TEAAFL

Finding the words and phrases to express the meanings, sequencing them, and preparing the sound patterns of the words and phrases to be used.

Controlling the articulately organs (such as lips, tongue, teeth).

Identifying and self-correcting mistakes during oral production.

The progression of speaking

1. Fluency
2. Accuracy
3. Complexity

Speech where message is communicated coherently with few pauses and hesitations, causing minimal comprehension difficulties

Focus: meaning

Speech where the message is communicated using correct grammar, lexis and pronunciation.

Focus: form

Speech where the message is communicated precisely and appropriately to the context and the partners in communication, using more advanced grammatical forms and differentiated lexis

Focus: meaning and form

• Focus on meaning
• negotiate meaning
• gap of information/meaning existing between speakers 'in the real world'

• Focus on form
• focus on one selected aspect of L2 (e.g. third person '-s'
• high control over student input

information-gap

• Process-based approaches
• Genre/text-based approaches

• Focus on the process of writing mainly from a cognitive point of view
• Question: How do writers create good texts?
• Focuses on the steps of writing towards the finished text

• Focus on the product of writing by examining e.g. the formal surface elements and discourse structure of sample texts
• Question: What makes a good text?
• focuses on producing a certain text type, often standardized texts

• Language skills, e.g. receptive and productive; specific skills such as paraphrasing, explaining in simpler language...)
• strategic skills, e.g. selecting relevant information
• cultural skills: e.g. explaining specific cultural aspects and assuming what the other person does (not) know; knowing cultural differences 
• social interactive skills: e.g. anticipating, checking comprehension
• discourse skills: stringing together a successful interaction for
  mediation (first...second...third...the most important thing is...)

→ Mediation is not the same as translation!

• Lehrplan
• issued by the federal states through the Ministries of Education (Ministerium für Schule und Bildung des Landes NRW)
• Curriculum of NRW = Kernlehrplan
• output orientation defines competences that learners are expected to attain as the result of EFL education
• not designed on the basis of input orientation that specifies input in terms of topics and themes

• Interkulturelle kommunikative Kompetenz
• Funktionale kommunikative Kompetenz
• Text- und Medienkompetenz
• Sprachbewusstheit
• Sprachlernkompetenz

• 'Common European Framework of References for Languages' published by the Council of Europe in 2001
• embedded in a European priority to boost foreign language education for an increasingly interconnected Europe
• makes foreign language learning comparable through describing foreign language proficiency in terms of progression scales: A1-A2-B1-B2-C1-C2
• contains 'can do' descriptors (-> also used in the Kernlehrplan)

.

• Elitist and normative understanding of culture
• the works of 'high' art, music, literature

• Daily life (culture as 'signifying practices')
• popular culture and mass media

The term 'culture can be looked at from different perspectives.

For example: the term describes an elitist and normative understanding of culture, such as the works of 'high' art, music and literature. For this definition, the term Culture is written with a capital 'C'.

The other meaning of culture describes the daily life and 'signifying practices' as well as pop-culture and mass media. For this definition, the term culture is written with a small 'c'.

• Codes:
  • ideas, values, conventions

• Code users:
  • individuals, society, social groups, institutions

• Texts:
  • texts and other artifacts