English, TEYL Vorlesung
Teaching English to Young learners
Teaching English to Young learners
Set of flashcards Details
| Flashcards | 42 |
|---|---|
| Language | English |
| Category | Educational Science |
| Level | University |
| Created / Updated | 12.07.2015 / 04.02.2017 |
| Weblink |
https://card2brain.ch/box/english_teyl_vorlesung
|
| Embed |
<iframe src="https://card2brain.ch/box/english_teyl_vorlesung/embed" width="780" height="150" scrolling="no" frameborder="0"></iframe>
|
Create or copy sets of flashcards
With an upgrade you can create or copy an unlimited number of sets and use many more additional features.
Log in to see all the cards.
Who developed TPR, what does it stand for, which are the main ideas?
- James Asher
- Total Physical Response
- Undestand Language, before producing it
- Learners act out commands (watch, listen, do, speak)
As a teacher you need to remember, that children of year 1/2 might ________________ and your 2/3/4 year children will start to develop _______________________________.
- be very self centred (difficulty understanding someones elses point)
- logical, adult like thinking, BUT will need contextualized learning material in concrete situations.
Who introduced the idea of scaffolding, when and what is it about?
- Jerome S Bruner in 1976
- Scaffolding (=gerüst)
During interaction in ZPD, the adult should:
- encourage child
- highlight difficulties
- ensure that the child is not distracted& is motivated to finish the task
Name some of the multiple intelligences according to Gardener.
linguistic, logico-mathematical, musical, bodily-kinaesthetic,...
Which implications did Cameron(2001) suggest for FLT?
- no watered down secondary syllabus
- FL needs to be presented in meaningful/purposeful activities
- literacy skills can only support FL learning later/9years
- teach vocab and discourse skill
- make children aware of patterns and regularities
Learning how to read in English involves...
- recognizing syntactic patterns
- grapho-phonemic correspondence
- recognizing the shapes of letters
- sight recognition of high frequency vocab
- direction of text
- make use of cues
- making use of previous knowledge of the world & topic
- using knowledge of structure &organisation of texts
Top ten of reading in EYL classes (part of it)
- read out regularly with the children, while they follow pictures/prints
- Use a combination of whole word method and phonics
- Reading actvities should be meaningfull, they schould have a purpose
- Organize Pre-reading, while reading and post-reading activities
Are the fllowing activities receptive or productive?
Listening, speaking, reading, writing
receptive: listening, reading productive: speaking, writing
Developing writing in EYL classes, name some points
- Start with tracing and copying individual words
- introduce word-level writing
- introduce guided writing - for an audience
Name the main points of Lewis research from 1993 about vocab and grammar.
Grammar and Lexis are interwaven and hard to seperate & Learners need to be taught lexical phrases/ chunks of language (lexical approach)
How words are learnt, name the 3 stages.
Noticing stage (become aware of a new word); Retrieval (having to remember its meaning, form); Generative use (using it in ones own statement
What grammar to teach?
Facts: plural (children need to accept them); Patterns; Choices ( can i change the words in a sentence?)
What makes a text or a bock a story (Cameron 2001)
- events happen in temporal sequence
- thematic structure: Problems have to be solved difficulties have to be overcome
- Prototypical features: opening (once upon a time); inttroduction of characters, setting and conflict; a series of events; resolution of conflict
- closing (and they lived happily ever after) & moral
How to choose stories to promote language learning?
- Will the content /illustrations engage the learners?
- Are the values/attitudes ambodied in the story acceptable?
- How is the text organised? Is it prototypical?
- What is the balance of dialogue and narrative?
- How is the language used?( repetition? pictures?
- What new language is used?
PLUS: Do I love the book?
How to organise storybook sessions?
- Preparation activity: Brainstorming words, predicting storyline on base of pictures
- Core activity: teacher reads or retells the story; children listen and watch
- Follow-up Activity: drawing a picture and talk about it; writing down individual words, role play, singing
In this method, grammar rules are presented first, which means that this approach is ________?
deductive
The audioluingual method is based on the behaviourist idea that language learning equals __________.
habit formation
According to cameron, why is the use of stories appropriate in primary FLT?
Rich and authentic language, imagination attracts children
In his Studiy, that was published 1989, Elley suggested that illustrated storybooks can support word growth in the L1 of up to 40 % of the vocabulary is explained. Y or N?
Yes
The literate Device that describes a state where the reader knows more than the character of a story is called __________
dramatic irony
Are the following relevant questions when choosing a story to promote language learning according to cameron?
Name the three stages of storybook sessions as suggested by cameron. Give examples for each
Preparartion Activity ( brainstroming words, predicting storyline on the base of pictures)
Core activity (teacher reads or retells story, children listen and watch)
Follow up activity (drawing a picture and talk about it, writing down individual words, roel play, miming actions, singing)
Rank the Following activities according to theit level of difficultiy (1-4), start with the easiest.
Listen and repeat
Role Play
Memory Game (If i went to the market)
Listen and copy actions
1 Listen and copy actions
2 Listen and repeat
3 Memory Game (If i went to the market)
4 Role Play
In 1983, Pawley and Syler suggested that native speakers can speak fluently and quickly because they have memorized a great number of chunks of language. Y or N?
Yes
What can be taught about culture in FL programms?
Geographical Fatcs, How people live, Historical facts, Arts/literature/sports, Rituals
Name three aspects of teaching about how people live in other cultures as part of Landeskunde
Children live in a multicultural society, They need to be prepared for intercultural encounters, should develop cross-cultural awareness by comparing languages and cultures
Listening and culture must be seen as seperate units Y or N?
No
Teaching culture should involve the teaching of intercultural awareness. Y or N?
Yes
When we teach culture, we should develop openness towards culture in children. Y or N?
Yes
Give the full term of the concept developed by Byram in 1997 for the teaching of culture ( ICC). What does it say?
ICC- Intercultural Communicative Competence
Do not just teach cultural fatcs, but also a set of competences:
- attitudes (openness to other cultures)
- Knowledge (cultural infos, discuss stereotypes)
- skills of interpreting and relating (find cultural similarities/ differences)
- skills of discovery and interaction ( native speakers visit school)
- critical culture awareness (teacher as role model, no us vs. them)
-
- 1 / 42
-
