Fachdidaktik Fremdsprachen Englisch
an der PH Rorschach, 4. & 5. Semester
an der PH Rorschach, 4. & 5. Semester
1.1: Nenne verschiedene Theorien des Erstspracherwerbs und erkläre diese kurz.
behavoristische Erklärungsversuch: Lernen durch Belohnung
linguistische Erklärungsversuch: angeborener Spracherwerbsmechanismus
entwicklungspsychologischer Erklärungsversuch: kognitive Vorgänge, Auseinandersetzung und Lernen
sozial- interaktive Erklärungsversuch: durch Wechselwirkung mit dem Kind erlernt man die Sprache
1.1: Welche Konsequenzten ergeben sich aus der Erst- und Zweitsprachenforschung im Klassenzimmer und wieso?
Grammatikumgang: Vergleichen von Sprachen, Grammatiklernen wenig beeinflussbar, Regeln induktiv (selbst) herleiten lassen, Wortschatz wichtiger wie Grammatik
Wortschatz: handlungsorientiert, inhaltlich arbeiten, gezieltes Lernen
Input: animieren durch Theater, Rollenspiel, emotional ansprechen, Techertalk: sprechweise verlangsamen und anpassen, Sprachvorbild sein.
Umgang mit Fehler: Fehler konstruktiv analysieren (Hypothesen die dahinter stecken, Transfer von anderen Sprachen), Beim Sprechen der SuS nicht unterbrechen sondern Redefluss fördern,
Varia: Zeit geben bis Kind sich äussert, verstehensleistung als LP auch messen.
1.2: Nenne die verschiedenen multiplen Intelligenzen nach Gardner und Möglichkeiten diese zu unterstützen.
- Intrapersonale (Selbstkbeobachteung): Reflexion, Tagebuch, Creative writing
- verbal- linguistische: Word-, Reading-, writing games, Rollenspiel, Tonguetwisters, Kreuzworträtsel
- logische-mathematische: Puzzles, Problemlösen, Computerzeugs, Klassifizierung, Ordnen
- räumlich-visuelle: Puzzles (3D), Mindmaps, Zeichnen, konstruieren, Video, Fotos
- körperlich-kinästhetische: TPR, Activites, Dancing,
- interpersonale: Partner-, Gruppenarbeit, Brainstorming, Interview, Dialog
- musikalische: Songs, Rhymes, Chants
- naturalistische: Sortieren, Klassifizieren, Nature projects
1.3: Nenne die verschiedenen fremdsprachdidaktische Methoden, erkläre diese knapp.
Grammar-Translation-Method: only L2 with visual and demonstration aids, question and answer, almost no oral,
Audiolingual method: Kassettenlernen, translating between L+ & L2, bilingual word lists, reading aloud,
Direct Method: authentic, direct, learning over tasks, everyday vocabulary, no grammar, less speaking
Communicative approach: orally presentation and practice, memorisation by ccommunicating, tapes, (CLIL, TBL)
Silent way: Just listen to L2 and its translation in L1
Task based Learning (history): real-livfe communication, teaching through communicative tasks, in history no grammar target and input from teacher)
Suggostopedia: through coloured cuisenaire rods represent structures,
TPR (Total physical response): like this knee, hand, ear song... reacting to commands...
1.4: Was ist CLIL.
1.4: Beschreibe TBL und die Hintergründe (nicht den Ablauf von TBL)?
TBL = Task based learning (Förderung von Sprachhandlungskompetenz mit aufgabenbasiertem Lernen)
Die zentrale Hypothese von TBL ist, dass die Beschäftigung mit adäquaten Problemlösungs- und Lernaufgaben sprachlich-kommunikative Ressourcen der SuS anzapft, die sich durch die interaktive Auseinandersetzung mit der Aufgabe entwickeln werden.
Schlagwörter:
- A clear outcome (product), which is often non-lingusitic and can be appreciated by others.
- Communication (listening, writing, speaking or reading).
- Learner choice/independence. (I’ve added this to the short list to make a clearer distinction between activity and task).
- handlungsorientierter Ansatz
- zielgerichtete Handlung, die man notwendig hält um ein bestimmtes Ergebnis zu erzielen
- Problemstellung, das es zu lösen gilt oder Verpflichtung, der man nachkommen muss
- Konkreter Kontexte eines Szenarios
- Herausforderung: Sprachliche Kompetent mit Handlungsebene verknüpfen, dass Fortschritte geschehen
- motivierendes Lernarrangement
- SuS bewähren sich dadurch
- sprachliche Mittel sind Gegenstand der Reflexion
- language as a medium to achieve outcome
1.4: Umschreibe den Zyklus von TBL von Willis.
Pre-task:
Introduction to topic and task (explores the topic, highlight useful words, LP helps to understand the task)
Task cycle:
Task (doing by themself)
Planning (prepare to report, what they discovered)
Report (present the reports to the class)
Language focus:
Analysis (SuS discuss specific features of the text)
Practice (Teacher conducts practice of new words, phrases and patterns)
Nenne die verschiedene Sprachfertigkeiten.
rezeptive Fertigkeiten:
Hören
Lesen
produktive Fertigkeiten
Schreiben
Sprechen
1.5: How can you improve the listening-skills of the pupils by the common framework? Point out the different steps and some details about it.
The basic Framework
Pre-listening:
give motivation by arouse interest and curisoity.
centextualise the situation into the existing knowledge
prepare the students with vocabulary-work
while-listening:
3 -4 times, first listening task easy (cross)
secoond task more difficult in different levels (multiple choice, gapped-text, first letter, yes-no answer, emty lines to fill out)
third task (correcting own answers)
post-listening
Reaction to the text (discussion, agree, disagree, believe, non-believe)
Analysis of language (focusing on linguistigc features, analyse verb forms, ...)
1.5: Tell some examples about different while listening activities.
Listen and...
.... repeat
.... discriminate
.... perform an action / follow instructions
.... draw / colour
.... guess
.... sequence cards or picturesJ
.... transfer infromation
1.6: How do you support pupils to speak in the foreign language? Give some examples, you can do it!
Important:
- real-life-communication
- context,
- no pressure on sitation through as an example grading, no corrections
- warm-up hineinversetzen
possible stages:
- leave the first few lessons with some tnglish to "take away" (hello, how are you, whats-up man :) (gives children immediate results)
- name kids in english
- rhymes, songs who are repetative
- do children know english words in advance?
language support:
- substituation table
- sencence starters
- chat cubes
- interview
-....
2.1: Tell the different various learning theories and descirbe them shortly. Additionally point out some links between the theorie and the teaching methods.
Behavourist:
Say what the Teacher says
Conditioning through rewards and punishment
passive learning: fast pick up and boring
Audio-lingual method, repetition of dialogues, sentence patterns
Innatist (not really important):
It's all in the mind
LAD Language Acquisition Device
No reference to communication
Cognitivist:
How can i help my brain?
Mental Processes
Multiple Intelligence
Memory
Learning styles VAK (visual, audio, Kinaesthetic)
snake - s with picture and snake
TPR, Suggestopedia
Constructivist:
Learning by doing
active leraner
social interaction, communication
experimenting, problem-solving
ZPD, Zone of Proximal Development
Scaffolding (adult support)
2.2:Tell something about Blooms Taxonomy.
Durch das Modell von BLooms Taxonomy können Lernziele (Goals) im Klassenunterricht voneinander getrennt und stufenweise erhöht werden. (Beginn Knwoledge till Evaluation). Diese Stufen wiederspiegeln die Skills und abilities die ein Kind beim Lernen durchgeht. In der Primarstufe werden vor allem die untersten drei angestrebt (Wissen, Verstehen, Anwenden) im Studium werden die oberen drei angestrebt.
Die im Lehrplan 21 angestrebten Ziele sind in "can do" statements aufgelistet. Diese finden vor allem auch in den unteren Bereichen von Blooms Taxonomy statt.
2.2: Young World: Tell me the philosophy from young world. (The other Teaching Materials (SuperBus, Firstchoice,...) are not listed here because i think, they aren't relevant for the test)
- stimulating interest
- VAK, TPR, CLIL light, TBL in YW 5 & 6 Grade
- Scaffolding
- Adjusted to stage of developement
- task lead to success > motivating
- personal involvement
- awareness
- not to much grammar
-
2.3: Do a short list oof different task types.
- Listening (how you do it now :) (brainstorming, fact finding, rucksackpacken,...)
- ordering & sorting (collecting, ranking, categorising)
- Comapring
- Problem solving (hypothesis, what do we need if...,)
- sharing personal experiences (talka about themselves)
- crative task (project work)
2.3: Describe TBL with highlightwords.
- natural, communicative manner
- focus on outcome not on language
- without fear of failure
- experiment, try out
- motivation
- focus on language: planning stage, report
2.4: What are the advantages, if you speak only english as a classroom language during the englislesson?
- maximise exposure means more to listen and to know about
- good model
- acquire chuncks helps speaking sooner english
- authentic way, language focused not as an topic more for understanding
- motivating
2.4. Where do you have to watch out, if you use english as a classroom language?
- Modelling: Do model for students (Vorbild sein) , by explaining and demonstrating
- Rate of speech and wait time: slowly and clearly, wait until answer
- use of non-longuistig cues: visuals, sketches, gestures, intonation
- giving instrucions: step by step
- check for understanding: thum up or down
- allow code-switching
2.5 What are the advantages by doing songs, rhymes and chants?
2.5: Why is it difficult to pronounce words and sentences in a clear & understandable way (aim LP21)?
2.5. List out some methods, how to improve sounds and spelling of the pupils.
- Word stress (betonung) on different letters
- intonation (sentences happily, sad, angry spoken)
- sentence stressers (focus on different nouns in the sentence
- songs, chants, tonguetwisters (Dr. Suess), raps...
- Scrabble, hangman, wordsnakes,
- VAK to provide learning for the different intelligencies
2.6. Explain scaffolding.
Scaffolding is breaking up the lerning into chuks and then providing a tool, or structure, with each chunk. when scaffolding reading for exampole, you might preview the test and discuss key vocabulary, or chunk the test and read and discuss as you go.
In order to scaffold, you have to know the individual and collective zone of proximal development to achieve a higher level for them.
2.6: list out some different scaffolding strategies (during, before or after activities):
By the way: think about, how you can adapt these strategies to scaffold reading and writing.
- show and tell (showing product before they di it)
- tap into prior knowledge
- give time to talk (think pair share)
- pre teach vocabulary (keywords)
- use visual aids
- pause, ask questions
- sentede starters, substituation tables
- induct strategies (skimming, scanning)
2.6: Which are the two different reading-strategies?
2.6: Explain skimming and scanning:
Skimming: take a quick overlook for a general sense of information and topic
scanning: find specific information trough reading
ask students to find specific innformation or key words.
2.7: Summ up some different writig posts to improve the writing skills of the pupils.
- visual
- kinesthtic
- sentence makers
- sentence starters
- substitution tables
- graphic organiser
- picture dominoes
- storycubes
2.7: how can you scaffold the writing activity of children?
- trhough sentence starters (i'd like...., tomorrow i will...,
- trough substituation tables (gives correct language form and chunks to mix the own content)
2.8: how can we deal with errors and mistake? tell some different aspects and rules for a teacher.
- errors are natural part of learning
- if it occures by almost all pupils, you can draw attention to the mistake if they're ready
- excessive correciton causes a negative effect on motivation (e.g. speaking-fluency)
- responding to errors by recast (rephrasing in a correct way instead of pointing out the error)
- kommunikative absicht wichtiger wie formale kriterien
- fehler sinnvoll nutzen und hintergründe erkennen
- Differenzierend korrigieren heisst: je nach absicht verschieden korrigieren.
- Fehler sind Indikator und Lernchance.
2.8: How can we deal as a teacher with grammar in the english classroom?
- Inductive method, learners see patterns of correct writing by themself and naturally
- concrecte examples are more important than isolated tasks, where it goes about the direct grammar, examples not explanations.
- pupils should experiment with language and practise by themself
- learning grammar should be active by doing instead of passive learning by the instruction of the teacher.
- Pupils should think in english instead of switching from the grammar in L1 into L2.
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Lernkarten
1.1: Nenne verschiedene Theorien des Erstspracherwerbs und erkläre diese kurz.
behavoristische Erklärungsversuch: Lernen durch Belohnung
linguistische Erklärungsversuch: angeborener Spracherwerbsmechanismus
entwicklungspsychologischer Erklärungsversuch: kognitive Vorgänge, Auseinandersetzung und Lernen
sozial- interaktive Erklärungsversuch: durch Wechselwirkung mit dem Kind erlernt man die Sprache
1.1: Welche Konsequenzten ergeben sich aus der Erst- und Zweitsprachenforschung im Klassenzimmer und wieso?
Grammatikumgang: Vergleichen von Sprachen, Grammatiklernen wenig beeinflussbar, Regeln induktiv (selbst) herleiten lassen, Wortschatz wichtiger wie Grammatik
Wortschatz: handlungsorientiert, inhaltlich arbeiten, gezieltes Lernen
Input: animieren durch Theater, Rollenspiel, emotional ansprechen, Techertalk: sprechweise verlangsamen und anpassen, Sprachvorbild sein.
Umgang mit Fehler: Fehler konstruktiv analysieren (Hypothesen die dahinter stecken, Transfer von anderen Sprachen), Beim Sprechen der SuS nicht unterbrechen sondern Redefluss fördern,
Varia: Zeit geben bis Kind sich äussert, verstehensleistung als LP auch messen.
1.2: Nenne die verschiedenen multiplen Intelligenzen nach Gardner und Möglichkeiten diese zu unterstützen.
- Intrapersonale (Selbstkbeobachteung): Reflexion, Tagebuch, Creative writing
- verbal- linguistische: Word-, Reading-, writing games, Rollenspiel, Tonguetwisters, Kreuzworträtsel
- logische-mathematische: Puzzles, Problemlösen, Computerzeugs, Klassifizierung, Ordnen
- räumlich-visuelle: Puzzles (3D), Mindmaps, Zeichnen, konstruieren, Video, Fotos
- körperlich-kinästhetische: TPR, Activites, Dancing,
- interpersonale: Partner-, Gruppenarbeit, Brainstorming, Interview, Dialog
- musikalische: Songs, Rhymes, Chants
- naturalistische: Sortieren, Klassifizieren, Nature projects
1.3: Nenne die verschiedenen fremdsprachdidaktische Methoden, erkläre diese knapp.
Grammar-Translation-Method: only L2 with visual and demonstration aids, question and answer, almost no oral,
Audiolingual method: Kassettenlernen, translating between L+ & L2, bilingual word lists, reading aloud,
Direct Method: authentic, direct, learning over tasks, everyday vocabulary, no grammar, less speaking
Communicative approach: orally presentation and practice, memorisation by ccommunicating, tapes, (CLIL, TBL)
Silent way: Just listen to L2 and its translation in L1
Task based Learning (history): real-livfe communication, teaching through communicative tasks, in history no grammar target and input from teacher)
Suggostopedia: through coloured cuisenaire rods represent structures,
TPR (Total physical response): like this knee, hand, ear song... reacting to commands...
1.4: Was ist CLIL.
1.4: Beschreibe TBL und die Hintergründe (nicht den Ablauf von TBL)?
TBL = Task based learning (Förderung von Sprachhandlungskompetenz mit aufgabenbasiertem Lernen)
Die zentrale Hypothese von TBL ist, dass die Beschäftigung mit adäquaten Problemlösungs- und Lernaufgaben sprachlich-kommunikative Ressourcen der SuS anzapft, die sich durch die interaktive Auseinandersetzung mit der Aufgabe entwickeln werden.
Schlagwörter:
- A clear outcome (product), which is often non-lingusitic and can be appreciated by others.
- Communication (listening, writing, speaking or reading).
- Learner choice/independence. (I’ve added this to the short list to make a clearer distinction between activity and task).
- handlungsorientierter Ansatz
- zielgerichtete Handlung, die man notwendig hält um ein bestimmtes Ergebnis zu erzielen
- Problemstellung, das es zu lösen gilt oder Verpflichtung, der man nachkommen muss
- Konkreter Kontexte eines Szenarios
- Herausforderung: Sprachliche Kompetent mit Handlungsebene verknüpfen, dass Fortschritte geschehen
- motivierendes Lernarrangement
- SuS bewähren sich dadurch
- sprachliche Mittel sind Gegenstand der Reflexion
- language as a medium to achieve outcome
1.4: Umschreibe den Zyklus von TBL von Willis.
Pre-task:
Introduction to topic and task (explores the topic, highlight useful words, LP helps to understand the task)
Task cycle:
Task (doing by themself)
Planning (prepare to report, what they discovered)
Report (present the reports to the class)
Language focus:
Analysis (SuS discuss specific features of the text)
Practice (Teacher conducts practice of new words, phrases and patterns)
Nenne die verschiedene Sprachfertigkeiten.
rezeptive Fertigkeiten:
Hören
Lesen
produktive Fertigkeiten
Schreiben
Sprechen
1.5: How can you improve the listening-skills of the pupils by the common framework? Point out the different steps and some details about it.
The basic Framework
Pre-listening:
give motivation by arouse interest and curisoity.
centextualise the situation into the existing knowledge
prepare the students with vocabulary-work
while-listening:
3 -4 times, first listening task easy (cross)
secoond task more difficult in different levels (multiple choice, gapped-text, first letter, yes-no answer, emty lines to fill out)
third task (correcting own answers)
post-listening
Reaction to the text (discussion, agree, disagree, believe, non-believe)
Analysis of language (focusing on linguistigc features, analyse verb forms, ...)
1.5: Tell some examples about different while listening activities.
Listen and...
.... repeat
.... discriminate
.... perform an action / follow instructions
.... draw / colour
.... guess
.... sequence cards or picturesJ
.... transfer infromation
1.6: How do you support pupils to speak in the foreign language? Give some examples, you can do it!
Important:
- real-life-communication
- context,
- no pressure on sitation through as an example grading, no corrections
- warm-up hineinversetzen
possible stages:
- leave the first few lessons with some tnglish to "take away" (hello, how are you, whats-up man :) (gives children immediate results)
- name kids in english
- rhymes, songs who are repetative
- do children know english words in advance?
language support:
- substituation table
- sencence starters
- chat cubes
- interview
-....
2.1: Tell the different various learning theories and descirbe them shortly. Additionally point out some links between the theorie and the teaching methods.
Behavourist:
Say what the Teacher says
Conditioning through rewards and punishment
passive learning: fast pick up and boring
Audio-lingual method, repetition of dialogues, sentence patterns
Innatist (not really important):
It's all in the mind
LAD Language Acquisition Device
No reference to communication
Cognitivist:
How can i help my brain?
Mental Processes
Multiple Intelligence
Memory
Learning styles VAK (visual, audio, Kinaesthetic)
snake - s with picture and snake
TPR, Suggestopedia
Constructivist:
Learning by doing
active leraner
social interaction, communication
experimenting, problem-solving
ZPD, Zone of Proximal Development
Scaffolding (adult support)
2.2:Tell something about Blooms Taxonomy.
Durch das Modell von BLooms Taxonomy können Lernziele (Goals) im Klassenunterricht voneinander getrennt und stufenweise erhöht werden. (Beginn Knwoledge till Evaluation). Diese Stufen wiederspiegeln die Skills und abilities die ein Kind beim Lernen durchgeht. In der Primarstufe werden vor allem die untersten drei angestrebt (Wissen, Verstehen, Anwenden) im Studium werden die oberen drei angestrebt.
Die im Lehrplan 21 angestrebten Ziele sind in "can do" statements aufgelistet. Diese finden vor allem auch in den unteren Bereichen von Blooms Taxonomy statt.
2.2: Young World: Tell me the philosophy from young world. (The other Teaching Materials (SuperBus, Firstchoice,...) are not listed here because i think, they aren't relevant for the test)
- stimulating interest
- VAK, TPR, CLIL light, TBL in YW 5 & 6 Grade
- Scaffolding
- Adjusted to stage of developement
- task lead to success > motivating
- personal involvement
- awareness
- not to much grammar
-
2.3: Do a short list oof different task types.
- Listening (how you do it now :) (brainstorming, fact finding, rucksackpacken,...)
- ordering & sorting (collecting, ranking, categorising)
- Comapring
- Problem solving (hypothesis, what do we need if...,)
- sharing personal experiences (talka about themselves)
- crative task (project work)
2.3: Describe TBL with highlightwords.
- natural, communicative manner
- focus on outcome not on language
- without fear of failure
- experiment, try out
- motivation
- focus on language: planning stage, report
2.4: What are the advantages, if you speak only english as a classroom language during the englislesson?
- maximise exposure means more to listen and to know about
- good model
- acquire chuncks helps speaking sooner english
- authentic way, language focused not as an topic more for understanding
- motivating
2.4. Where do you have to watch out, if you use english as a classroom language?
- Modelling: Do model for students (Vorbild sein) , by explaining and demonstrating
- Rate of speech and wait time: slowly and clearly, wait until answer
- use of non-longuistig cues: visuals, sketches, gestures, intonation
- giving instrucions: step by step
- check for understanding: thum up or down
- allow code-switching
2.5 What are the advantages by doing songs, rhymes and chants?
2.5: Why is it difficult to pronounce words and sentences in a clear & understandable way (aim LP21)?
2.5. List out some methods, how to improve sounds and spelling of the pupils.
- Word stress (betonung) on different letters
- intonation (sentences happily, sad, angry spoken)
- sentence stressers (focus on different nouns in the sentence
- songs, chants, tonguetwisters (Dr. Suess), raps...
- Scrabble, hangman, wordsnakes,
- VAK to provide learning for the different intelligencies
2.6. Explain scaffolding.
Scaffolding is breaking up the lerning into chuks and then providing a tool, or structure, with each chunk. when scaffolding reading for exampole, you might preview the test and discuss key vocabulary, or chunk the test and read and discuss as you go.
In order to scaffold, you have to know the individual and collective zone of proximal development to achieve a higher level for them.
2.6: list out some different scaffolding strategies (during, before or after activities):
By the way: think about, how you can adapt these strategies to scaffold reading and writing.
- show and tell (showing product before they di it)
- tap into prior knowledge
- give time to talk (think pair share)
- pre teach vocabulary (keywords)
- use visual aids
- pause, ask questions
- sentede starters, substituation tables
- induct strategies (skimming, scanning)
2.6: Which are the two different reading-strategies?
2.6: Explain skimming and scanning:
Skimming: take a quick overlook for a general sense of information and topic
scanning: find specific information trough reading
ask students to find specific innformation or key words.
2.7: Summ up some different writig posts to improve the writing skills of the pupils.
- visual
- kinesthtic
- sentence makers
- sentence starters
- substitution tables
- graphic organiser
- picture dominoes
- storycubes
2.7: how can you scaffold the writing activity of children?
- trhough sentence starters (i'd like...., tomorrow i will...,
- trough substituation tables (gives correct language form and chunks to mix the own content)
2.8: how can we deal with errors and mistake? tell some different aspects and rules for a teacher.
- errors are natural part of learning
- if it occures by almost all pupils, you can draw attention to the mistake if they're ready
- excessive correciton causes a negative effect on motivation (e.g. speaking-fluency)
- responding to errors by recast (rephrasing in a correct way instead of pointing out the error)
- kommunikative absicht wichtiger wie formale kriterien
- fehler sinnvoll nutzen und hintergründe erkennen
- Differenzierend korrigieren heisst: je nach absicht verschieden korrigieren.
- Fehler sind Indikator und Lernchance.
2.8: How can we deal as a teacher with grammar in the english classroom?
- Inductive method, learners see patterns of correct writing by themself and naturally
- concrecte examples are more important than isolated tasks, where it goes about the direct grammar, examples not explanations.
- pupils should experiment with language and practise by themself
- learning grammar should be active by doing instead of passive learning by the instruction of the teacher.
- Pupils should think in english instead of switching from the grammar in L1 into L2.
