TEFL- Rossa

TEFL

TEFL

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Hendrik Schrandt

Hendrik Schrandt

Kartei Details

Zusammenfassung	This flashcard set helps university-level learners of English deepen their understanding of teaching methodologies and language acquisition theories. The vocabulary flashcards cover a wide range of topics, including the phases of intercultural development, writing tasks, speaking activities, and the differences between speaking and writing. They also explore the components of L2 writing and speaking abilities, as well as the principles of various language teaching methods like communicative language teaching and task-based language teaching. The platform supports backward learning, allowing users to reverse the learning direction from the target language to the source language. This set is particularly beneficial for students and educators seeking to enhance their teaching practices and improve their fluency in English.
Karten	52
Lernende	5
Sprache	English
Kategorie	Englisch
Stufe	Universität
Erstellt / Aktualisiert	20.07.2016 / 26.08.2024
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Name three models of teacher education

1. The Craft model
2. The applied science model
3. The reflective model

Name the three stages of the craft model

1. study with master practitioner
2. practice
3. professional competence

Name the four stages of the applied science model

1. scientific knowledge
2. transmitted by experts
3. application of knowledge in practice
4. professional competence

Name the four stages of the reflective model

1. scientific and previous experimental knowledge
2. practice
3. reflection
4. professional competence

Name the seven related disciplines of TEFL

1. cultural studies
2. linguistics
3. literary studies
4. psychology
5. applied linguistics
6. philosophy
7. second language acquisition

Name the overall goal of ELT (Swain 1980)

1. Communicative competence

How can the goal of ICC be targeted?

1. Communicative language teaching

Name the four components of Savignons model of communicative competence

1. sociocultural competence
2. Strategic competence
3. discourse competence
4. grammatical competence

Name the three context dimensions of Byrams model of ICC

1. one is a native speaker (different countries and languages)
2. lingua franca (different countries and languages)
3. one is a native speaker (same country – different languages)

Name the 5 components of the intercultural communicative competence model of Byram 1997

1. Knowledge (of self and other, of interaction)
2. Critical cultural awareness (political education)
3. Skills (interpret and relate)
4. Attitudes (relativising self, valuing other)
5. Skills (discover/interact)

What can be understood by cultural mediation

1. cultural contend and knowledge is arranged in the language classroom and beyond

What is meant with therm “The third space?”

1. Learners create a new identity between the cultures or identities they are involved in

Name the four roles of teachers in the TEFL-Claasroom

1. individual learners
2. social relationships
3. interaction management
4. mediation

Name the four roles of the teacher as a classroom manager

1. organize
2. create
3. manage
4. evaluate

What does HEDGE (2000) mean by teachers views on the “good language learner?”

1. define their own objectives
2. be aware of how to use language materials effectively
3. carefully organize time for learning
4. actively develop learning strategies

Name three exemplary schools of thought

1. behaviorism
2. innatism
3. socio cognitivism

Name five universal features of langauages by N. Chomsky

1. different kinds of words
2. syntax
3. tenses
4. descriptive function
5. communicative function of language

Name five functions of S. Krashen's montior model

1. The acquisition learning hypothesis
2. The monitor hypothesis
3. The natural order hypothesis
4. The input hypothesis
5. The affective filter hypothesis

Name the three functions of Swains output hypothesis

1. the noticing triggering function
2. the hypothesis- tesing function
3. the metalinguistic (reflective) function

Name the methods and approaches of TEFL

1. the grammar translation method
2. the audiolingual method
3. total physical response
4. immersion teaching
5. communicative language teaching
6. task based language teaching

Name two principles of the grammar translation method

1. explicit grammar instruction and memorization are important for SLA
2. Translation allows careful analysis of L1 and L2

Name four techniques of the grammar translation method

1. read in L2 and translate in L1
2. creation of word lists
3. L2 grammar rules explanation
4. apply grammar rules to examples

Name the theoretical Background of the audiolingual method

1. Brooks & Lado: emphasizing mimicry and memorization

Name the three principles of the audiolingual method

1. using the L2 in the classroom, avoid interference from L1
2. learning is repeating
3. natural order of skill acquisition: listening, speaking, reading, writing

Name two techniques of the audiolingual method

1. students read or listen to scripted dialogues
2. substitution, transformation drills (form sentence into a question etc.)

Name the three principles of total physical response

1. students should enjoy learning, no pressure to speak
2. meaning in the L2 can be conveyed through physical response
3. language should be presented in chunks

Name two techniques of total physical response

1. teacher speaks commands, students respond nonverbally and carry them out
2. visual cues are given

Name two principles of immersion teaching

Name two principles of immersion teaching

1. The L2 is the medium of instruction in content
2. objective: additive bilingualism

Name the four techniques of immersion teaching

1. contextualization
2. multi sensory learing
3. scaffolding
4. classroom interaction in the L2

Name the three principles of communicative language teaching

1. fluency before accuracy
2. focus on the social context of communicative situations
3. presents a variety of linguistic forms

Name the four techniques of CLT

1. authentic materials
2. language games
3. role play, improvisation
4. scrambled sentences

What is meant by Focus on FormS?

1. teaching focuses mainly on grammatical structures
2. L2 is divided into linguistic elements in advance
3. the course follows this pattern

What is meant by Focus on meaning?

1. teaching focuses on content and communication
2. teacher does not teach explicit grammar knowledge

What is meant by Focus on Form?

1. Interaction hypothesis, Long 1981
2. course includes explicit/ implicit teaching of grammar

Name the nine principles of task based language teaching

1. focus on meaning
2. elicit authentic real world language use
3. promote L2 interaction
4. involve learners in problem solving
5. central aim: complete the task
6. focus on form as it arises from learners needs
7. encourage the transformation of knowledge within the learner
8. encourage the learner to participate actively in small, collaborative groups
9. promote intrinsic motivation

Name the four ways of defining a task by M. Long (1985)

1. finding a street destination
2. helping someone across a road
3. making a hotel reservation
4. writing a check

How does Ellis (1994) defines a Task in her exercise- task continuum

1. A task is....
  1. a work plan
  2. involves linguistic activity
  3. primary attention on message
  4. select linguistic resources
  5. Non- linguistic outcome

Name three gap principles

1. information gap
2. reasoning gap
3. opinion gap

Name two task categories

1. decision – convergent
2. solution – divergent

Name the 5 phases oh teaching grammar by Ziegésar & Ziegésar 1998

1. Demonstration
2. understand and respond
3. reproduction
4. (clarification)
5. production

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