Introduction to TEFL

- Teaching English as a Foreign Language

- refers to the process by which children learn their native language

-> typically occurs in the first few years of life

-> unconscious process that occurs through exposure and interaction with the language

- refers to the process by which individuals learn a new language after acquiring their first language

-> can occur by any age

-> can be influenced by a variety of factors (e.g.: motivation, exposure to the language, individual learning styles)

-> typically occurs in a multilingual context

-> often influenced by learner's first language 

- refers to learning a new language that is not spoken in one's native country 

-> can occur through formal instruction in a classroom setting

-> typically occurs in a monolingual context

-> not influenced by learner's first language

- common language used between people who do not share the same native language

- syllabus -> what

- method -> how

- approach -> why

- practical usage (e.g.: English + Spanish)

- formal education (e.g.: Greek + Latin)

- aim: using the language

- educated elite

- FL for communication

- analyzing language as a system

- formal study of grammar

- imitation / repetition of language only

-> no rules are learned

- limited vocabulary

- aim: application of rules + formation of correct sentences

- problem: learner's needs + normal conversation = ignored

- oral communication

- teacher must ba a native speaker

-1950/1960

- habit formation

- no focus on understanding 

-> intuitive response only

- environment affects learner

- aim: setting parameters

- problem: neglect of semantics + neglect of communicative skills

- based on communication, not on grammar

5 hypotheses:

- acquisition - learning hypothesis

- natural order hypothesis 

- affective filter hypothesis 

- monitor - model hypothesis 

- input hypothesis 

- assimilation: new info is added and connected to previous conception

-> children = lone learners

- children ≠ lone learners

- learning = based on social interactions

- focus: implicit language teaching

- problem: authentic communication assessment

- focus: implicit language teaching

- problem: authentic communicative assessment

- aim: grammatical correctness 

-> prevent fossilization

- problem: flexibility, partial lack of systematicity

- focus: real communication

- be tolerant of learner's errors

- both accuracy and fluency

- aim: language learning

-> active + individual process

- focus: learner's autonomy

- responsibilities: teacher: useful input

                               learner: own intake

-> learning = experiencing

from -> to:

teacher focus -> learner focus

product orientation -> process orientation

input orientation -> output variation

knowledge -> competence

"the" learner -> different learners

- grammar competence

- discourse competence

- soziocultural competence

- strategic competence

- exercise (pedagogic activity)

vs.

- task (real world activity)

- topic relevance

- creating awareness

- learner's priors knowledge

- learner's motivation + self determination

- learner's language needs

- process relevance of task

- ability to select + sequence 

- competence to organize pre- und post task activities

- willingness to adapt

- sensitivity to differences

framework for:

- Bildungsstandards (national level)

- Lehr-/ Bildungspläne (state/ school level)

- competence based (focus on output)

- situated practice

- audience

- task orientation

- learner texts

- resources

- evaluation

- cooperative learning

- mediating competence

- language

- pathways of learning

- language acquisition

- teaching activity

- roles of teachers

- institutional contexts

- input providers

- language models

- models concerning the enthusiasm for foreign languages

- very good command of language

- present authentic discourse

- establish an anxiety-free atmosphere

- set tasks for genuine language use

- empathy

- authenticity

- respect

1. knowledge of subject matters

2. being well prepared

3. being fluent in the use of the language

4. enjoying teaching

5. being willing + able to grade

6. fairness

7. organizing of lessons

8. control (classroom)

9. self-control

10. dedication

- gender

- intelligence

- age

- motivation

- personality

- language aptitude

- biographical background

- learning styles + strategies

- meta - cognitive

-> planning one's learning

- cognitive strategies

-> learning to interact with material

- social / affective strategies

-> interacting with others

- develop intercultural awareness

- acquire skills + know-how

- develop a more complex personality

1. learner's autonomy

2. intelligence

3. apitude

4. personality

5. motivation

6. different learning styles

- oracy + receptive: listening

- oracy + productive: speaking

- literacy + receptive: reading

- literacy + productive: writing

- spelling + pronunciation

- semantics (e.g.: false friends, fuzzy meanings, homophones, institutional expressions,...,)

- rules don't need to be learned by heart 

-> understanding eases reconstruction

present:

- learner meets new grammatical form

practice:

- analyze the grammatical form

produce:

- produce utterance with incorporating the grammatical form

1. information

-> knowledge about the target culture

2. empathy

-> changing perspective, accepting "foreignness"

3. reflection

-> contrasting with own culture

- linguistic awareness

+

- cultural awareness

- everything used to mediate / transport meaning

what

-> Bildungsstandards

when

-> duration of the lesson

who

-> students needs + prerequisites

where

-> room, structure of tables 

why

-> learning objective -> aims

how

-> materials, methods, social form

texts should be:

- interesting

- manageable

- sticking to curricula

important:

- effective reading

- pre/ while/ post reading process

- context

recent perspective:

-> teaching - learning - assessment = connected

- different types of testing 

- content + language integrated learning

-> teach a subject in a foreign language

- RLP follows an integrated approach, no real English lesson -> 10 minutes a day

- young learners don't mind taking risks, but their attention span is short