<br /> <br /> What makes lesson plans communicative?<br /> <br /> *Please collect definitions of communicative competence (the following link to [http://books.google.de/books?uid=14402695489893961398&amp;client=firefox-a google books] may be helpful).<br /> <br /> *Please outline basic elements of the concept of communicative competence as it is used in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 Niedersachen core curricula] (of your school form).<br /> <br /> <br /> == Week 3 - November 3, 2009 ==<br /> <br /> Skill development and CLT<br /> <br /> References:<br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> == Week 4 - November 10, 2009 ==<br /> <br /> Concepts of CLT<br /> <br /> *Action Item: Write a review of the lesson plan &quot;zoo&quot;. Do not write more than 250 words. Apply your indicators. Be prepared to read your text aloud in class.<br /> <br /> <br /> == Week 5 - November 17, 2009 ==<br /> <br /> Pedagogical perspectives on CLT<br /> *Learning strategies (Rebecca Oxford)<br /> *Good language learners (Naimann et al)<br /> *Action item: a) Please define five features for evaluating lesson plans. b) Apply your features by analyzing &quot;Shop&quot; (see download on Stud-ip)<br /> *Preparation: Please outline questions that aim at gaining data about learning strategies that individual learners apply.<br /> <br /> Task 1: Describe a classroom (used in a figurative sense) that supports good language learning strategies.<br /> Consider<br /> *the role of the teacher<br /> *the design of activities<br /> *the attitude toward errors<br /> *the explicit teaching of strategies<br /> *the role of explicit teaching<br /> *the learning outcomes<br /> <br /> Task 2: Outline a research project on strategy use<br /> *describe why strategies play an important role in modern ELT<br /> *develop from this your hypothesis/your research question<br /> *outline the method you would apply<br /> <br /> References:<br /> *[http://books.google.com/books?id=0srF1efGdxgC&amp;pg=PT310&amp;lpg=PT310&amp;dq=good+language+learners+ppt&amp;source=bl&amp;ots=NldCTKdmEU&amp;sig=PVkH22AS_BTOZzBBuChQpbiAMbU&amp;hl=en&amp;ei=gJ4CS46wE4vQ-Qap98D8Dw&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CCMQ6AEwCQ#v=onepage&amp;q=&amp;f=false Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;pg=PA167&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.]<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=RA1-PA127&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; ''Methodology in Language Teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.]<br /> *[http://books.google.de/books?id=Y8UrkNhjNsQC&amp;pg=PA149&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Chapters 8.3 and 8.4. in: Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.]<br /> <br /> <br /> == Week 6 - November 24, 2009 ==<br /> <br /> How should we teach grammar?<br /> <br /> References:<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT393&amp;dq=grammar+teaching&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Section 7: &quot;Teaching Grammar.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 145-174.]<br /> *[http://books.google.de/books?id=sGHaJWahXL0C&amp;pg=PA102&amp;dq=grammar+teaching&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.]<br /> *[http://books.google.de/books?id=60pM6VBj7kkC&amp;pg=PA181&amp;dq=Grammatik+unterricht&amp;client=firefox-a#v=onepage&amp;q=Grammatik%20unterricht&amp;f=false Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> <br /> == Week 7 - December 1, 2009 ==<br /> <br /> How should we teach grammar?/Poster research<br /> <br /> Homework due Dec. 1:<br /> 1. Your task (workload): Is grammar teaching always necessary? Please write a paraphraph with no more than 400 words.<br /> 2. Activities: Form-focused and function-focused grammar practise (see Richard text in stud-ip folder for 24.11.09)<br /> 3. The role of consciousness-raising (see Ellis text in stud-ip folder for 24.11.09)<br /> 4. PPP: Lesson planning and grammar teaching (see Ziegeser text in stud-ip folder for 24.11.09)<br /> Please be prepared to outline your reserach project for the poster session!!!!!!<br /> <br /> Suggestions for actions items (3KP) and research projects/posters (6KP):<br /> <br /> *Action Item 1 (3KP): How form-focused or task-focused are grammar activities in ____(book title)?<br /> *Research Project 1 (6KP): On the same topic, but based on a corpus of: 4-8 books (classes 5/6; 7/8, Cornelsen, Klett, Diesterweg)<br /> <br /> *Action Item 2 (3KP): Research proposal: Mnemonic strategies learners apply in vocabulary learning.<br /> *Research Project 2 (6KP): On the same topic<br /> <br /> *Action Item 3 (3KP): What strategies are promoted in class through textbooks?<br /> *Research Project 3 (6KP): What strategies do learners prefer for vocabulary learning (young learners/adult learners/fellow students....)?<br /> <br /> *Action Item 4 (3KP): Attitudes in &quot;Einführungen&quot; toward grammar teaching. A comparison of English/French/German as a foreign language.<br /> *Research Project 4 (6KP): What are good language learners? Questionnaire for primary/Realschule/Gymnasium teachers and a comparison of data.<br /> <br /> *Action Item 5 (3KP): Tips for learning vocabulary efficiently: What textbooks recommend and the perspective of research.<br /> *Research Project 5 (6KP): see AI 5<br /> <br /> *Action Item 6 (3KP): Research proposal for AI 5<br /> <br /> Feel free to suggest a topic of your own choice.<br /> <br /> <br /> == Week 8 - December 8, 2009 ==<br /> <br /> How should we teach vocabulary?<br /> <br /> *Action Item: How do you select vocabulary for a given level? What do modern introductions to methodology or didactics tell us? (5-6 pages, 3 KP)<br /> *Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?<br /> *Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?<br /> *Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)<br /> <br /> References:<br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *[http://books.google.de/books?id=1G6bUwPtPmkC&amp;pg=PA7&amp;dq=vokabellernen&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=vokabellernen&amp;f=false Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.]<br /> *[http://books.google.de/books?id=aXGSpr7VtRQC&amp;pg=PA21&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=Vokabellernen&amp;f=false Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;printsec=frontcover&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.]<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *[http://books.google.de/books?id=pRzz5mq2YIcC&amp;printsec=frontcover&amp;dq=neveling&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.]<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *[http://books.google.de/books?id=cOy2ac0ZN40C&amp;pg=PA3&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.]<br /> <br /> <br /> == Week 9 - December 15, 2009 ==<br /> <br /> Principles of lesson planning<br /> <br /> *Class description<br /> *Timetable fit<br /> *Anticipated problems<br /> *Content selection<br /> *Activities, procedures, and timing<br /> *Lesson aims/learning outcomes<br /> *Formal plan<br /> <br /> For this session: Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in <br /> your group work session).<br /> <br /> *Action Item: Lesson planning: A comparison of didactic views and perspectives at ''Studienseminare''<br /> *Action Item: A comparison of lesson planning in German and in international ELT publications<br /> <br /> Reference:<br /> *[http://books.google.de/books?id=O8xqiBcmojwC&amp;pg=PA18&amp;dq=lesson+planning&amp;lr=&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=lesson%20planning&amp;f=false Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.]<br /> <br /> <br /> == Week 10 - January 5, 2010 ==<br /> <br /> Planning, analysing, evaluating <br /> <br /> Facilitation: Mr. Gehring<br /> <br /> <br /> == Week 11 - January 12, 2010 ==<br /> <br /> Listening and reading<br /> <br /> Facilitation: Friederike Tiemerding, Anne-Sophie Sauer, Henrike von Delft, Ann-Kristin Bux<br /> <br /> References:<br /> *[http://books.google.de/books?id=AmFQwIi0wnQC&amp;printsec=frontcover&amp;dq=edmondson&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=&amp;f=false Oral texts/written texts: Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> *[http://books.google.de/books?id=pnzyoHVaKQsC&amp;printsec=frontcover&amp;dq=listening&amp;client=firefox-a&amp;cd=3#v=onepage&amp;q=&amp;f=false Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT402&amp;dq=listening&amp;client=firefox-a&amp;cd=10#v=onepage&amp;q=listening&amp;f=false &quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT408&amp;dq=reading&amp;lr=&amp;client=firefox-a&amp;cd=24#v=onepage&amp;q=reading&amp;f=false &quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.]<br /> <br /> <br /> == Week 12 - January 19, 2010 ==<br /> <br /> Speaking and writing<br /> <br /> <br /> == Week 13 - January 26, 2010 ==<br /> <br /> Media in ELT<br /> <br /> <br /> == Week 14 - February 2, 2010 ==<br /> <br /> Individual counselling</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2009-10_AM_Teaching_for_Communicative_Competence 2009-10 AM Teaching for Communicative Competence 2009-12-10T11:58:50Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Tuesdays, 2-4pm<br /> * '''Venue:''' A10 1-121<br /> <br /> Notice: The English didactics template to the right has been updated. See especially<br /> the sections &quot;Educational Terminology&quot; and &quot;Secondary Literature for ELT.&quot;<br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - October 20, 2009 ==<br /> <br /> Writing/developing a poster AND CLT in plans and syllabuses<br /> <br /> *In this session we will take a closer look at official guidelines and the Common European Framework of Reference for Languages (CEFR).<br /> <br /> Before class please look at the topics for this semester and choose two possible dates when you would be able to give a<br /> presentation.<br /> <br /> For this session please download:<br /> <br /> *Referenzrahmen: [http://www.hueber.de/wiki-99-stichwoerter/index.php/Referenzrahmen Hueber wiki]<br /> <br /> *Core curriculum: [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=7efe34fa70f124ba0df99db7fb28a4cb Niedersächsisches Kulturministerium]<br /> <br /> <br /> == Week 2 - October 27, 2009 ==<br /> <br /> What makes lesson plans communicative?<br /> <br /> *Please collect definitions of communicative competence (the following link to [http://books.google.de/books?uid=14402695489893961398&amp;client=firefox-a google books] may be helpful).<br /> <br /> *Please outline basic elements of the concept of communicative competence as it is used in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 Niedersachen core curricula] (of your school form).<br /> <br /> <br /> == Week 3 - November 3, 2009 ==<br /> <br /> Skill development and CLT<br /> <br /> References:<br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> == Week 4 - November 10, 2009 ==<br /> <br /> Concepts of CLT<br /> <br /> *Action Item: Write a review of the lesson plan &quot;zoo&quot;. Do not write more than 250 words. Apply your indicators. Be prepared to read your text aloud in class.<br /> <br /> <br /> == Week 5 - November 17, 2009 ==<br /> <br /> Pedagogical perspectives on CLT<br /> *Learning strategies (Rebecca Oxford)<br /> *Good language learners (Naimann et al)<br /> *Action item: a) Please define five features for evaluating lesson plans. b) Apply your features by analyzing &quot;Shop&quot; (see download on Stud-ip)<br /> *Preparation: Please outline questions that aim at gaining data about learning strategies that individual learners apply.<br /> <br /> Task 1: Describe a classroom (used in a figurative sense) that supports good language learning strategies.<br /> Consider<br /> *the role of the teacher<br /> *the design of activities<br /> *the attitude toward errors<br /> *the explicit teaching of strategies<br /> *the role of explicit teaching<br /> *the learning outcomes<br /> <br /> Task 2: Outline a research project on strategy use<br /> *describe why strategies play an important role in modern ELT<br /> *develop from this your hypothesis/your research question<br /> *outline the method you would apply<br /> <br /> References:<br /> *[http://books.google.com/books?id=0srF1efGdxgC&amp;pg=PT310&amp;lpg=PT310&amp;dq=good+language+learners+ppt&amp;source=bl&amp;ots=NldCTKdmEU&amp;sig=PVkH22AS_BTOZzBBuChQpbiAMbU&amp;hl=en&amp;ei=gJ4CS46wE4vQ-Qap98D8Dw&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CCMQ6AEwCQ#v=onepage&amp;q=&amp;f=false Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;pg=PA167&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.]<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=RA1-PA127&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; ''Methodology in Language Teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.]<br /> *[http://books.google.de/books?id=Y8UrkNhjNsQC&amp;pg=PA149&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Chapters 8.3 and 8.4. in: Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.]<br /> <br /> <br /> == Week 6 - November 24, 2009 ==<br /> <br /> How should we teach grammar?<br /> <br /> References:<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT393&amp;dq=grammar+teaching&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Section 7: &quot;Teaching Grammar.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 145-174.]<br /> *[http://books.google.de/books?id=sGHaJWahXL0C&amp;pg=PA102&amp;dq=grammar+teaching&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.]<br /> *[http://books.google.de/books?id=60pM6VBj7kkC&amp;pg=PA181&amp;dq=Grammatik+unterricht&amp;client=firefox-a#v=onepage&amp;q=Grammatik%20unterricht&amp;f=false Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> <br /> == Week 7 - December 1, 2009 ==<br /> <br /> How should we teach grammar?/Poster research<br /> <br /> Homework due Dec. 1:<br /> 1. Your task (workload): Is grammar teaching always necessary? Please write a paraphraph with no more than 400 words.<br /> 2. Activities: Form-focused and function-focused grammar practise (see Richard text in stud-ip folder for 24.11.09)<br /> 3. The role of consciousness-raising (see Ellis text in stud-ip folder for 24.11.09)<br /> 4. PPP: Lesson planning and grammar teaching (see Ziegeser text in stud-ip folder for 24.11.09)<br /> Please be prepared to outline your reserach project for the poster session!!!!!!<br /> <br /> Suggestions for actions items (3KP) and research projects/posters (6KP):<br /> <br /> *Action Item 1 (3KP): How form-focused or task-focused are grammar activities in ____(book title)?<br /> *Research Project 1 (6KP): On the same topic, but based on a corpus of: 4-8 books (classes 5/6; 7/8, Cornelsen, Klett, Diesterweg)<br /> <br /> *Action Item 2 (3KP): Research proposal: Mnemonic strategies learners apply in vocabulary learning.<br /> *Research Project 2 (6KP): On the same topic<br /> <br /> *Action Item 3 (3KP): What strategies are promoted in class through textbooks?<br /> *Research Project 3 (6KP): What strategies do learners prefer for vocabulary learning (young learners/adult learners/fellow students....)?<br /> <br /> *Action Item 4 (3KP): Attitudes in &quot;Einführungen&quot; toward grammar teaching. A comparison of English/French/German as a foreign language.<br /> *Research Project 4 (6KP): What are good language learners? Questionnaire for primary/Realschule/Gymnasium teachers and a comparison of data.<br /> <br /> *Action Item 5 (3KP): Tipps for learning vocabulary efficiently: What textbooks recommend and the perspective of research.<br /> *Research Project 5 (6KP): see AI 5<br /> <br /> *Action Item 6 (3KP): Research proposal for AI 5<br /> <br /> Feel free to suggest a topic of your own choice.<br /> <br /> <br /> == Week 8 - December 8, 2009 ==<br /> <br /> How should we teach vocabulary?<br /> <br /> *Action Item: How do you select vocabulary for a given level? What do modern introductions to methodology or didactics tell us? (5-6 pages, 3 KP)<br /> *Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?<br /> *Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?<br /> *Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)<br /> <br /> References:<br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *[http://books.google.de/books?id=1G6bUwPtPmkC&amp;pg=PA7&amp;dq=vokabellernen&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=vokabellernen&amp;f=false Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.]<br /> *[http://books.google.de/books?id=aXGSpr7VtRQC&amp;pg=PA21&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=Vokabellernen&amp;f=false Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;printsec=frontcover&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.]<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *[http://books.google.de/books?id=pRzz5mq2YIcC&amp;printsec=frontcover&amp;dq=neveling&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.]<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *[http://books.google.de/books?id=cOy2ac0ZN40C&amp;pg=PA3&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.]<br /> <br /> <br /> == Week 9 - December 15, 2009 ==<br /> <br /> Principles of lesson planning<br /> <br /> *Class description<br /> *Timetable fit<br /> *Anticipated problems<br /> *Content selection<br /> *Activities, procedures, and timing<br /> *Lesson aims/learning outcomes<br /> *Formal plan<br /> <br /> For this session: Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in <br /> your group work session).<br /> <br /> Reference:<br /> *[http://books.google.de/books?id=O8xqiBcmojwC&amp;pg=PA18&amp;dq=lesson+planning&amp;lr=&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=lesson%20planning&amp;f=false Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.]<br /> <br /> <br /> == Week 10 - January 5, 2010 ==<br /> <br /> Planning, analysing, evaluating <br /> <br /> Facilitation: Mr. Gehring<br /> <br /> <br /> == Week 11 - January 12, 2010 ==<br /> <br /> Listening and reading<br /> <br /> Facilitation: Friederike Tiemerding, Anne-Sophie Sauer, Henrike von Delft, Ann-Kristin Bux<br /> <br /> References:<br /> *[http://books.google.de/books?id=AmFQwIi0wnQC&amp;printsec=frontcover&amp;dq=edmondson&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=&amp;f=false Oral texts/written texts: Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> *[http://books.google.de/books?id=pnzyoHVaKQsC&amp;printsec=frontcover&amp;dq=listening&amp;client=firefox-a&amp;cd=3#v=onepage&amp;q=&amp;f=false Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT402&amp;dq=listening&amp;client=firefox-a&amp;cd=10#v=onepage&amp;q=listening&amp;f=false &quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT408&amp;dq=reading&amp;lr=&amp;client=firefox-a&amp;cd=24#v=onepage&amp;q=reading&amp;f=false &quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.]<br /> <br /> <br /> == Week 12 - January 19, 2010 ==<br /> <br /> Speaking and writing<br /> <br /> <br /> == Week 13 - January 26, 2010 ==<br /> <br /> Media in ELT<br /> <br /> <br /> == Week 14 - February 2, 2010 ==<br /> <br /> Individual counselling</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2009-10_AM_Teaching_for_Communicative_Competence 2009-10 AM Teaching for Communicative Competence 2009-12-10T11:57:27Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Tuesdays, 2-4pm<br /> * '''Venue:''' A10 1-121<br /> <br /> Notice: The English didactics template to the right has been updated. See especially<br /> the sections &quot;Educational Terminology&quot; and &quot;Secondary Literature for ELT.&quot;<br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - October 20, 2009 ==<br /> <br /> Writing/developing a poster AND CLT in plans and syllabuses<br /> <br /> *In this session we will take a closer look at official guidelines and the Common European Framework of Reference for Languages (CEFR).<br /> <br /> Before class please look at the topics for this semester and choose two possible dates when you would be able to give a<br /> presentation.<br /> <br /> For this session please download:<br /> <br /> *Referenzrahmen: [http://www.hueber.de/wiki-99-stichwoerter/index.php/Referenzrahmen Hueber wiki]<br /> <br /> *Core curriculum: [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=7efe34fa70f124ba0df99db7fb28a4cb Niedersächsisches Kulturministerium]<br /> <br /> <br /> == Week 2 - October 27, 2009 ==<br /> <br /> What makes lesson plans communicative?<br /> <br /> *Please collect definitions of communicative competence (the following link to [http://books.google.de/books?uid=14402695489893961398&amp;client=firefox-a google books] may be helpful).<br /> <br /> *Please outline basic elements of the concept of communicative competence as it is used in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 Niedersachen core curricula] (of your school form).<br /> <br /> <br /> == Week 3 - November 3, 2009 ==<br /> <br /> Skill development and CLT<br /> <br /> References:<br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> == Week 4 - November 10, 2009 ==<br /> <br /> Concepts of CLT<br /> <br /> *Action Item: Write a review of the lesson plan &quot;zoo&quot;. Do not write more than 250 words. Apply your indicators. Be prepared to read your text aloud in class.<br /> <br /> <br /> == Week 5 - November 17, 2009 ==<br /> <br /> Pedagogical perspectives on CLT<br /> *Learning strategies (Rebecca Oxford)<br /> *Good language learners (Naimann et al)<br /> *Action item: a) Please define five features for evaluating lesson plans. b) Apply your features by analyzing &quot;Shop&quot; (see download on Stud-ip)<br /> *Preparation: Please outline questions that aim at gaining data about learning strategies that individual learners apply.<br /> <br /> Task 1: Describe a classroom (used in a figurative sense) that supports good language learning strategies.<br /> Consider<br /> *the role of the teacher<br /> *the design of activities<br /> *the attitude toward errors<br /> *the explicit teaching of strategies<br /> *the role of explicit teaching<br /> *the learning outcomes<br /> <br /> Task 2: Outline a research project on strategy use<br /> *describe why strategies play an important role in modern ELT<br /> *develop from this your hypothesis/your research question<br /> *outline the method you would apply<br /> <br /> References:<br /> *[http://books.google.com/books?id=0srF1efGdxgC&amp;pg=PT310&amp;lpg=PT310&amp;dq=good+language+learners+ppt&amp;source=bl&amp;ots=NldCTKdmEU&amp;sig=PVkH22AS_BTOZzBBuChQpbiAMbU&amp;hl=en&amp;ei=gJ4CS46wE4vQ-Qap98D8Dw&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CCMQ6AEwCQ#v=onepage&amp;q=&amp;f=false Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;pg=PA167&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.]<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=RA1-PA127&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; ''Methodology in Language Teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.]<br /> *[http://books.google.de/books?id=Y8UrkNhjNsQC&amp;pg=PA149&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Chapters 8.3 and 8.4. in: Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.]<br /> <br /> <br /> == Week 6 - November 24, 2009 ==<br /> <br /> How should we teach grammar?<br /> <br /> References:<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT393&amp;dq=grammar+teaching&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Section 7: &quot;Teaching Grammar.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 145-174.]<br /> *[http://books.google.de/books?id=sGHaJWahXL0C&amp;pg=PA102&amp;dq=grammar+teaching&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.]<br /> *[http://books.google.de/books?id=60pM6VBj7kkC&amp;pg=PA181&amp;dq=Grammatik+unterricht&amp;client=firefox-a#v=onepage&amp;q=Grammatik%20unterricht&amp;f=false Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> <br /> == Week 7 - December 1, 2009 ==<br /> <br /> How should we teach grammar?/Poster research<br /> <br /> Homework due Dec. 1:<br /> 1. Your task (workload): Is grammar teaching always necessary? Please write a paraphraph with no more than 400 words.<br /> 2. Activities: Form-focused and function-focused grammar practise (see Richard text in stud-ip folder for 24.11.09)<br /> 3. The role of consciousness-raising (see Ellis text in stud-ip folder for 24.11.09)<br /> 4. PPP: Lesson planning and grammar teaching (see Ziegeser text in stud-ip folder for 24.11.09)<br /> Please be prepared to outline your reserach project for the poster session!!!!!!<br /> <br /> Suggestions for actions items (3KP) and research projects/posters (6KP):<br /> <br /> *Action Item 1 (3KP): How form-focused or task-focused are grammar activities in ____(book title)?<br /> *Research Project 1 (6KP): On the same topic, but based on a corpus of: 4-8 books (classes 5/6; 7/8, Cornelsen, Klett, Diesterweg)<br /> <br /> *Action Item 2 (3KP): Research proposal: Mnemonic strategies learners apply in vocabulary learning.<br /> *Research Project 2 (6KP): On the same topic<br /> <br /> *Action Item 3 (3KP): What strategies are promoted in class through textbooks?<br /> *Research Project 3 (6KP): What strategies do learners prefer for vocabulary learning (young learners/adult learners/fellow students....)?<br /> <br /> *Action Item 4 (3KP): Attitudes in &quot;Einführungen&quot; toward grammar teaching. A comparison of English/French/German as a foreign language.<br /> *Research Project 4 (6KP): What are good language learners? Questionnaire for primary/Realschule/Gymnasium teachers and a comparison of data.<br /> <br /> *Action Item 5 (3KP): Tipps for learning vocabulary efficiently: What textbooks recommend and the perspective of research.<br /> *Research Project 5 (6KP): see AI 5<br /> <br /> *Action Item 6 (3KP): Research proposal for AI 5<br /> <br /> Feel free to suggest a topic of your own choice.<br /> <br /> == Week 8 - December 8, 2009 ==<br /> <br /> How should we teach vocabulary?<br /> <br /> *Action Item: How do you select vocabulary for a given level? What do modern introductions to methodology or didactics tell us? (5-6 pages, 3 KP)<br /> *Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?<br /> *Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?<br /> *Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)<br /> <br /> References:<br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *[http://books.google.de/books?id=1G6bUwPtPmkC&amp;pg=PA7&amp;dq=vokabellernen&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=vokabellernen&amp;f=false Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.]<br /> *[http://books.google.de/books?id=aXGSpr7VtRQC&amp;pg=PA21&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=Vokabellernen&amp;f=false Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;printsec=frontcover&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.]<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *[http://books.google.de/books?id=pRzz5mq2YIcC&amp;printsec=frontcover&amp;dq=neveling&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.]<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *[http://books.google.de/books?id=cOy2ac0ZN40C&amp;pg=PA3&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.]<br /> <br /> <br /> == Week 9 - December 15, 2009 ==<br /> <br /> Principles of lesson planning<br /> <br /> *Class description<br /> *Timetable fit<br /> *Anticipated problems<br /> *Content selection<br /> *Activities, procedures, and timing<br /> *Lesson aims/learning outcomes<br /> *Formal plan<br /> <br /> For this session: Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in <br /> your group work session).<br /> <br /> Reference:<br /> *[http://books.google.de/books?id=O8xqiBcmojwC&amp;pg=PA18&amp;dq=lesson+planning&amp;lr=&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=lesson%20planning&amp;f=false Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.]<br /> <br /> <br /> == Week 10 - January 5, 2010 ==<br /> <br /> Planning, analysing, evaluating <br /> <br /> Facilitation: Mr. Gehring<br /> <br /> == Week 11 - January 12, 2010 ==<br /> <br /> Listening and reading<br /> <br /> Facilitation: Friederike Tiemerding, Anne-Sophie Sauer, Henrike von Delft, Ann-Kristin Bux<br /> <br /> References:<br /> *[http://books.google.de/books?id=AmFQwIi0wnQC&amp;printsec=frontcover&amp;dq=edmondson&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=&amp;f=false Oral texts/written texts: Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> *[http://books.google.de/books?id=pnzyoHVaKQsC&amp;printsec=frontcover&amp;dq=listening&amp;client=firefox-a&amp;cd=3#v=onepage&amp;q=&amp;f=false Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT402&amp;dq=listening&amp;client=firefox-a&amp;cd=10#v=onepage&amp;q=listening&amp;f=false &quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT408&amp;dq=reading&amp;lr=&amp;client=firefox-a&amp;cd=24#v=onepage&amp;q=reading&amp;f=false &quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.]<br /> <br /> <br /> == Week 12 - January 19, 2010 ==<br /> <br /> Speaking and writing<br /> <br /> <br /> == Week 13 - January 26, 2010 ==<br /> <br /> Media in ELT<br /> <br /> <br /> == Week 14 - February 2, 2010 ==<br /> <br /> Individual counselling</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/English_Didactics:_Secondary_Literature_for_ELT English Didactics: Secondary Literature for ELT 2009-12-10T11:52:50Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> ==== General and Introductory Reading for English Language Teaching ====<br /> <br /> *Ahrens, Rüdiger, Wolf Dietrich-Bald, and Werner Hüllen, eds. ''Handbuch Eng­lisch als Fremdspra­che (HEF).'' Berlin: Erich Schmidt, 1995.<br /> *Bausch, Karl Richard, Herbert Christ, and Hans-Jürgen Krumm, eds. ''Handbuch Fremdsprachen­unterricht.'' 1989. 5th ed. Tübingen: UTB, 2007.<br /> *Byram, Michael, ed. ''Routledge Encyclopedia of Language Teaching and Learning.'' 2000. London et al.: Routledge, 2001.<br /> *Carter, Ronald and David Nunan, eds. ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Cambridge: Cambridge University Press, 2001.<br /> *Gehring, Wolfgang. ''Englische Fachdidaktik: Eine Einführung.'' 1999. 2nd ed. Berlin: Erich Schmidt, 2004.<br /> *Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.<br /> *Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008.<br /> *Johnson, Keith und Helen Johnson, eds. ''Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching.'' 1998. Oxford: Blackwell, 2001.<br /> *Jung, Heidrun and Udo Jung, eds. ''Praktische Handreichungen für Fremdsprachen­lehrer.'' Vol. 2. 1992. 5th ed. Frankfurt: Peter Lang, 2009.<br /> *Pachler, Norbert, ed. ''Teaching Modern Foreign Languages at Advanced Level.'' London: Routledge, 1999.<br /> *Richards, Jack C. and Willy A. Renandya, eds. ''Methodology in Language Teaching: An Anthology of Current Practice.'' Cambridge: Cambridge University Press, 2002.<br /> *Weskamp, Ralf. ''Fachdidaktik: Grundlagen und Konzepte.'' Berlin: Cornelsen, 2001.<br /> <br /> <br /> ==== Assessment ====<br /> <br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13. <br /> <br /> <br /> ==== Bilingual Teaching/Content-based Language Learning ====<br /> <br /> *[http://www.c-a-g.de/praesent/bilingual.ppt Ahrens, Heinrich. “Bilingualer Unterricht am CAG.” Clemens-August Gymnasium Cloppenburg. 2006/2007.]<br /> *[http://www.lakk.bildung.hessen.de/netzwerk/faecher/bilingual/Magazin/aufsaetze.html Bildungsserver Hessen. “Online-Aufsätze zum bilingualen Unterricht.“]<br /> *Bonnet, Andreas. ''Chemie im bilingualen Unterricht: Kompetenzerwerb durch Interaktion.'' Opladen: Leske + Budrich, 2004.<br /> *[http://www.mvcg.de/dateien/Bilingual.ppt Brück, Klaus. “Informationen für Grundschuleltern: Bilingualer Unterricht: Biologie heißt bald “Biology“ dank des bilingualen Angebots des MvCG.“ 2009.]<br /> *[http://plone.schule-bw.de/schularten/realschule/bilingual/ Landesbildungsserver Baden-Württemburg. “Bilinguales Lehren und Lernen: Download-Bereich zur Handreichung “Bilingualer Unterricht” des Ministeriums für Kultus, Jugend und Sport.”]<br /> *[http://zif.spz.tu-darmstadt.de/jg-04-2/beitrag/lamsfus2.htm Lamsfuß-Schenk, Stefanie and Dieter Wolff. “Bilingualer Sachfachunterricht: Fünf kritische Anmerkungen zum State of the Art.“ ''Zeitschrift für Interkulturellen Fremdsprachenunterricht'' 4.2 (1999): 7pp.]<br /> *Rottmann, Birte. ''Sport auf Englisch: Lerngelegenheiten im bilingualen Sportunterricht.'' Wiesbaden: VS Verlag für Sozialwissenschaften, 2006.<br /> *Wildhage, Manfred. &quot;Von Verstehen und Verständigung: Möglichkeiten und Grenzen des bilingualen Geschichtsunterrichts.&quot; ''Praxis Geschichte'' 1 (2002): 4-11.<br /> *Zydatiss, Wolfgang. ''Bilingualer Unterricht in der Grundschule: Entwurf eines Spracherwerbskonzepts für zweisprachige Immersionsprogramme.'' Ismaning: Hueber, 2000.<br /> <br /> <br /> ==== Communicative Competence ====<br /> <br /> *Harden, Theo. ''Angewandte Linguistik und Fremdsprachendidaktik.'' Tübingen: Narr Franke Attempo Verlag, 2006. 48-53.<br /> <br /> <br /> ==== Communicative Language Teaching ====<br /> <br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> ==== Grammar ====<br /> <br /> *Ellis, Rod. &quot;Grammar Teaching.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 167-174.<br /> *Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Kommunikative Grammatikübungen: Sprechaktkompetenz als Lernziel.&quot; ''Der Fremdsprachliche Unterricht'' 82 (2006): 2-5.<br /> *Kuhn, Tatjana. ''Grammatik im Englischunterricht der Primarstufe: Theoretische Grundlagen und praktische Unterrichtsvorschläge.'' Heidelberg: Universitätsverlag Winter, 2006.<br /> *Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.<br /> *Richards, Jack C. &quot;Addressing the Grammar Gap in Task Work.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 153-166.<br /> *Swan, Michael. &quot;Seven Bad Reasons for Teaching Grammar - and Two Good Ones.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 148-152.<br /> <br /> <br /> ==== (Foreign) Language Acquisition Theories ====<br /> <br /> *Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.<br /> *Harden, Theo. ''Angewandte Linguistik und Fremdsprachendidaktik.'' Tübingen: Narr Franke Attempo Verlag, 2006. 136-153, 181-208.<br /> *Pienemann, Manfred. &quot;Spracherwerb in der Schule: Was in den Köpfen der Kinder vorgeht.&quot; ''Englischerwerb in der Grundschule: Ein Studien- und Arbeitsbuch.'' Eds. Manfred Pienemann, Jörg-U. Keßler, and Eckhard Roos. Paderborn: Schöningh (UTB), 2006. 33-63.<br /> <br /> <br /> ==== Language Learning and Teaching Strategies ====<br /> <br /> *Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.<br /> *Johnson, Keith. An Introduction to Foreign Language Learning and Teaching. 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.<br /> *Knapp, Annelie. &quot;Aspekte guten Englischunterrichts.&quot; ''Was ist guter Fachunterricht?'' Ed. Landesinstitut für Schule und Weiterbildung. Bönen: Verlag für Schule und Weiterbildung, 2000. 75-104.<br /> *Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.<br /> *Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.<br /> <br /> <br /> ==== Learning and Intelligence ====<br /> <br /> *Stern, Elsbeth and Ralph Schumacher. ''Intelligentes Wissen als Lernziel.'' Universitas 59.2 (2004): 121–134. (See Elsbeth Stern's [http://www.ifvll.ethz.ch/people/sterne website] for [http://www.ifvll.ethz.ch/people/sterne/lernziel_2004.pdf this] and other texts. Some are available there in pdf format!)<br /> <br /> <br /> ==== Lesson Planning ====<br /> <br /> *Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.<br /> <br /> <br /> ==== Listening ====<br /> <br /> *&quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.<br /> *Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.<br /> <br /> <br /> ==== Media in the Classroom ====<br /> <br /> <br /> ==== Pronunciation ====<br /> <br /> *Jones, Rodney H. &quot;Beyond 'Listen and Repeat': Pronunciation Teaching Materials and Theories of Second Language Acquisition.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 178-187.<br /> <br /> <br /> ==== Reading ====<br /> <br /> *&quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.<br /> <br /> <br /> ==== Speaking ====<br /> <br /> <br /> ==== Task-based Language Teaching ====<br /> <br /> *Beglar, David and Alan Hunt. “Implementing Task-based Language Teaching.” ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 96-106.<br /> *[http://www.asian-efl-journal.com/Powerpoint/Task-based-language-teaching.ppt Ellis, Rod. &quot;Introducing Task-based Language Teaching.&quot;]<br /> *Ellis, Rod. ''Task-based Language Learning and Teaching.'' Oxford: Oxford University Press, 2003.<br /> *Littlewood, William. &quot;The task-based approach: some questions and suggestions.&quot; ''ELT Journal'' 58.4 (2004): 319-326.<br /> *[http://www.asian-efl-journal.com/Sept_06_ro.php Oxford, Rebecca L. &quot;Task-Based Language Teaching and Learning: An Overview.&quot; ''Asian EFL Journal'' 8.3 (2006).]<br /> *Nunan, David. ''Task-Based Language Teaching.'' Cambridge: Cambridge University Press, 2004.<br /> *Swan, Michael. &quot;Legislation by Hypothesis: The Case of Task-Based Instruction.&quot; ''Applied Linguistics'' 26.3 (2005): 376–401.<br /> *[http://www.asian-efl-journal.com/September_06_home.php &quot;Task-based Learning in an Asian Context.&quot; ''Asian EFL Journal'' 8.3 (2006)]<br /> *[http://www.hawaii.edu/tblt2007/PP/Plenaries/van%20den%20Branden.ppt Van den Branden, Kris. &quot;Task-based language education: From theory to practice . . . and back again.&quot;]<br /> *[http://www.teachingenglish.org.uk/think/articles/criteria-identifying-tasks-tbl Willis, Jane. &quot;Criteria for identifying tasks for TBL.&quot; ''British Council BBC: Teaching English'' 29 May 2008.]<br /> <br /> <br /> ==== Vocabulary ====<br /> <br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.<br /> *Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.<br /> *Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *Nation, Paul. &quot;Best Practice in Vocabulary Teaching and Learning.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 267-272.<br /> *Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.<br /> <br /> <br /> ==== Writing ====</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/English_Didactics:_Secondary_Literature_for_ELT English Didactics: Secondary Literature for ELT 2009-12-09T21:39:46Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> ==== General and Introductory Reading for English Language Teaching ====<br /> <br /> * Ahrens, Rüdiger, Wolf Dietrich-Bald, and Werner Hüllen, eds. ''Handbuch Eng­lisch als Fremdspra­che (HEF).'' Berlin: Erich Schmidt, 1995.<br /> * Bausch, Karl Richard, Herbert Christ, and Hans-Jürgen Krumm, eds. ''Handbuch Fremdsprachen­unterricht.'' 1989. 5th ed. Tübingen: UTB, 2007.<br /> * Byram, Michael, ed. ''Routledge Encyclopedia of Language Teaching and Learning.'' 2000. London et al.: Routledge, 2001.<br /> * Carter, Ronald and David Nunan, eds. ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Cambridge: Cambridge University Press, 2001.<br /> * Gehring, Wolfgang. ''Englische Fachdidaktik: Eine Einführung.'' 1999. 2nd ed. Berlin: Erich Schmidt, 2004.<br /> * Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.<br /> * Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008.<br /> * Johnson, Keith und Helen Johnson, eds. ''Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching.'' 1998. Oxford: Blackwell, 2001.<br /> * Jung, Heidrun and Udo Jung, eds. ''Praktische Handreichungen für Fremdsprachen­lehrer.'' Vol. 2. 1992. 5th ed. Frankfurt: Peter Lang, 2009.<br /> * Pachler, Norbert, ed. ''Teaching Modern Foreign Languages at Advanced Level.'' London: Routledge, 1999.<br /> * Richards, Jack C. and Willy A. Renandya, eds. ''Methodology in Language Teaching: An Anthology of Current Practice.'' Cambridge: Cambridge University Press, 2002.<br /> * Weskamp, Ralf. ''Fachdidaktik: Grundlagen und Konzepte.'' Berlin: Cornelsen, 2001.<br /> <br /> <br /> ==== Assessment ====<br /> <br /> * Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13. <br /> <br /> <br /> ==== Bilingual Teaching ====<br /> <br /> * Wildhage, Manfred. &quot;Von Verstehen und Verständigung: Möglichkeiten und Grenzen des bilingualen Geschichtsunterrichts.&quot; ''Praxis Geschichte'' 1 (2002): 4-11.<br /> <br /> <br /> ==== Communicative Competence ====<br /> <br /> * Harden, Theo. ''Angewandte Linguistik und Fremdsprachendidaktik.'' Tübingen: Narr Franke Attempo Verlag, 2006. 48-53.<br /> <br /> <br /> ==== Communicative Language Teaching ====<br /> <br /> * Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> * De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> * Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> * Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> * Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> * Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> ==== Grammar ====<br /> <br /> * Ellis, Rod. &quot;Grammar Teaching.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 167-174.<br /> * Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.<br /> * Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> * Kieweg, Werner. &quot;Kommunikative Grammatikübungen: Sprechaktkompetenz als Lernziel.&quot; ''Der Fremdsprachliche Unterricht'' 82 (2006): 2-5.<br /> * Kuhn, Tatjana. ''Grammatik im Englischunterricht der Primarstufe: Theoretische Grundlagen und praktische Unterrichtsvorschläge.'' Heidelberg: Universitätsverlag Winter, 2006.<br /> * Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.<br /> * Richards, Jack C. &quot;Addressing the Grammar Gap in Task Work.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 153-166.<br /> * Swan, Michael. &quot;Seven Bad Reasons for Teaching Grammar - and Two Good Ones.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 148-152.<br /> <br /> <br /> ==== (Foreign) Language Acquisition Theories ====<br /> <br /> * Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.<br /> * Harden, Theo. ''Angewandte Linguistik und Fremdsprachendidaktik.'' Tübingen: Narr Franke Attempo Verlag, 2006. 136-153, 181-208.<br /> * Pienemann, Manfred. &quot;Spracherwerb in der Schule: Was in den Köpfen der Kinder vorgeht.&quot; ''Englischerwerb in der Grundschule: Ein Studien- und Arbeitsbuch.'' Eds. Manfred Pienemann, Jörg-U. Keßler, and Eckhard Roos. Paderborn: Schöningh (UTB), 2006. 33-63.<br /> <br /> <br /> ==== Language Learning and Teaching Strategies ====<br /> <br /> * Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.<br /> * Johnson, Keith. An Introduction to Foreign Language Learning and Teaching. 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.<br /> * Knapp, Annelie. &quot;Aspekte guten Englischunterrichts.&quot; ''Was ist guter Fachunterricht?'' Ed. Landesinstitut für Schule und Weiterbildung. Bönen: Verlag für Schule und Weiterbildung, 2000. 75-104.<br /> * Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.<br /> * Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.<br /> <br /> <br /> ==== Learning and Intelligence ====<br /> <br /> * Stern, Elsbeth and Ralph Schumacher. ''Intelligentes Wissen als Lernziel.'' Universitas 59.2 (2004): 121–134. (See Elsbeth Stern's [http://www.ifvll.ethz.ch/people/sterne website] for [http://www.ifvll.ethz.ch/people/sterne/lernziel_2004.pdf this] and other texts. Some are available there in pdf format!)<br /> <br /> <br /> ==== Lesson Planning ====<br /> <br /> * Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.<br /> <br /> <br /> ==== Listening ====<br /> <br /> * &quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.<br /> * Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.<br /> <br /> <br /> ==== Media in the Classroom ====<br /> <br /> <br /> ==== Pronunciation ====<br /> <br /> * Jones, Rodney H. &quot;Beyond 'Listen and Repeat': Pronunciation Teaching Materials and Theories of Second Language Acquisition.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 178-187.<br /> <br /> <br /> ==== Reading ====<br /> <br /> * &quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.<br /> <br /> <br /> ==== Speaking ====<br /> <br /> <br /> ==== Task-based Language Teaching ====<br /> <br /> * Littlewood, William. &quot;The task-based approach: some questions and suggestions.&quot; ''ELT Journal'' 58.4 (2004): 319-326.<br /> * Nunan, David. ''Task-Based Language Teaching.'' Cambridge: Cambridge University Press, 2004.<br /> * Swan, Michael. &quot;Legislation by Hypothesis: The Case of Task-Based Instruction.&quot; ''Applied Linguistics'' 26.3 (2005): 376–401.<br /> * [http://www.asian-efl-journal.com/September_06_home.php &quot;Task-based Learning in an Asian Context.&quot; ''Asian EFL Journal'' 8.3 (2006)]<br /> * [http://www.teachingenglish.org.uk/think/articles/criteria-identifying-tasks-tbl Willis, Jane. &quot;Criteria for identifying tasks for TBL.&quot; ''British Council BBC: Teaching English'' 29 May 2008.]<br /> <br /> <br /> ==== Vocabulary ====<br /> <br /> * Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> * Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> * Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.<br /> * Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.<br /> * Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.<br /> * De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> * Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> * Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> * Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> * Nation, Paul. &quot;Best Practice in Vocabulary Teaching and Learning.&quot; Methodology in Language Teaching: An Anthology of Current Practice. Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 267-272.<br /> * Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.<br /> * Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> * Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.<br /> <br /> <br /> ==== Writing ====</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2009-10_AM_Teaching_for_Communicative_Competence 2009-10 AM Teaching for Communicative Competence 2009-12-09T21:33:25Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Tuesdays, 2-4pm<br /> * '''Venue:''' A10 1-121<br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - October 20, 2009 ==<br /> <br /> Writing/developing a poster AND CLT in plans and syllabuses<br /> <br /> *In this session we will take a closer look at official guidelines and the Common European Framework of Reference for Languages (CEFR).<br /> <br /> Before class please look at the topics for this semester and choose two possible dates when you would be able to give a<br /> presentation.<br /> <br /> For this session please download:<br /> <br /> *Referenzrahmen: [http://www.hueber.de/wiki-99-stichwoerter/index.php/Referenzrahmen Hueber wiki]<br /> <br /> *Core curriculum: [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=7efe34fa70f124ba0df99db7fb28a4cb Niedersächsisches Kulturministerium]<br /> <br /> <br /> == Week 2 - October 27, 2009 ==<br /> <br /> What makes lesson plans communicative?<br /> <br /> *Please collect definitions of communicative competence (the following link to [http://books.google.de/books?uid=14402695489893961398&amp;client=firefox-a google books] may be helpful).<br /> <br /> *Please outline basic elements of the concept of communicative competence as it is used in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 Niedersachen core curricula] (of your school form).<br /> <br /> <br /> == Week 3 - November 3, 2009 ==<br /> <br /> Skill development and CLT<br /> <br /> References:<br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> == Week 4 - November 10, 2009 ==<br /> <br /> Concepts of CLT<br /> <br /> *Action Item: Write a review of the lesson plan &quot;zoo&quot;. Do not write more than 250 words. Apply your indicators. Be prepared to read your text aloud in class.<br /> <br /> <br /> == Week 5 - November 17, 2009 ==<br /> <br /> Pedagogical perspectives on CLT<br /> *Learning strategies (Rebecca Oxford)<br /> *Good language learners (Naimann et al)<br /> *Action item: a) Please define five features for evaluating lesson plans. b) Apply your features by analyzing &quot;Shop&quot; (see download on Stud-ip)<br /> *Preparation: Please outline questions that aim at gaining data about learning strategies that individual learners apply.<br /> <br /> Task 1: Describe a classroom (used in a figurative sense) that supports good language learning strategies.<br /> Consider<br /> *the role of the teacher<br /> *the design of activities<br /> *the attitude toward errors<br /> *the explicit teaching of strategies<br /> *the role of explicit teaching<br /> *the learning outcomes<br /> <br /> Task 2: Outline a research project on strategy use<br /> *describe why strategies play an important role in modern ELT<br /> *develop from this your hypothesis/your research question<br /> *outline the method you would apply<br /> <br /> References:<br /> *[http://books.google.com/books?id=0srF1efGdxgC&amp;pg=PT310&amp;lpg=PT310&amp;dq=good+language+learners+ppt&amp;source=bl&amp;ots=NldCTKdmEU&amp;sig=PVkH22AS_BTOZzBBuChQpbiAMbU&amp;hl=en&amp;ei=gJ4CS46wE4vQ-Qap98D8Dw&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CCMQ6AEwCQ#v=onepage&amp;q=&amp;f=false Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;pg=PA167&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.]<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=RA1-PA127&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; ''Methodology in Language Teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.]<br /> *[http://books.google.de/books?id=Y8UrkNhjNsQC&amp;pg=PA149&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Chapters 8.3 and 8.4. in: Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.]<br /> <br /> <br /> == Week 6 - November 24, 2009 ==<br /> <br /> How should we teach grammar?<br /> <br /> References:<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT393&amp;dq=grammar+teaching&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Section 7: &quot;Teaching Grammar.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 145-174.]<br /> *[http://books.google.de/books?id=sGHaJWahXL0C&amp;pg=PA102&amp;dq=grammar+teaching&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.]<br /> *[http://books.google.de/books?id=60pM6VBj7kkC&amp;pg=PA181&amp;dq=Grammatik+unterricht&amp;client=firefox-a#v=onepage&amp;q=Grammatik%20unterricht&amp;f=false Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> <br /> == Week 7 - December 1, 2009 ==<br /> <br /> How should we teach grammar?/Poster research<br /> <br /> Homework due Dec. 1:<br /> 1. Your task (workload): Is grammar teaching always necessary? Please write a paraphraph with no more than 400 words.<br /> 2. Activities: Form-focused and function-focused grammar practise (see Richard text in stud-ip folder for 24.11.09)<br /> 3. The role of consciousness-raising (see Ellis text in stud-ip folder for 24.11.09)<br /> 4. PPP: Lesson planning and grammar teaching (see Ziegeser text in stud-ip folder for 24.11.09)<br /> Please be prepared to outline your reserach project for the poster session!!!!!!<br /> <br /> Suggestions for actions items (3KP) and research projects/posters (6KP):<br /> <br /> *Action Item 1 (3KP): How form-focused or task-focused are grammar activities in ____(book title)?<br /> *Research Project 1 (6KP): On the same topic, but based on a corpus of: 4-8 books (classes 5/6; 7/8, Cornelsen, Klett, Diesterweg)<br /> <br /> *Action Item 2 (3KP): Research proposal: Mnemonic strategies learners apply in vocabulary learning.<br /> *Research Project 2 (6KP): On the same topic<br /> <br /> *Action Item 3 (3KP): What strategies are promoted in class through textbooks?<br /> *Research Project 3 (6KP): What strategies do learners prefer for vocabulary learning (young learners/adult learners/fellow students....)?<br /> <br /> *Action Item 4 (3KP): Attitudes in &quot;Einführungen&quot; toward grammar teaching. A comparison of English/French/German as a foreign language.<br /> *Research Project 4 (6KP): What are good language learners? Questionnaire for primary/Realschule/Gymnasium teachers and a comparison of data.<br /> <br /> *Action Item 5 (3KP): Tipps for learning vocabulary efficiently: What textbooks recommend and the perspective of research.<br /> *Research Project 5 (6KP): see AI 5<br /> <br /> *Action Item 6 (3KP): Research proposal for AI 5<br /> <br /> Feel free to suggest a topic of your own choice.<br /> <br /> == Week 8 - December 8, 2009 ==<br /> <br /> How should we teach vocabulary?<br /> <br /> *Action Item: How do you select vocabulary for a given level? What do modern introductions to methodology or didactics tell us? (5-6 pages, 3 KP)<br /> *Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?<br /> *Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?<br /> *Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)<br /> <br /> References:<br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *[http://books.google.de/books?id=1G6bUwPtPmkC&amp;pg=PA7&amp;dq=vokabellernen&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=vokabellernen&amp;f=false Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.]<br /> *[http://books.google.de/books?id=aXGSpr7VtRQC&amp;pg=PA21&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=Vokabellernen&amp;f=false Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;printsec=frontcover&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.]<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *[http://books.google.de/books?id=pRzz5mq2YIcC&amp;printsec=frontcover&amp;dq=neveling&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.]<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *[http://books.google.de/books?id=cOy2ac0ZN40C&amp;pg=PA3&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.]<br /> <br /> <br /> == Week 9 - December 15, 2009 ==<br /> <br /> Principles of lesson planning<br /> <br /> *Class description<br /> *Timetable fit<br /> *Anticipated problems<br /> *Content selection<br /> *Activities, procedures, and timing<br /> *Lesson aims/learning outcomes<br /> *Formal plan<br /> <br /> For this session: Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in <br /> your group work session).<br /> <br /> Reference:<br /> *[http://books.google.de/books?id=O8xqiBcmojwC&amp;pg=PA18&amp;dq=lesson+planning&amp;lr=&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=lesson%20planning&amp;f=false Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.]<br /> <br /> <br /> == Week 10 - January 5, 2010 ==<br /> <br /> Planning, analysing, evaluating <br /> <br /> Facilitation: Mr. Gehring<br /> <br /> == Week 11 - January 12, 2010 ==<br /> <br /> Listening and reading<br /> <br /> Facilitation: Friederike Tiemerding, Anne-Sophie Sauer, Henrike von Delft, Ann-Kristin Bux<br /> <br /> References:<br /> *[http://books.google.de/books?id=AmFQwIi0wnQC&amp;printsec=frontcover&amp;dq=edmondson&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=&amp;f=false Oral texts/written texts: Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> *[http://books.google.de/books?id=pnzyoHVaKQsC&amp;printsec=frontcover&amp;dq=listening&amp;client=firefox-a&amp;cd=3#v=onepage&amp;q=&amp;f=false Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT402&amp;dq=listening&amp;client=firefox-a&amp;cd=10#v=onepage&amp;q=listening&amp;f=false &quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT408&amp;dq=reading&amp;lr=&amp;client=firefox-a&amp;cd=24#v=onepage&amp;q=reading&amp;f=false &quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.]<br /> <br /> <br /> == Week 12 - January 19, 2010 ==<br /> <br /> Speaking and writing<br /> <br /> <br /> == Week 13 - January 26, 2010 ==<br /> <br /> Media in ELT<br /> <br /> <br /> == Week 14 - February 2, 2010 ==<br /> <br /> Individual counselling</div> Lindsay https://wiki.angl-am.uni-oldenburg.de/index.php/2009-10_AM_Teaching_for_Communicative_Competence 2009-10 AM Teaching for Communicative Competence 2009-12-09T21:31:44Z <p>Lindsay: </p> <hr /> <div>{{Template:Navigation:English Didactics}}<br /> <br /> * '''Lecturer:''' [[User: Wolfgang Gehring|Wolfgang Gehring]]<br /> * '''Language tutor:''' [[User: Lindsay|Lindsay]]<br /> * '''Time:''' Tuesdays, 2-4pm<br /> * '''Venue:''' A10 1-121<br /> <br /> <br /> __TOC__<br /> <br /> *[[Grundlagen der Leistungsbewertung in AM 7 und AM 8]]<br /> *[[Erwartungshorizont von AM 7 und AM 8]]<br /> <br /> <br /> == Week 1 - October 20, 2009 ==<br /> <br /> Writing/developing a poster AND CLT in plans and syllabuses<br /> <br /> *In this session we will take a closer look at official guidelines and the Common European Framework of Reference for Languages (CEFR).<br /> <br /> Before class please look at the topics for this semester and choose two possible dates when you would be able to give a<br /> presentation.<br /> <br /> For this session please download:<br /> <br /> *Referenzrahmen: [http://www.hueber.de/wiki-99-stichwoerter/index.php/Referenzrahmen Hueber wiki]<br /> <br /> *Core curriculum: [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=7efe34fa70f124ba0df99db7fb28a4cb Niedersächsisches Kulturministerium]<br /> <br /> <br /> == Week 2 - October 27, 2009 ==<br /> <br /> What makes lesson plans communicative?<br /> <br /> *Please collect definitions of communicative competence (the following link to [http://books.google.de/books?uid=14402695489893961398&amp;client=firefox-a google books] may be helpful).<br /> <br /> *Please outline basic elements of the concept of communicative competence as it is used in the [http://nline.nibis.de/cuvo/menue/nibis.phtml?menid=116&amp;PHPSESSID=aecf535165df6efd75ff1984d3e02d08 Niedersachen core curricula] (of your school form).<br /> <br /> <br /> == Week 3 - November 3, 2009 ==<br /> <br /> Skill development and CLT<br /> <br /> References:<br /> *Appel, Joachim. &quot;Sprechen als performance.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 47 (2000): 28-31.<br /> *De Florio-Hansen, Inez. &quot;Sinnvolles Üben - kommunikationsorientiert.&quot; ''Praxis Fremdsprachenunterricht'' 4 (2007): 6-11.<br /> *Kieweg, Werner. &quot;Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 82 (2006): 31-36.<br /> *Kieweg, Werner. &quot;Mündliche Leistungen beurteilen.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 40 (2007): 10-13.<br /> *Massler, Ute. &quot;Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen.&quot; ''Englisch'' 3 (2005): 1-10.<br /> *Taubenböck, Andrea. &quot;Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht.&quot; ''Der Fremdsprachliche Unterricht Englisch'' 90 (2007): 2-8.<br /> <br /> <br /> == Week 4 - November 10, 2009 ==<br /> <br /> Concepts of CLT<br /> <br /> *Action Item: Write a review of the lesson plan &quot;zoo&quot;. Do not write more than 250 words. Apply your indicators. Be prepared to read your text aloud in class.<br /> <br /> <br /> == Week 5 - November 17, 2009 ==<br /> <br /> Pedagogical perspectives on CLT<br /> *Learning strategies (Rebecca Oxford)<br /> *Good language learners (Naimann et al)<br /> *Action item: a) Please define five features for evaluating lesson plans. b) Apply your features by analyzing &quot;Shop&quot; (see download on Stud-ip)<br /> *Preparation: Please outline questions that aim at gaining data about learning strategies that individual learners apply.<br /> <br /> Task 1: Describe a classroom (used in a figurative sense) that supports good language learning strategies.<br /> Consider<br /> *the role of the teacher<br /> *the design of activities<br /> *the attitude toward errors<br /> *the explicit teaching of strategies<br /> *the role of explicit teaching<br /> *the learning outcomes<br /> <br /> Task 2: Outline a research project on strategy use<br /> *describe why strategies play an important role in modern ELT<br /> *develop from this your hypothesis/your research question<br /> *outline the method you would apply<br /> <br /> Reading suggestions:<br /> <br /> *[http://books.google.com/books?id=0srF1efGdxgC&amp;pg=PT310&amp;lpg=PT310&amp;dq=good+language+learners+ppt&amp;source=bl&amp;ots=NldCTKdmEU&amp;sig=PVkH22AS_BTOZzBBuChQpbiAMbU&amp;hl=en&amp;ei=gJ4CS46wE4vQ-Qap98D8Dw&amp;sa=X&amp;oi=book_result&amp;ct=result&amp;resnum=10&amp;ved=0CCMQ6AEwCQ#v=onepage&amp;q=&amp;f=false Griffiths, Carol, ed. ''Lessons from Good Language Learners.'' Cambridge: Cambridge University Press, 2008.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;pg=PA167&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies.&quot; ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 166-172.]<br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=RA1-PA127&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Oxford, Rebecca. &quot;Language Learning Strategies in a Nutshell: Update and ESL Suggestions.&quot; ''Methodology in Language Teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 124-132.]<br /> *[http://books.google.de/books?id=Y8UrkNhjNsQC&amp;pg=PA149&amp;dq=learning+strategies&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=learning%20strategies&amp;f=false Chapters 8.3 and 8.4. in: Johnson, Keith. ''An Introduction to Foreign Language Learning and Teaching.'' 2001. 2nd ed. Harlow: Pearson Education Limited, 2008. 142-158.]<br /> <br /> <br /> == Week 6 - November 24, 2009 ==<br /> <br /> How should we teach grammar?<br /> <br /> Reading suggestions:<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT393&amp;dq=grammar+teaching&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Section 7: &quot;Teaching Grammar.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 145-174.]<br /> *[http://books.google.de/books?id=sGHaJWahXL0C&amp;pg=PA102&amp;dq=grammar+teaching&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=grammar%20teaching&amp;f=false Pachler, Norbert and Jo Bond. &quot;Teaching and learning grammar.&quot; ''Teaching Modern Foreign Languages at Advanced Level.'' Ed. Norbert Pachler. London: Routledge, 1999. 93-116.]<br /> *[http://books.google.de/books?id=60pM6VBj7kkC&amp;pg=PA181&amp;dq=Grammatik+unterricht&amp;client=firefox-a#v=onepage&amp;q=Grammatik%20unterricht&amp;f=false Gnutzmann, Claus, and Frank G. Königs, eds. ''Perspektiven des Grammatikunterrichts.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> <br /> == Week 7 - December 1, 2009 ==<br /> <br /> How should we teach grammar?/Poster research<br /> <br /> Homework due Dec. 1:<br /> 1. Your task (workload): Is grammar teaching always necessary? Please write a paraphraph with no more than 400 words.<br /> 2. Activities: Form-focused and function-focused grammar practise (see Richard text in stud-ip folder for 24.11.09)<br /> 3. The role of consciousness-raising (see Ellis text in stud-ip folder for 24.11.09)<br /> 4. PPP: Lesson planning and grammar teaching (see Ziegeser text in stud-ip folder for 24.11.09)<br /> Please be prepared to outline your reserach project for the poster session!!!!!!<br /> <br /> Suggestions for actions items (3KP) and research projects/posters (6KP):<br /> <br /> *Action Item 1 (3KP): How form-focused or task-focused are grammar activities in ____(book title)?<br /> *Research Project 1 (6KP): On the same topic, but based on a corpus of: 4-8 books (classes 5/6; 7/8, Cornelsen, Klett, Diesterweg)<br /> <br /> *Action Item 2 (3KP): Research proposal: Mnemonic strategies learners apply in vocabulary learning.<br /> *Research Project 2 (6KP): On the same topic<br /> <br /> *Action Item 3 (3KP): What strategies are promoted in class through textbooks?<br /> *Research Project 3 (6KP): What strategies do learners prefer for vocabulary learning (young learners/adult learners/fellow students....)?<br /> <br /> *Action Item 4 (3KP): Attitudes in &quot;Einführungen&quot; toward grammar teaching. A comparison of English/French/German as a foreign language.<br /> *Research Project 4 (6KP): What are good language learners? Questionnaire for primary/Realschule/Gymnasium teachers and a comparison of data.<br /> <br /> *Action Item 5 (3KP): Tipps for learning vocabulary efficiently: What textbooks recommend and the perspective of research.<br /> *Research Project 5 (6KP): see AI 5<br /> <br /> *Action Item 6 (3KP): Research proposal for AI 5<br /> <br /> Feel free to suggest a topic of your own choice.<br /> <br /> == Week 8 - December 8, 2009 ==<br /> <br /> How should we teach vocabulary?<br /> <br /> *Action Item: How do you select vocabulary for a given level? What do modern introductions to methodology or didactics tell us? (5-6 pages, 3 KP)<br /> *Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?<br /> *Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?<br /> *Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)<br /> <br /> References<br /> <br /> *Adamczak-Krysztofowicz, Sylwia and Antje Stork. “Zum Vokabellernen befähigen: Lernstrategien vermitteln.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 27-31.<br /> *Aßbeck, Johann. &quot;Schaut Euch dann bis zur nächsten Stunde die Wörter an! Hausaufgaben und Wörterlernen.“ ''Der Fremdsprachliche Unterricht Englisch'' 22 (1996): 25-30.<br /> *[http://books.google.de/books?id=1G6bUwPtPmkC&amp;pg=PA7&amp;dq=vokabellernen&amp;lr=&amp;client=firefox-a#v=onepage&amp;q=vokabellernen&amp;f=false Bahns, Jens. ''Kollokationen und Wortschatzarbeit im Englischunterricht.'' Tübingen: Gunther Narr Verlag, 1997.]<br /> *[http://books.google.de/books?id=aXGSpr7VtRQC&amp;pg=PA21&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=Vokabellernen&amp;f=false Birkenbihl, Vera F. “Warum Vokabellernen nicht funktioniert.” ''Sprachenlernen leichtgemacht!: Die Birkenbihl-Methode zum Fremdsprachenlernen.'' 1987. 31st ed. Speyer: GABAL-Verlag, 2006. 21-23.]<br /> *[http://books.google.de/books?id=NHxOXpII6ssC&amp;printsec=frontcover&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Carter, Ronald. “Vocabulary.” ''The Cambridge Guide to Teaching English to Speakers of Other Languages.'' Eds. Ronald Carter and David Nunan. Cambridge: Cambridge University Press, 2001. 42-47.]<br /> *De Florio-Hansen, Inez. “Lernen, wie man Wortschatz lernt: von der Instruktion zur Lernerautonomie.“ ''Der Fremdsprachliche Unterricht Französisch'' 23 (1996): 4-11.<br /> *Finger, Hans. “Wieviel Kontext beim Wörterlernen im Englischunterricht?“ ''Praxis des neusprachlichen Unterrichts'' 44.3 (1997): 252-256.<br /> *Kieweg, Werner. “15 Tricks zum Vokabellernen.” ''Lernchance''n 53.9 (2006): 21-36. <br /> *Kreyer, Rolf. “Das Korpus im Klassenzimmer.” ''Praxis Fremdsprachenunterricht'' 6 (2007): 17-21. <br /> *[http://books.google.de/books?id=pRzz5mq2YIcC&amp;printsec=frontcover&amp;dq=neveling&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Neveling, Christiane. ''Wörterlernen mit Wörternetzen: Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren.'' Tübingen: Gunther Narr Verlag, 2004.]<br /> *Sommerschuh, Günther. “Any unknown words? Let me show you what I know! Schüleraktivierende Methoden in der Sekundarstufe I.“ ''Praxis Fremdsprachenunterricht'' 4.4 (2007): 40-44.<br /> *[http://books.google.de/books?id=cOy2ac0ZN40C&amp;pg=PA3&amp;dq=Vokabellernen&amp;client=firefox-a#v=onepage&amp;q=&amp;f=false Stork, Antje. ''Vokabellernen: Eine Untersuchung zur Effizienz von Vokabellernstrategien.'' Tübingen: Günther Narr Verlag, 2003.]<br /> <br /> <br /> == Week 9 - December 15, 2009 ==<br /> <br /> Principles of lesson planning<br /> <br /> *Class description<br /> *Timetable fit<br /> *Anticipated problems<br /> *Content selection<br /> *Activities, procedures, and timing<br /> *Lesson aims/learning outcomes<br /> *Formal plan<br /> <br /> For this session: Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in <br /> your group work session).<br /> <br /> Reference:<br /> [http://books.google.de/books?id=O8xqiBcmojwC&amp;pg=PA18&amp;dq=lesson+planning&amp;lr=&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=lesson%20planning&amp;f=false Bailey, Kathleen M. &quot;The best laid plans: teachers‘ in-class decisions to depart from their lesson plans.&quot; ''Voices From the Language Classroom: Qualitative Research in Second Language Acquisition.'' Eds. David Nunan and Kathleen M. Bailey. Cambridge: Cambridge University Press, 1996. 15-40.]<br /> <br /> <br /> == Week 10 - January 5, 2010 ==<br /> <br /> Planning, analysing, evaluating <br /> <br /> Facilitation: Mr. Gehring<br /> <br /> == Week 11 - January 12, 2010 ==<br /> <br /> Listening and reading<br /> <br /> Facilitation: Friederike Tiemerding, Anne-Sophie Sauer, Henrike von Delft, Ann-Kristin Bux<br /> <br /> References:<br /> *[http://books.google.de/books?id=AmFQwIi0wnQC&amp;printsec=frontcover&amp;dq=edmondson&amp;client=firefox-a&amp;cd=8#v=onepage&amp;q=&amp;f=false Oral texts/written texts: Edmondson, Willis. ''Twelve Lectures on Second Language Acquisition: Foreign Language Teaching and Learning Perspectives.'' Tübingen: Gunther Narr Verlag, 1999.]<br /> <br /> *[http://books.google.de/books?id=pnzyoHVaKQsC&amp;printsec=frontcover&amp;dq=listening&amp;client=firefox-a&amp;cd=3#v=onepage&amp;q=&amp;f=false Ur, Penny. ''Teaching Listening Comprehension.'' Cambridge: Cambridge University Press, 1984.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT402&amp;dq=listening&amp;client=firefox-a&amp;cd=10#v=onepage&amp;q=listening&amp;f=false &quot;Section 10: Teaching Listening.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 235-254.]<br /> <br /> *[http://books.google.de/books?id=l3vTGZdgzcIC&amp;pg=PT408&amp;dq=reading&amp;lr=&amp;client=firefox-a&amp;cd=24#v=onepage&amp;q=reading&amp;f=false &quot;Section 12: Teaching Reading.&quot; ''Methodology in language teaching: An Anthology of Current Practice.'' Eds. Jack C. Richards and Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 273-302.]<br /> <br /> <br /> == Week 12 - January 19, 2010 ==<br /> <br /> Speaking and writing<br /> <br /> <br /> == Week 13 - January 26, 2010 ==<br /> <br /> Media in ELT<br /> <br /> <br /> == Week 14 - February 2, 2010 ==<br /> <br /> Individual counselling</div> Lindsay