Basismodul - Zusammenfassung

1. Acquisition-learning hypothesis (unconscious process of picking up of the target language in natural settings

2. Monitor hypothesis

3. Natural order hypothesis (language acquisition follows predictable sequences)

4. Input hypothesis

5. Affective filter hypothesis (blockade that might prevent the learner from applying structures from input, e.g. anxiety)

• learners acquire processing strategies

• developmentally ready to process language structure

errors

• developmental: learner is not developmentally ready to process a certain structure yet

• variational: learner is developmentally ready but makes a mistake

= a state of language that has not yet been fully developed by a learner

-> target language is not fully acquired but only approximated

• rule-governed

• predictable

= phenomenon that language learners who have acquired a grammar rule “overuse” it

• by applying it to all contexts

• even when there are exceptions to the rule

e.g. using of the past “ed” also for irregular verbs

YES!

individual words -> collocations -> colligations -> grammatical rules and patterns

= human word store

1. Clang association: phonological similarity (e.g. fun - pun)

2. Paradigmatic associations: same word classes (e.g. synonyms)

3. Syntagmatic associations: linking words from different word classes syntactically (e.g. collocations)

suggested by Long

• Planned Focus on Form: tasks are meaning-centred

• Incidental Focus on Form: follows a “learning by opportunity” approach

= Common European Framework of Reference for Languages

• published in 2001 by Council of Europe

criticism

• narrow focus

• scales are not always clear

• standardization jars with differentiation

• output standard encourage teaching to the test

= approach to language teaching that highlights real-life interaction

-> real-world communicative competence

• multi-channel learning: sensory, cognitive, affective aspects

• learning with brain, hand and heart

• e.g. drama-based strategies (like role-plays)

Quantitative differentiation

• reduce or expand amount of activities / materials

Qualitive differentiation

• increase level of difficulty for quick learners

• increase supportfor slow learners

= phenomenon whereby inaccurate linguistic terms become permanent in a learner’s interlanguage

• e.g. a foreign accent

• promote favourable development of the learner’s whole personality

• response to the enriching experience of otherness in language and culture

e.g. critical incidents (misunderstandings between different cultures)

• mono-codal, e.g. for only text or only audio

• multi-codal, e.g. for text combined with images, animations, audio files

• Technological Knowledge (TK)

• Pedagogical Knowledge (PK

• Content Knowledge (CK)

• Redefinition

• Modification

• Augmentation

• Substitution

-> blended learning: combines traditional face-to-face instruction with digital tools and online activities -> greater flexibility and personalization of learning

MALL = mobile-assisted language learning

• augmented reality

• virtual reality

• speech recognition

• gamification (using game design elements in non-game coontexts, e.g. levels, progress bards)

= digital game based language learning

• language learning games

• playful approaches increase learner motivation

= European Framework for Digital Competence of Educators

problem: finding appropriate material

criteria

• added value

• usability

• interactivity

• technical requirements

• Primary sites: specifically created and designed to initiate foreign language learning (e.g. museum, cinema)

• Secondary sites: designed for very different purposes but can be exploited for language learning (e.g. restaurants attracting international clientele)

• augmented reality: overlays virtual info onto the real world

• virtual reality: immerses the user in a seperate self-contained world

1. New Criticism

   • focus on structuralist methods of interpretation & formal elements of literary texts

2. Reader Response Theory

   1. focus on the reading process as a creative act involving the reader and his or her interaction with the literary text

1. Meaning-constituting reading

2. Capturing aesthetic and generic features

3. Foreign understanding

4. Discourse capability