Summary Lecture TEFL I, Mitschriften von Englisch

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Definitions andDefinitions and e Fielde Field

What is TEFL all about?

▸ we can‘t learn for anyone else but can create conditions in which people can learn

▸ complex process & interplay of intentions & actions

⇨ we understand the knowledge that empowers others to learn (even beyond classroom)

▸ learning process - individuals - learning environment (complex process & interplay)

Didaktik or ‚Didactics‘?

▸ Longman Dic of CE (2005)

▻ something that wants to teach a moral lesson

▻ someone who is didactic is too eager to teach or give instructions

▸ PONS (2002)

▻ teaching methology

▸ Wörterbuch Hochschule (2015)

▻ English language teaching/education

⇨ try not to use the English word ‚didactics‘

A Complex Array of Factors

Where does TEFL gets it knowledge from?

▸ EXPERIENCE

▸ teacher‘s biography

Related and important disciplines

▸ pedagogy/educational studies

▸ psychology

▸ literary studies

▸ cultural studies

▸ linguistics

▸ language acquisition

▸ applied linguistics/2nd language acquisition

TEFL is concerned with the questions:

▸ Who is learning? (Age groups, cultural background,…)

▸ What? (BE, AM,…)

▸ From whom? (Who am I? My experience, my knowledge,…)

▸ When? (In the lifetime of a student/does someone start with learning English? Is English in the

timetable - first class or after lunch)

▸ With whom? (Diverse people? Same age? Just girls/boys?…)

▸ How? (Activities, methods,…?)

▸ Where? (Environment, building,…)

▸ With which means and for what purpose? (For a good grade, learn for life, want me to like

them? Want to travel, want to educate themselves?)

⇨ important for planning a lesson!

▸ Sociopolitical

▻ Continuedly developed Curriculum what teachers must do - refugee

situation, tools, pedagogy

▸ Learning & Teaching Environment

▻ Classroom, town, time - after sports/before lunch - influences teaching as

well

▸ Sciences & Humanities

▻ Digitalization, how long can I listen? —> cell phone time instead of listening

▻ implication of tools on we work

▻ strengthen with different tools (books/ipads/laptops….)

▸ Personalities (T & L)

▻ What can I do to empower students?

▻ diverse people (cultural background etc.)

▻ what do I like/dislike, my fears…?

⇨ in aspect of different systems/principles/strategies: need to adjust & inherit into

classrooms

• an ÄdTßäy angemahnt RAT

Historical Developments IHistorical Developments I What is a method? ▸ how are language/literature/culture/media best learned & taught? ▸ how can teachers organize their teaching? ▸ how can language learning in the classroom be facilitated? Loan word from Greek ▸ a planned way of doing something ▸ implies a systematic series of principles & procedures, teaching techniques or individual steps towards achieving a goal ▸ diversity of teaching methods/approaches/techniques result from different views on individual criteria: ⊳ language ⊳ language learning/acquisition ⊳ goals/objectives of teaching English ⊳ roles of teachers, learners, classroom, learning materials ⊳ techniques and procedures Approach = set of assumptions, describes learning process as a set of principles ▸ broad but not step by step guideline for lessons ▸ we try to teach along these principles, approach helps as an axiomatic (follows a certain basic assumption) framework in which you are trying to teach ▸ teaching principles; framework ▸ theories of language (structural, functional or interactional model of language) ▸ theories of (language) learning (conditions, psychological processes) Method = overall plan, also relies on theory but is orderly planned to teach ▸ detailed specification regarding the context; is procedural (sequence of events) ▸ broad but with stricter pattern, instructional design ▸ specific, theoretically well-founded instructional design ▸ detailed specifications of content, roles of teachers and learners and teaching procedures and techniques Technique = different category; activity that you use in the classroom & individual implementational ▸ step by step & is a trick or stratagem to accomplish immediate objective ▸ classroom procedures ▸ resources (time, space, equipment) ▸ actual moment-to-moment activities and behaviours Theory & Practice Interface ▸ historically constructed ‚post eventu‘ based on teaching practice ▸ links theoretical findings & practical experience (cf. also Action Research/Handlungsforschung) ⊳ theories of language ⊳ learning theories ⊳ theories of second language acquisition… ▸ exploring own teaching = Action Research ▸ continue the development of improving methods

▸ can‘t be quite sure about what happens in classroom ➸ need to reflect & improve

▸ there is no method we can use for every situation that is the best ▸ collection of methodology to know what is there & was successful or not ▸ history background is necessary to understand why this method was used Method & Approach ▸ historical period = events, societal context, academic disciplines ▸ goal = What‘s the focus of FL learning? Why learn modern languages? What do learners need to know? ▸ language & culture = Which role do language and culture play? What‘s the relationship between the two? ▸ mother tongue = What‘s the take on using the mother tongue in the classroom? ▸ teacher & learners = Which roles do they adopt? ▸ characteristics = How does learning ‚work‘ according to this method/approach ▸ techniques / procedures = Which techniques/procedures can be used to implement the method/approach in the classroom? Grammar Translation Method (19th century) ▸ classic ▸ learning things by heart ▸ was the dominant way to teach language I) goal : learning about language (rules, lexis….structures) II) language & culture : focus on written language; culture comprises classical literature & fine arts III) mother tongue : L1 = medium of instruction, don‘t hear L IV) teacher & learner : teacher is authority, instructions from him to students V) characteristics : deductive grammar, grammatical paradigms, memorizing (was forced to know something) VI) techniques / procedures : translation of texts, reading comprehension & composition, memorizing vocabulary & sentences, deductively applying rules, working with questions, antonyms/synonyms, fill-in-the-blanks Difference between grammar translation & using the target language: ▸ hard to use the language, you can translate but not talk ▸ discipline of linguistics was implied later, pragmatics wasn‘t popular back in 19th century ▸ memorizing by heart helps but is not an exciting way to learn ▸ not suitable in every situation Direct Method (1875) I) goal : communication focus, speaking & thinking in target language II) language & culture : focus on spoken language, pronunciation III) mother tongue : monolingual L2 use, no L1 explanation (paraphrase, slower talking - students learn) IV) teacher & learner : teacher gives directions, learners converse with each other, talk/discuss with each other (student role has changed) V) characteristics : grammar is taught inductively, everyday situations, connecting to topics, situations of use, cultural context, using visualizations/aids VI) techniques / procedures : question & answer exercises, reading aloud, fostering self-correction, conversation practice, dictation, paragraph writing, fill-the-blanks Difference between deductive and inductive treatment of grammar: ▸ deductive: get a rule & then you must apply it - repeat it until it sticks application ▸ inductive: exposed to language & then you are asked to find a pattern Audio-Lingual Method (middle 20th century) ▸ psychology-relies on behaviourism (pattern) I) goal : forming new linguistic habits, enable L2 communication (learning quickly communication) II) language & culture : focus on everyday spoken language; inductive learning: no explicit grammar III) mother tongue : exclusion of L IV) teacher & learner : teacher = conductor of orchestra, direction followed by students V) characteristics : order of language learning = listening, speaking, reading, writing; systematic progression of grammar instructions, verbal behaviour VI) techniques / procedures : language labs, drill (expansion, repetition, chain, single-slot substitution, transforming, question/answer, memorizing dialogue & completing a dialogue + using minimal pairs, grammar games, pattern: practice-imitation-overlearning

➸ strict drill & correcting every mistake

Explain in how far principles of the Audio-Lingual method can be traced even from this short dialogue…:

▸ repetitive, conversational spoken English, question-answer-pattern/chain ➸ easy dialogue

Teacher - centred - methods : authority & control, accuracy - ignores learner‘s interlanguage development, no flexibility for unexpected situations Communicative Approach (1970ies till today) ▸ the basic communication is key I) goal : communicating adequately, appropriately according to context & situation (communicative competence) - doesn‘t have to be perfect, not a strict detailed plan II) language & culture : focus on language as means of communication meaning/fluency before accuracy; everyday life in target culture (not always correct while someone is trying to explain an opinion…take pressure away) III) mother tongue : target L used for communicative purpose and also explanation of activities today = „aufgeklärte Einsprachigkeit“, occasionally use of mother tongue to allow to understand a phenomenon IV) teacher & learner : ▸ teacher is advisor, promotes communication ▸ learners: negotiate meaning ▸ help them to understand, negotiate to communicate V) characteristics : developing strategies for understanding/communicating using authentic materials (motivation) VI) techniques : authentic material, scrambled sentences (puzzle), language games, pictures &

cartoons, role-play, receptive/reproductive/productive & creative exercises ➸ lot of

space/possibilities to talk with each other What does it mean to say that the linguistic forms a speaker uses should be appropriate & adequate to the social context?

➸ social context influences level of language and correctness, quality criteria, criteria of

appropriateness (contextualization, social expectation of what is adequate? Addressing in a right manner, fluency or mistake too problematic? Correct it right now or later?)

➸ balancing act of teacher - adequate and appropriate communication

Student centred methods : fluency & meaning before accuracy Total Physical Response ▸ have to physically react to something (student centred method) ▸ need of kids to move (hard to sit through whole class) ▸ more time to digest ▸ in relation to first language acquisition I) goal : enjoying learning process, don‘t expect perfection, use nativists insights in L learning II) language & culture : emphasis on spoken language, certain grammatical structures, lexis, imperatives/commands III) mother tongue : only initially mother tongue is used, meaning clarified via body language IV) teacher & learner : teacher = instructor, commands, directs behaviour V) characteristics : order of language learning = listening, speaking, reading, writing, understanding by doing, imitation VI) techniques / procedures : using commands to direct behaviour, role reversal, action sequence

➸ demonstrating movements (learning without using German)

➸ mostly used in young classes (year5/6) because difficult to do this with abstract thoughts

(Oberstufe)

➸ What about abstract things/grammatical structures? No physical response possible.

What are some characteristics of this method that are similar to the way children acquire their native language?

➸ certain observation period, parents/teacher as role model and then imitating, no abstract words,

media input, visualization illustrates more than just modelling

➸ imitation, focus on spoken language, understanding by doing and enjoying learning process

De-Suggestopedia (Suggestopedia) ▸ alternative and student centred I) goal : everyday speaking, tries to de-suggest physical barriers in order to tap into students‘ mental powers (put away fears and create new identity, e.g. names, to have a blank space to act with more confidence) II) culture & language : emphasis on interplay between language & nonverbal behaviour, culture of everyday life III) mother tongue : used to clarify meaning, progressive reduction of L1 use IV) teacher & learner : authority, respected, trustworthy and intense interaction of students V) characteristics : shall feel comfortable in classroom = easy chairs, soft lightning, music, relaxing atmosphere, receptive phase and activation phase VI) techniques / procedures : positive suggestion (direct and indirect), chose a new identity, classroom set-up, visualization, roleplay Although teachers do not always have control of the classroom in which they teach, how can they still provide an environment designed to reduce the barriers their students bring with them?

➸ baroque music/beat reminds of ticking of clock, imitation of heartbeat: soothing, calm down

effect, body reacts to music, concerns the well-being of students, food, relaxion phase

Historical Developments IIHistorical Developments II The Postmethod concept (Kumaravadivelu) ▸ critique of historical methods ▸ considering empirical, evidence-based principles ▸ flexibility regarding learning, context + content ▸ not one method you use every day ▸ approach to fulfil all needs a teacher & students come across ▸ adapt strategies from a range of methods, be a moderator, adapt the teacher role EFL-Teaching methodology in context ▸ changed with each method over time ➸ audio & communicative = contrasting Teacher & learner roles Historical points of discussion Language skills knowledge about language, system, grammar rules Language dimension culture dimension (time balance) Using mother tongue (allow?) banning mother tongue (foreign language excluse?) English for all (more kids) English for leads (earlier acquisition) Accuracy (correct grammar, etc) chance to negotiate without being interrupted Task-based language teaching (tblt) I) exercise = “practicing preselected item of language […] for it’s own sake” ▸ preselected piece of language: phrases, junks of word… ▸ practice to be able to understand & correctly use it ➸ repetition, same kind of sentences II) task = “The objective of a task may be to reach some consensus on an issue, to solve a problem, to draft, to design something, or to persuade someone to do something. […] in the performance of the task, learners are expected to make use of their own language resources.” ▸ formulates a goal that goes beyond 1 item/skills ▸ tries to combine things, allows to negotiate with several skills ▸ a problem is solved/demand different skills, personality skills, asking, planning task —> many sub steps, mostly in groups, dissolving of problems/communicative ▸ problems/tasks, no prefabricated solution, only a model you can use for understanding, produce your own thing, ability of individual students to combine III) error = “incomplete knowledge […] faulty or incomplete learning” ➸ just wrong IV) mistake = “caused by lack of attention, fatigue, carelessness, or some other aspect of performance” ➸ they actually know it but just made mistake now - help them/show them to correct themselves Focus tblt ▸ communicative task (close to Communicative approach) ▸ authentic and natural language learning ▸ learner-driven interaction ▻ comprehensive, holistic tasks (whole complex of things) ➸ rather than practice of specific forms ▻ meaningful and appropriate interaction ➸ solving problem in communicative practice ▻ authentic, learner-driven interaction ➸ process- and product-oriented performance (language for producing something, focus on outcome, how well does it work? ▻ learner as social agents ➸ autonomous beings Pre-task: advanced organizer, what is going to come, negotiate with students, what the content will look like Implementing cycle: main focus may be scaffolding, do anything to support student’s work, language issues, grammatical structures, peripheral focus on form - take care your students get it Post-task: after plan/support the post function: reflect about the transfer, how is the skill useful in our class? For other upcoming things? Why did we do? ➸ bring students up to speed about things they already know ➸ the more opportunities, the more you empower students ▸ focus on meaning/fluency/content risks fossilization of errors (kept unchanged errors, get used to mistake ➸ behaviourism, very deeply automatized, no decomposition) How to deal with it: ▸ proactive focus on form ➸ anticipating learner’s errors, providing input that create awareness of problems before output ▸ reactive focus on form after output ➸ intermittent, retrospective Assessment measured in relation to subject content multidimensional (reliability, validity) complement by discrete item tests Content & Language integrated learning (Clil) ▸ you are teaching a subject in another language, that asks for certain different kinds of teaching ▸ teach earlier, more subject in the English language ▸ Basic competences in maths? If you were never taught it, you may not know the basics ▸ the 4 C’s (school subject in foreign language) to teach other subjects in English/Spanish etc.

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How L anguages Are Acquired (LeHow L anguages Are Acquired (Lener Universals)ner Universals) Differentiating Languages ▸ Artificial languages: programming languages, Elbish ➸ constructed for specific purposes ▸ L2 - metaphor technical term for all other languages besides your mother tongue (L1) ▸ Second language for social survival, migrants use it to go through life ▸ Foreign language is not necessary for your social survival (because you’re in the country of your mother tongue) Abbreviations: ▸ Target Language = language you are aiming at, the goal, focus, what we are trying to improve, teach and study ▸ Library Language = that you study exclusively in the library, with books rather trough conversation (Latin, old Greek…) ▸ ESL / EFL = Second & Foreign ▸ EAP = English for Academic Purposes, uses a different range of words and idioms ▸ ESP = English for Specific Purposes, professional purposes, English for certain specific fields (being a doctor, engineer etc.) ▸ TESOL = Teaching English to Speakers of Other Languages, broader term, English as the subject but with different backgrounds of the people How is L1 acquired? I) Behaviorism (first half of the 20th century) A) John Watson ▸ objective: find regular relationship between environment and behaviour ➸ what is going on inside the brain? Can’t see, because it is like a “black box” (according Watson) ▸ psychological research restricted to experimental methods ▸ focus on physiology and stimuli as means of producing conditioned responses ▸ “black box argument”: B) B.F. Skinner ▸ Verbal behaviour ▻ “verbal conditioning” (a certain pattern that is internalized = conditioning)

• operant learning is “conditioning” ▸ Pattern-drill ▻ provide stimulus-responses-sequences to reinforce learning (positively/negatively giving feedback) ▸ Stimulus-Response-Reinforcement (SRR) ▻ Law of Frequency (make a mistake 10 times) ▻ Law of Effect (you want the praise/acknowledgement from your teacher etc., positive response, you want to memorise things to get the praise ➸ reinforcement) ▻ Law of Shaping (something is too difficult, they don’t get it, simplify complex behaviour: smaller steps to get to a more complex step) ▸ Child/Mother: irregular verb form, child understands the language and is competent in speaking but ▸ Behaviourism cannot be the solution for L acquisition ▸ Every child manages a language, but no one can exactly explain how it works ➸ normal child is using something other than “general-purpose intelligence” because it extracts the principle unaided II) Cognitivism (second half of the 20th century) A) Jean Piaget ▸ “Stages of Cognitive Development” ▸ Knowledge is not just picked up but rather constructed by the individual: ➸ everything is reconstructed in your own brain! Constructed, tested, modified and reconstructed ▸ Intelligence/thought develops through equilibrium of: ▻ Schema = mental representation/organization (image in head of something you constantly work on with) ▻ Assimilation = fitting new information into existing schemes (circle of friends e.g. new knowledge to something you already know) ▻ Accommodation = new information no consistent with existing schemes causes change/reconstruction of schema (friends are not the same as your cousins, establish a new category of friends, what doesn’t fit together?) B) Lev Vygotsky ▸ “Thought and Language” ▸ social interaction major factor in child development (cognitive processes develop in interaction of individual with its environment) ➸ language, interaction and thinking are mutually intertwined ▻ Language & Thought develop at the same time in parallel pattern (cf. pre-linguistic thought: nonspecific, nonverbal and pre-intellectual thinking: not structured) ▻ around age 4, language and thoughts fuse: thought is verbal, language is rational ▻ interactive speech vs. inner speech (comment about ongoing events, moves from self-reassurance to control of behaviour) Zone of Proximal Development ▸ Actual development level: Where are you at? What can you actual do? (Functions/activities a child can perform without help) ▸ Potential development: What you can gain with help: cognitive functions are beyond learner’s current level ➸ can be achieved only with assistance —> create something to push students to get out their current state Example Two Critical Period Hypothesis - Eric H. Lenneberg (based on the “Ginie-Case”) ▸ L acquisition is linked to maturation (grow into something) ▸ after “cut-off” age (around 12/13 years) L learning slows down ▻ sensitive/critical period of childhood is important for Language acquisition! ➸ need strong support ▻ need a certain level of development to not only memorise ➸ puberty has a huge effect on brain functions Innatism/Nativism ▸ LAD - language acquisition device ▸ Innatism = something you are born with ▸ Keywords/Concepts ▻ logical problem/poverty of stimulus - child picks up any kind of input from anywhere ▻ critical/sensitive period - language needs to be learned in a certain time frame ▻ nature (biological endowment) ▸ Contributors/Representatives ▻ Noam Chomsky ▻ Eric Lenneberg Interactionsim ▸ Information processing: cognitive understanding builds on interaction (observation, touching, manipulating) ▸ Keywords/Concepts ▻ modified interaction: zone of proximal development, we need assistance ▻ Language & Thought, assimilation/accommodation ▻ information processing ▸ Contributors/Representatives ▻ Jean Piaget ▻ Lev Vygotsky Cognitive Learning Paern - Information Processing ▸ after mastering something your brain adapts and develops Learning: ▸ restructuring and reorganizing of mental representations (attach to something the students already know, next step to the zone of proximal development) ▻ makes structures more coordinated, integrated and efficient ▸ faster responses due to: ▻ formation/organization and regulation of internal representation ▻ retrieval/output strategies Conceptualization of Knowledge ▸ How do we actually understand? What are mental representations? Cats: prior knowledge, with new information (big cat): we go through either of these processes: ▸ Assimilation ➸ subgenre but still a cat, we have like a box and put it in the same box because of the subgenre —> understanding of cats has expanded ▸ Accommodation : entirely new concept that can’t be put into the same concept of cats acronym - we have to find a new category, for medical procedures that have cat in their name v

Knowledge I) Declarative ▸ descriptive statements on linguistic facts and rules ➸ facts and figures, rule based knowledge (he, she, it, s muss mit) ▸ retrievable for application in linguistics performance ▸ you can learn by heart II) Procedural ▸ ability to produce or to understand regularities without resorting to rules ➸ correct sentence without thinking of the rules Information Processing

1. Input ▸ perception of L2 (speech, write, signs) ▸ available for processing only if noticed by learner: Attentional effort (intake) - what actually gets to the students and processing 2. Central Processing ▸ “learning occurs” (restructuring knowledge) ▻ mental representation made more coordinated, integrated, efficient ▸ automatized: movement from controlled to automatized processing ▻ automatized lower-level skills free capacity for higher-order thought ▻ behaviour under attentional control is permeable, yet, automatized behaviour is faster, more efficient, and difficult to change ▸ proceduralization: movement from declarative to procedural knowledge ▻ acquisition of isolated facts and rules ▻ processing relatively slow and under attentional control 3. Output ▸ we produce L2 (speech, write, signs) ▸ increased fluency by: ▻ automatized rule-based systems ▻ memory-based chunks serving as exemplars/templates How is L2 learned? ▸ shift from Instruction to Construction of Knowledge ▸ Teacher: support how students construct knowledge, focus more on the process, what is new to them, creating priorities, rearrange structure for new to fit in, approaches (task-based…) Hypothesis vs. Theory I) Hypothesis = “speculation concerning either observed or expected relationships among phenomena” II) Theory = “a statement of general principle or set of propositions, based upon reasoned argument and supported by evidence, that is intended to explain a particular fact, event, or phenomenon” Hypotheses of L2 Learning ▸ Question is: L1 = L2 or L1 =/ L ▻ Observer-Listener-Hypothesis (observing and listening most of the time) ▻ Output-Hypothesis (cognitively engaged more) ▻ Negotiation-of-Meaning-Hypothesis (not only output, meaning of a word, finding a position) ▻ Subject-Control-Hypothesis (autonomy of student, what do they want to talk about?) ▸ Interlanguage Hypothesis (Selinker 1972) ▸ Monitor Model (Krashen 1982) Interlanguage Hypothesis ▸ L2 learning characterized by idiosyncratic interim languages (developmental stages): experience with L2 ➸ wrong: difficult grammar e.g. before the basics are taught ▸ dependent on overgeneralized L2 features and retained L1 characteristics ▻ + and - transfer (interference) - false friends (pregnant not in English pregnant!) ▻ problem: fossilization - info that has come to a fixed state, not changeable anymore but also wrong ▸ important: providing facilitating conditions (allows to continuing learning!) ▻ feedback, motivation, instruction, aptitude The Monitor Model ▸ 5 hypotheses 1. Acquisition vs. Learning Hypothesis ▸ How babies learn a language, correcting and speaking to the baby, unconscious (acquisition) ▸ Afraid of making a mistake but babies have a higher level of tolerance ▸ Acquisition as an adult hasn’t stopped! Confident way of using language by going abroad ➸ monitoring receptive and productive language processes may improve language skills in the long run (regarding structural accuracy) ➸ adults have 2 modes of developing competence 2. Natural Order Hypothesis ▸ Acquisition of grammatical structures follows gradual, predictable and systematic sequence ▻ Teaching order =/ natural order ▸ Aspects: ▻ Description of L structures ▻ Fixed sequences ▻ Level of fixed order of acquisition ▻ Analysis of personal characteristics ▸ Sequences occur in all grammatical fields: 3. Input Hypothesis ▸ Quality of attention: comprehensible input (i+1) - development continues ▻ Support of context or extra lingual information allow learning/understanding of what is minimally beyond current compentence ▻ If communication is successful, if input comprehensible and provided in sufficient amount (- i+1) automatically provided ▸ Ability to acquire language develops without need for direct tutoring: ▻ Only comprehensible input is triggering L acquisition ▻ The how and the what of acquisition is not influenced by tutoring, i.e. L teaching has only limited role in L acquisition ▸ We only learn a L by understanding messages, used knowledge = show body parts, numbers, gestures to explain something, provide input students are able to comprehend 4. Monitor Hypothesis ▸ Language learning has only one function: monitor (observe, control) ▻ i.e. previously acquired knowledge - correcting yourself by monitoring ▸ very limited role of internalization for L learning ▸ conditions to activate monitor: ▻ there has to be time (less pressure, focus on forms) ▻ there has to be concentration on linguistics form rather than content ▻ the linguistic tule has to be known ▸ learned information functions ONLY as monitoring during L production: ▻ learned info cannot be regarded as acquired ▻ grammatical rules cannot be internalized Criticism & Impact of Monitor Model ▸ Main point of critique: hardly any empirical data to support Krashen ▻ How do we distinguish concretely between acquisition and learning? How can we be sure? ▻ Positive emotions/affective filters? Motivated and enjoy it more and being more successful, what are the roles of these? ▻ What exactly is i+1? How to measure it? Not enough evidence ▻ Learner mostly considered as receptive, passive role - today different ▻ Learning as individual act vs. social interaction. Either isolated or group in a classroom 5. Affective Filter Hypothesis (create an environment where filters keep low to learn better) ▸ Affective filters can (only) have negative affect on learning ▸ They may answer questions regarding the differences in learning outcome ▸ Learners have different fears, motivations and don’t use input in the same manner ▸ Filter assumed between input and LAD: the stronger the filter, the smaller the intake ➸ After input right away an affective filter, system speak with each other and use certain infos of your systems ➸ Focus: on learner’s creative constructions of L and attention on internal processes ▸ broad impact of Krashen’s hypotheses: ▻ Role of grammar teaching ▻ Parallels between L1 & L2 acquisition ▻ Early onset of L2 learning in school curriculum. ▻ Immersion classroom ▻ Importance and power of reading (huge exposure to reading, the more input the better) The Monitor Model: Implications for Teaching

LeLener Vner Viablesiables What makes a good L2 learner? ▸ Affective: emotional, anything that effects your emotions … ▸ Cognitive: anything that happens in your thoughts Age

1. Children
2. Adolescent
3. Adults ▸ Children are not cognitively developed enough to do/learn complex/abstract things ▸ good at learning language ▸ imitation, brain is adaptable, doesn‘t bother with being ashamed of overinterpretation ▸ adolescent - brain is mature enough to have knowledge about the world and learn/ process all kind of things ▸ adults - the longer the better, daily exposure is the best for the brain ⇨ Age doesn‘t make a difference of success, but have their strengths at different fields (accent acquisitions for example good as a child) Reasons for age difference: ▸ Neurological development: brain needs maturity, growth and complexity ▸ Cognitive development ▸ Socio-psychological factors: embarrassment to speak/process/trying out etc. Sex and gender (cultural construction) ▸ Male/masculine: ▻ more dominating and competitive in the classroom? (Or cliché?) ▸ Female/feminine: ▻ more communicative and caring in communication? (Or cliché?) Up for discussion: ▸ Overlap in learning styles Reality? ▸ Gender grading as attribution Stereotypes? ▸ Reading skills Construction? They have to? ▸ Literacy gender gap ⇨ boys tend to think that reading is too nerdy etc. ⇨ many ways which sex and gender can affect the learning success, take this on account Personality ▸ Collective variables ▻ Family, peer group, friends (travelling together, pro language attitude?) ▻ Learning environment (books, wifi, resources, school exchange programs) ▻ Culture and society (value of language) ▸ Individual variables ▻ Abilities and difficulties (physical, physiological features) ▻ General personality traits (individuality) ● Risk-taking/risk-avoiding (more willing to speak) ● Tolerance for ambiguity (have to accept that there is not one perfect interpretation) ● Self-confidence, extraversion (speak a lot, rather observing etc. balancing skills) ▻ Specific to learning field ● Prior knowledge (L1, L2 …) ● Aptitude for L2 learning Language Aptitude = natural ability ⇨ characteristics correlating with success in L learning (talent for learning L) ▸ Phonetic encoding (oral mimicry/imitate ability) ▻ able to produce different sounds/-patterns, learn sounds in connection with written forms ▻ identify and distinguish between sounds pattern ▻ imitate sounds not heard before ▸ Inductive L learning and grammar sensitivity ▻ infer linguistic rules from exposure to L for functions of words in sentences ▻ ability to recognize grammatical rules, functions and patterns (form opinions, speculations, find pattern/indications…) ▸ Mnemonic ability ▻ quick processing of associative learning (memorising ability), connection to prior knowledge Motivation = the willingness to do something, having/achieving a goal ⇨ lesson planning ▸ the driving force in any situation that leads to action ▸ motivation = a combination of the learner‘s attitude, desires and willingness ⇨ you need that to learn, do something and teachers cannot do much if not Types of learner‘s motivation I) Trigger for learning ▸ intrinsic (like the activity, task, techniques itself, have fun of learning) ▸ extrinsic (outside impulse, interest in external factor, to get the goal) II) Target of learning ▸ integrative (motivation is integrated in what you are doing, e.g. want to speak like a native, want to blend in/identify with them) ▸ instrumental (language result in instrument to achieve something else, to get a better job —> more languages, more money) Multiple intelligence ▸ set general cognitive abilities, a disposition, problem-solving ability, can develop it ▸ covers many different abilities ▸ considered as multiple dimension in all people, a set of different strengths in diverse combinations Learner autonomy ▸ capacity to responsibly and controlled learning (in institutional or independent context) ▸ same as self-directed learning ▸ learner has well-developed strategies (by giving them a choice in classroom activities) ▻ maximize potential of learning ▻ take responsibility for own learning process ▻ learning awareness: critical reflection and self-evaluation ▻ active involvement in one‘s own learning process (goals, activities, evaluation) ▻ learners to become independent and self-reliant users of L Not lecture relevant (text) Learning Strategies ▸ procedures used in learning/thinking which serve to reach a goal ▸ conscious and unconscious processes ▸ Affective Strategy ▻ help control emotions, attitudes, motivations and values ▸ Social Strategy ▻ let students engage to opportunities were practice is possible ⇨ important, because L learning always involves other people/conditions ▸ Cognitive Strategy ▻ help students to manipulate target L by using all processes: include reasoning, analysis, drawing a conclusion ▸ Meta-cognitive Strategy ▻ are for checking what you already know, helps coordinate L process and control of own learning ⇨ helps planning what learning Strategy should be used and change them if they aren‘t suitable I