Difference between revisions of "2009-10 AM Teaching for Communicative Competence"

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*Lesson aims/learning outcomes
 
*Lesson aims/learning outcomes
 
*Formal plan
 
*Formal plan
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*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)
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*Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?
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*Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?
 +
*Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)
 +
 +
Reference:
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[http://books.google.de/books?id=O8xqiBcmojwC&pg=PA18&dq=lesson+planning&lr=&client=firefox-a&cd=8#v=onepage&q=lesson%20planning&f=false Bailey, Kathleen M. "The best laid plans: teachers‘ in-class decisions to depart from their lesson plans." ''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.]
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Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in group work session) .
  
  

Revision as of 23:17, 9 December 2009

English Didactics

Educational Terminology

Online Resources for ELT

Online Journals for Foreign Language Teaching

Literary Research for Didactics

Secondary Literature for ELT



Week 1 - October 20, 2009

Writing/developing a poster AND CLT in plans and syllabuses

  • In this session we will take a closer look at official guidelines and the Common European Framework of Reference for Languages (CEFR).
  • Before class please look at the topics for this semester and choose two possible dates when you would be able to give a presentation.

For this session please download:


Week 2 - October 27, 2009

What makes lesson plans communicative?

  • Please collect definitions of communicative competence (the following link to google books may be helpful).
  • Please outline basic elements of the concept of communicative competence as it is used in the Niedersachen core curricula (of your school form).


Week 3 - November 3, 2009

Skill development and CLT

Literature:

  • Appel, Joachim. "Sprechen als performance." Der Fremdsprachliche Unterricht Englisch 47 (2000): 28-31.
  • De Florio-Hansen, Inez. "Sinnvolles Üben - kommunikationsorientiert." Praxis Fremdsprachenunterricht 4 (2007): 6-11.
  • Kieweg, Werner. "Coffee? Mmh. Milk, too? Die kommunikative Relevanz der Grammatik reflektieren." Der Fremdsprachliche Unterricht Englisch 82 (2006): 31-36.
  • Kieweg, Werner. "Mündliche Leistungen beurteilen." Der Fremdsprachliche Unterricht Englisch 40 (2007): 10-13.
  • Massler, Ute. "Aufgaben zur Entwicklung interkultureller kommunikativer Kompetenz in medial vermittelten Begegnungssituationen." Englisch 3 (2005): 1-10.
  • Taubenböck, Andrea. "Sprache kommt von sprechen. Ein Plädoyer für mehr Mündlichkeit im Englischunterricht." Der Fremdsprachliche Unterricht Englisch 90 (2007): 2-8.


Week 4 - November 10, 2009

Concepts of CLT

  • Action Item: Write a review of the lesson plan "zoo". Do not write more than 250 words. Apply your indicators. Be prepared to read your text aloud in class.


Week 5 - November 17, 2009

Pedagogical perspectives on CLT

  • Learning strategies (Rebecca Oxford)
  • Good language learners (Naimann et al)
  • Action item: a) Please define five features for evaluating lesson plans. b) Apply your features by analyzing "Shop" (see download on Stud-ip)
  • Preparation: Please outline questions that aim at gaining data about learning strategies that individual learners apply.

Task 1: Describe a classroom (used in a figurative sense) that supports good language learning strategies. Consider

  • the role of the teacher
  • the design of activities
  • the attitude toward errors
  • the explicit teaching of strategies
  • the role of explicit teaching
  • the learning outcomes

Task 2: Outline a research project on strategy use

  • describe why strategies play an important role in modern ELT
  • develop from this your hypothesis/your research question
  • outline the method you would apply

Reading suggestions:


Week 6 - November 24, 2009

How should we teach grammar?

Reading suggestions:


Week 7 - December 1, 2009

How should we teach grammar?/Poster research

Homework due Dec. 1:

  • 1. Your task (workload): Is grammar teaching always necessary? Please write a paraphraph with no more than 400 words.
  • 2. Activities: Form-focused and function-focused grammar practise (see Richard text in stud-ip folder for 24.11.09)
  • 3. The role of consciousness-raising (see Ellis text in stud-ip folder for 24.11.09)
  • 4. PPP: Lesson planning and grammar teaching (see Ziegeser text in stud-ip folder for 24.11.09)

Please be prepared to outline your reserach project for the poster session!!!!!!

Suggestions for actions items (3KP) and research projects/posters (6KP):

  • Action Item 1 (3KP): How form-focused or task-focused are grammar activities in ____(book title)?
  • 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)
  • Action Item 2 (3KP): Research proposal: Mnemonic strategies learners apply in vocabulary learning.
  • Research Project 2 (6KP): On the same topic
  • Action Item 3 (3KP): What strategies are promoted in class through textbooks?
  • Research Project 3 (6KP): What strategies do learners prefer for vocabulary learning (young learners/adult learners/fellow students....)?
  • Action Item 4 (3KP): Attitudes in "Einführungen" toward grammar teaching. A comparison of English/French/German as a foreign language.
  • Research Project 4 (6KP): What are good language learners? Questionnaire for primary/Realschule/Gymnasium teachers and a comparison of data.
  • Action Item 5 (3KP): Tipps for learning vocabulary efficiently: What textbooks recommend and the perspective of research.
  • Research Project 5 (6KP): see AI 5
  • Action Item 6 (3KP): Research proposal for AI 5

Feel free to suggest a topic of your own choice.

Week 8 - December 8, 2009

How should we teach vocabulary?

References


Week 9 - December 15, 2009

Principles of lesson planning

  • Class description
  • Timetable fit
  • Anticipated problems
  • Content selection
  • Activities, procedures, and timing
  • Lesson aims/learning outcomes
  • Formal plan
  • 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)
  • Research (6KP): How do teachers at different schools select, introduce, and routinize vocabulary?
  • Research (6KP): How do modern textbooks deal with vocabulary learning (in the short term/long term)?
  • Reserach (6KP): What didactic fields are practitioners interested in? (And do introductions to ELT respond to this at all?)

Reference: Bailey, Kathleen M. "The best laid plans: teachers‘ in-class decisions to depart from their lesson plans." 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.

Please be prepared to explain in detail how to practice vocabulary (possibly the list you dealt with in group work session) .


Week 10 - January 5, 2010

Listening and reading


Week 11 - January 12, 2010

Speaking and writing


Week 12 - January 19, 2010

Your lesson plans/sequences


Week 13 - January 26, 2010

Media in ELT


Week 14 - February 2, 2010

Individual counselling

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