Didactics

Question 1

23.10.2017 The First 3 Years?

Accepted Answer

All infants start producing sounds (crying) even if not born yet they notice their mother language auditory discrimination: infants only make/hear distinctions of phonemics they are exposed to & stop making distinctins of phonemics they don't hear (with the age of one year) 12 months-first word; 24 months 'telegraphic sentences' language developement --> cognitive development (of time, ...) order of acquisition: languages are learned in stages. Each stage is acquired after another, but there is an order. Acquiring a stage is not age or rate related! Order is not yet explained but determined by an interaction of variety of factors. Stages found in: --> grammatical morphemes, negotion and questions generalizing - children use knowledge about plural and past-forms and transfer it to other words (even though they are non-sxisting) => creativity.

Question 2

23.10.2017 First language acquisiton: pre-school & schol years?

Accepted Answer

age 4: basic structures of language (ask questions, give commands, etc.) using correct word order and grammatical markers. Then acquiring less frequent and more complex linguistic structures (passives, relative clauses) end pre-school: use language in widening social environment and greater variety of social situations. learn using different voices (e.g. aggressive) --> understand how and why language is used metalinguistic awareness = language as an object differs from the meaning it conveys 20,000h conact with language before going to school language expands and grows learn to read, metalinguistic awareness, vocabulary different language registers (written, spoken) depending on environment

Question 3

23.10.2017 Behaviourist perspective?

Accepted Answer

1940s & 1950, especially in the USA B.F. Skinner (1957) hypothesis: imitation & practice as primary processes in language development, additionally: possitive reinforcement criticisim: not a satisfactory explanation for the acquisiton of the more complex grammar that children acquire

Question 4

23.10.2017 The innative perpective?

Accepted Answer

Noam Chomsky: children are biologically programmed for language the environment is necessary universal grammar (specific innate ability) children know how to use language correctly Critical Period Hypothesis Specific knowledge will be acquired at a specific time in life difficult to find evidence for and against the CPH

Question 5

23.10.2017 Interactionist perpective? Main Theory, Piaget and Vygotsky

Accepted Answer

Main Theory: learning from experience language learning through interaction cross-cultural research child-directed speech importance of interaction (TV, radio is not enough) language acquisition is usage based Piaget (1951) Children'S language is built on cognitive development language as symbol system (developed in childhood) children acquire langauge through physical interaction with the environment Vygotsky (1978) language developes early from social interactions importance of conversations between children's & adults internalized speech and speech emerged in social interaction

Question 6

23.10.2018 Zone of proximal development.

Accepted Answer

defined as a range of tasks a child can perform with help and guidencetwo levels:----> actual development level tasks one can perform independently----> level of potential development tasks that one can perform with the assistance of a more competent individualZPD is the distance between what a person can do with and without help scaffolding as a metaphor --> role of teacher in guiding children's learning development --> quality of teacher interventionscaffolding as a one-way communicationteaching through direct instructioncritic: Donovon + Smolkin (2002) --> Scaffolding as direct instruction might become counterproductivescaffolding --> working in the zone of proximal development (ZPD) ---> ZPD emphasises on teacher-learner collaboration a teachning a learning event should: a) enable L to carry out the task which they would not have been able to manage o their ownb) bring the L to a state of competence to complete such a task on their own.and be followed by evidence of the learners having achived some greater level of independent competence.c) and be followed by evidence of the learners having achived some greater level of independence compentence .

Question 7

23.10.2018 Childhood bilingualism? positive and negative effects of bilingualism?

Accepted Answer

Simultaneous bilinguals: two languages are learned at the same time Sequential bilinguals: the second language is learned later than the first Subtractive bilingualism: losing one language while learning another one Additive bilingualism: keeping home language while learning the second language. positive effects can improve metalinguistic awareness that leads to academic success proficiency in both languages cogntitive flexibility -> code switching cross-cultural communication bigger vocabulary retain family connections with relatives --> who do not speak the new language. negative efects there is a risk that no profficency in both langauges can be reached loss of common language can lead to significant social + psychological problems.

Question 8

06.11.2017 The behaviourist perspective! 1. Explain why the Contrastive Analysis Hypothesis (CAH – see below) is often linked to behaviourist theory. What are its limitations?

Accepted Answer

“behaviourism explains learning in terms of imitation, practice, reinforcement (or feedback on success), and habit formation” (text p. 103)“Because language development was viewed as the formation of habits, it was assumed that a person learning a second language would start off with the habits formed in the first language and that these habits would interfere with new the ones needed for second language language (text p. 104)Thus, behaviourism was often linked to the constructive analysis hypothesis → both were inadequate explanations for second language acquisition (text p. 104). What are their limitations:“researchers found that many of the errors learners make are not predictable on the basis of their first language, nor do they always make the errors that would be predicted by simple comparison of their first and second language” (text p. 104) This is why both the behaviourist theory and CAH were rejected (text p. 104)development stages were not considered. From the internet: Contrastive analysis was used extensively in the field of Second Language Acquisition (SLA) in the 1960s and early 1970s, as a method of explaining why some features of a target language were more difficult to acquire than others (Quelle: Internet).According to the behaviourist theories prevailing at the time, language learning was a question of habit formation, and this could be reinforced or impeded by existing habits. Therefore, the difficulty in mastering certain structures in a second language (L2) depended on the difference between the learners' mother language (L1) and the language they were trying to learn. (Quelle: Internet)

Question 9

06.11.2017 The behaviourist perspective! 2. What types of activities are emphasised in the audiolingual classroom? Can you think of some advantages and disadvantages of this type of instruction?

Accepted Answer

Classroom activities emphasized mimicry and memorization, and students learned dialogues and sentences by heart. (text, p 104)meaningful setting.good pronunciation.Disadvantage: they know the rules, but they cannot apply them.

Question 10

06.11.2017 The behaviourist perspective! 3. What contribution has behaviourism made to our understanding of how languages are learned? What is the theory not able to explain?

Accepted Answer

positive reinforcement and negative reinforcement.Operant conditioningrapid feedbackpraising and motivation What is the theory not able to explain? it can't explain why we make errorsmetalinguistic awareness can't be explained.

Question 11

06.11.2017 The innatist perspective 1. What is Chomsky's theory of SLA? (see p. 104)

Accepted Answer

SLA → Second language acquisitionChomsky argues that innate knowledge of the principles of Universal Grammar permits all children to acquire the language of their environment during the critical period of their development.

Question 12

06.11.2017 The innatist perspective 2. Sum up the main questions surrounding the debate about the nature and availability of UG in SLA. Where do you stand? (see p. 105)

Accepted Answer

some argued that Universal Grammar (UG) offers the best perspective from which to understand second language acquisition.Other have suggested that, although UG may be an appropriate framework for understanding first language acquisition, it does not not offer a good explanation for the acquisition of a second language, especially by learners who have passed the critical period. So second language has to be explained by some other theory.

Question 13

06.11.2017 The innatist perspective 3. Name the five hypotheses that make up Krashen's Monitor Model. According to this model, what conditions must be present for acquisition to take place? (see p. 106)

Accepted Answer

Krashen's theory of second language acquisition consists of five main hypotheses: the Acquisition-Learning hypothesis: we acquire language as we are exposed to samples of language that we understand in much the same way that children pick up their first language. the Monitor hypothesis: second language users draw on what they have acquired when they engage in spontaneous communication. the Natural Order hypothesis: was based on the findings that, as in first language acquisition, second language acquisition unfolds in predictable sequences. the comprehensible Input hypothesis: is that acquisition occurs when one is exposed to language that is comprehensible and contains i+1. and the Affective Filter hypothesis: is proposed to account for the fact that some people who are exposed to large quantities of comprehensible input do not necessarily acquire language successfully. The affective filter is a metaphorical barrier, that prevents learners from acquiring language even appropriate input is available. According to this model, what conditions must be present for acquisition to take place?: being exposed to language. Low affective filter → low anxiety, high motivation

Question 14

06.11.2017 The innatist perspective 4. What aspects of the Monitor Model make it compatible with an innatist theory of SLA? What are the limitations? (see p. 104 & 106)

Accepted Answer

Krashen and Chomskyexposure is not enough.You don't need something else.Both are in favour of this device.Cannot be testedcomprehensible input is sometimes not enough.

Question 15

06.11.2017 The cognitive perspective 1. Dr. Robert DeKeyser has argued forcefully for the importance of practice. How is the practice they recommend different from audiolingual pattern practice? (p.108)

Accepted Answer

DeKeyser “learners must pay attention at first to any aspect of the language they are trying to learn or produce”.“Gradually, through experience and practice, information that was new becomes easier to process, and learners become able to access it quickly and even automatically. From Frau Mlaker (information from DeKeyser): understand something → notice something → experiencing/practising → automaticity.

Question 16

06.11.2017 The cognitive perspective 2. Explain the difference between declarative knowledge and procedural knowledge. How, according to DeKeyser, does the former get converted into the latter? How does this contrast with Krashen's learning/ acquisition hypothesis?

Accepted Answer

Declarative knowledge: knowledge that we are aware of having, for example, a grammar rule. Procedural knowledge: through practice, declarative knowledge may become procedural knowledge, or the ability to use the knowledge. With continued practice, the procedural knowledge can become automatized and the learner may forget having learned it first as declarative knowledge.From Frau Mlaker: Krashen: comprehension (meaning focussed) → learning without exploiting instructions. DeKeyser: practice is also important.

Question 17

06.11.2017 The cognitive perspective 3. What is transfer-appropriate processing? How do you think this is applicable to learning that take place in the classroom?

Accepted Answer

How learner store and retrieve language.According to this theory, information is best retrieved in situations that are similar to those in which it was acquired. From Frau Mlaker: “Info is best retrieved when it was acquired. Grammar should also be exercised in the lesson.

Question 18

06.11.2017 Noticing, processing and the Interaction Hypothesis 1. In what way are proponents of the interactionist position in SLA in agreement with Krashen's Monitor Model? In what way do they go beyond it? (p.114)

Accepted Answer

From Frau Mlaker: Long agreed with Krashen, that comprehensible input is necessary for language acquisition. However he focussed on the question of how input could be made comprehensible. He argued that modified interaction is necessary for making language comprehensible. ------------> Learners need opportunity to interact with other speakers, working together to reach mutual comprehension through negotiation of meaning. Comprehensible input is not enough... because they also need output. Corrective feedback is also important. According to Long, there are no cases of beginner-level learners acquiring second language from native-speaker talk that has not been modified in some way. Modified interaction does not always involve linguistic simplification.

Question 19

06.11.2017 Noticing, processing and the Interaction Hypothesis 2. How do the L1 English speakers' misinterpretations of the Spanish sentence La sigua e senor constitute evidence for the competition model? What is VanPatten's explanation? (p.111)

Accepted Answer

The correct English translation would be 'The man follows her'. In order to understand that students need to learn that in Spanish, a pronoun object often precedes the verb and that, rather than rely on the word order alone, it is essential to pay attention to whether the form of the pronoun indicates a subject or an object. VanPatten argued that the problem arose in part from the fact that learners have limited processing capacity and cannot pay attention to form and meaning at the same time. ----------> They tend to give priority to meaning, overlooking some features of language form.

Question 20

06.11.2017 Noticing, processing and the Interaction Hypothesis 3. What is the role of L1 influence in the early stages of SLA according to the processability theory? How is this different from the way behaviourists perceive the role of the L1 in SLA? (p.116)

Accepted Answer

Manfred Pienemann studied the acquisition of German by a group of adults migrant workers who had little or no second language instructions. they concluded that the sequence of development for features of syntax and morphology was affected by how easy these were to process. Pienemann developed processability theory on basis of research with learners of different languages in a variety of settings, both instructional and informal. He argues that his theory explains why learners do not simply transfer features from their first language early stages of acquisition. Instead they have to develop a certain level of processing capacity in the second language before they can use their knowledge of the features that already exist I their first language. My own handwriting from class: influence of L1 is low in the beginning → when you start a second language. Some information must be processed of the second language first. Behaviourists say: all the errors that we make in language come from L1 interference. Pienemann says: that is not correct → we all go through different stages with these errors.

Question 21

06.11.2017 Noticing, processing and the Interaction Hypothesis 4. What is the difference in emphasise between Vygotsky's zone of proximal development (ZPD) and Krashen's i+1? More broadly, how is sociocultural theory different from the interactionist hypothesis? (p.118 & 119)

Accepted Answer

Vygotsky: Zone of proximal development (ZPD) development is based on interaction quality of interaction is most important. The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help and what he or she cannot do (Quelle: Internet). Vygotsky stated that a child follows an adult's example and gradually develops the ability to do certain tasks without help.[3] Vygotsky and some other educators believe that the role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning (Quelle: Internet). The ZPD is e metaphorical location or site in which learners co-cosntruct knowledge in collaboration with an interlocutor. In Krashen's i + 1, the input comes from outside the learner and the emphasis is on the comprehensibility of input that includes language structure that are just beyond the learner's current developmental level. The emphasise in ZPD is on development and how learners co-construct knowledge based on their interaction with their interlocutor or in private speech.

Question 22

13.11.17 Behaviorist vs Mentalist Accounts of L2 Learning:

Accepted Answer

Behaviorist: LL as habit formation errors resulting from interference of habits involves conditioning (→ stimulus reinforcement, repetition → operant) Mentalist: LL as approximation of habits from L1 to L2 (organic process) errors not only due to the influence of L1, but also product the learner's “creative construction” LL happens inside the learner's head and is driven by an innate capacity for language ---> “language acquisition device” Difference between Behaviorist and Mental view SLA researcher investigated: nature of errors produced by learners ---------->errors more likely to be intralingual → “normal” in natural process of LL. L2 learning whether a matter of accumulated habits or a process with stage-like progression in the acquisition -------> stage-like progression

Question 23

13.11.17 Input and Interaction:

Accepted Answer

Learner driven, organic process of gradual development learners possess an interlanguage → they control an internal system of rules, interdepended of L1 & L2. Internal system evolves gradually over time. Input: learners need to be exposed to input, which was focused on …… foreigner talk: NS adopt their language to NN (slower, more pauses, easy vocab.) ---> helps learners to understand the input. Interaction: NS use more interactional modifications, which involve the management of discourse and the repair of communication problems. Output: comprehensible output is needed as well. Learners are pushed to produce in LZ. Consciousness-raising function Consciousness: Noticing Hypothesis He stated that learners cannot learn the grammatical features of a language unless they notice them. Noticing alone does not mean that learners automatically acquire language; rather, the hypothesis states that noticing is the essential starting point for acquisition. (Quelle: Internet)

Question 24

13.11.17 Social perspective on L2 acquisition:

Accepted Answer

Acculturation Theory (Schumann) language learning depends on the degree to which they acculturate to the target language community (sehr schlecht zu lesen!!!) The main suggestion of the theory is that the acquisition of a second language is directly linked to the acculturation process, and learners’ success is determined by the extent to which they can orient themselves to the target language culture (Quelle Internet). Social identity (Norton) relationship between power, identity and language. Learners need to be able to see themselves as a legitimate speaker of the LZ. ZPD Vygotsky zone of proximal development The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help and what he or she cannot do.[1] The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last ten years of his life.[2] Vygotsky stated that a child follows an adult's example and gradually develops the ability to do certain tasks without help.[3] Vygotsky and some other educators believe that the role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning.[4] (Quelle: Internet).

Question 25

13.11.17 Instruction and L2 Acquisition: Meaning-focused and form-focused Instruction

Accepted Answer

Meaning-focused instruction: Benefits native-like control of discourses → constructional communicative skills + confidence in using LZ TBLT → Task based language teaching → attention to form should be embedded in the communicative interactions that tasks give rise to. Shortcomings LL fail to pay attention to grammatical features that are not important for realizing their meanings → no high level of linguistic competence + grammatical proficiency Meaning-focused instruction takes place when LL are engaged in processing input + output in communicative contexts → Non- interventivness - instruction Form-focused instruction Benefits- assists learners to abandon default processing strategies.- necessary to direct learners' attention to key grammatical markers in the input TBLT → Task based language teaching → attention to form should be embedded in the communicative interactions that tasks give rise to. Shortcomings - hard to generalize because the effectiveness of FFI depends on - linguistic feature- interactional context- the individual learner Form-focused instruction involves the direct teaching of specific linguistic forms → explicit instruction + input-based / production based Pactice.

Question 26

13.11.17 Individual differences (IDs) in language learning

Accepted Answer

rich history of research into individual learner differences Learners were seen as “good/bad”, “intelligent/dull”, “motivated/unmotivated”. Research focused on developing tests such as the Modern Language Aptitude Battery. Researchers started to identify characteristics of “good” learners. Now: learners possess different kinds of abilities and predispositions that influence learning in complex ways. Examination of the relationship between different learner factors and language achievement or proficiency. Learning factors: 'language aptitude' and 'motivation' → function independently. Motivation: extrinsic or intrinsic would influence how learners processed input. Language aptitude and language anxiety influence the extent to which learners benefit from instruction. Learning strategies: grouping, practicing, setting goals and objectives, taking risks and asking for clarification.

Question 27

13.11.17 Principles of ILL

Accepted Answer

Instruction needs to …Principle 1: rich repertuar of formualic expressions and a rule based competencePrinciple 2: focus on meaningPrinciple 3: focus on formPrinciple 4: develop an implicit knowledgePrinciple 5: has account order and sequence of acquisitionPrinciple 6: have extensive L2 inputPrinciple 7: have opportunities for outputPrinciple 8: have the opportunity to interact in the L2Principle 9: respect individual differences in L.Principle 10: consider in subjective aspects.Principle 11: examine free and controlled production

Question 28

27.11.17 Outline the three cognitive theories of bilingualism:

Accepted Answer

The Balance Theory: see page 164 - 165 views two languages as existing together in balance. The picture is of weighing scales with a second language increasing at the expense of the first. → you have also the example of the balloons. -----------> Balloon metaphor: monolinguals have one well-filled balloon [...] (I need to find more examples and explanations for this) Separate Underlying Proficiency Model of Bilingualism: --------->This model conceives of the two languages operating separately without transfer and with a restricted amount of room for languages. The Iceberg Analogy: see page 165 Cummins' Common Underlying Proficiency Model of Bilingualism can be pictorially represented in the form of two icebergs. Two languages are visibly different in outward conversation. Underneath the surface the two icebergs are fused so that the two languages do not function separately. Both languages operate through the same control processing system. The Threshold Theory !!! (VERY IMPORTANT THEORY): see page 167 summarizes the relationship between cognition and degree of bilingualism. By Cummins in 1976 research on cognition and bilingualism is best explained by the idea of two thresholds. Each threshold is a level of language competence that has consequences for a child 1. Threshold: is a level for a child to reach to avoid the negative consequences of bilingualism. 2. Threshold: is a level required to experience the possible positive benefits of bilingualism. Such theory therefore limits which children will be likely to obtain cognitive benefits from bilingualism. The Threshold Theory my be portrayed in terms of a house with 3 floors. SEE PICTURE IN THE SCRIPT Problem with the Threshold-Theory: is in precisely defining the level and nature of language proficiency a child must obtain in order, first to avoid the negative effects of bilingualism, and second, to obtain the positive advantages of bilingualism. At what language 'hight' the ceilings become floors is not clear. What language skills need to be developed to what point so as to reach a higher threshold level? Artificial tages might be constructed whereas in reality the transition might be gradual and smooth

Question 29

27.11.17 2. Explain the terms: Developmental Interdependence Hypothesis (p. 169): (The evolution of threshold theory) BICS (p.170): CALP (p.170):

Accepted Answer

Developmental Interdependence Hypothesis (p. 169): (The evolution of threshold theory) This hypothesis suggests that a child's second language competence is partly dependent on the level of competence already achieved in the first language. The more developed the first language, the easier it will be to develop the second language. When the first language is at a low stage of evolution, it is more difficult to achive bilingualism. BICS (p.170): Basic Interpersonal Communicative Skills refer to 'social' language can be reached up to 2 years (you are able to speak fluently) (own notes) BICS is said to occur when there are contextual supports and props for language delivery. ------> Face to face 'context embedded' situations provide, for example, non verbal support to secure understanding.----->Actions with eyes and hands, instant feedback, cues and clues support verbal language. CALP (p.170): Cognitive Academic Language Proficiency Academic language, up to 7 years (own notes) occurs in context reduced academic situations. ------> Where higher order thinking skills (e.g. analysis, synthesis, evaluation, hypothesis […]) are required in the curriculum, language is 'disembedded' from a meaningful, supportive feedback.

Question 30

27.11.2017 3. Explain Cummins's theory that proposes two dimensions (Cummins 1981b, 1983b, 1984b) (p.173 and p.176):

Accepted Answer

SEE SKRIPT (FOTO) Both dimensions concern communicative proficiency. The first dimension refers to the amount of contextual support available to a student. Context embedded communication exists when there is a good degree of support in communication, particularly via body language. In context reduced communication there will be very few cues to the meaning that is being transmitted . The second dimension is the level of cognitive demands required in communication. Cognitively demanding communication may occur in a classroom where much information at a challenging level needs processing quickly Cognitively undemanding communication is where a person has he mastery of language skills sufficient to enable easy communication.

Question 31

27.11.2017 4. What's the relevance of BICS and CALP for classroom situations? (p.177).

Accepted Answer

SEE Picture !!!! A teacher wants a group to learn how to measure height and to understand that concept of hight. Listed below are few of the teaching strategies for teaching about hight. Following the list is a diagram placing the four strategies on the two dimensions: One-to-one, individual teaching using various objects to measure height (1). A demonstration from the front of the classroom by the teacher using various objects (2). Teacher giving oral instructions without objects (3). Reading instructions from a work card without pictures (4).

Question 32

27.11.2017 5. Jim Cummins' hypotheses have also been criticised by other researcher (e.g., MCSwan,...) What criticism comes up (p.178)?

Accepted Answer

Criticism (p.178 & 179): -Cummins' (1981b) early theory may artificially isolate certain ingredients in a bilingual's cognitive or classroom experience. The early theory was essentially individual and psychological. Other variables need to be considered, such cultural, social, political, community, teacher expectations and home factors. - Cummins' (1981b) criterion of educational success tended to center on dominant, middle-class indices of achievement. - Self-esteem, social and emotional development, divergent and [..] were not considered.The two dimensions are not necessarily distinct and may not best be represented by two maximally separated axes. - The dichotomy between de-contextualized and contextualized communication may be too simple as all communication appears in some kind of context. - The theory need to sit alongside an individual child's cognitive strategies and style in learning.

Question 33

04.12.2017 1. Motivation (p. 171) (most important for teachers) Ten Commandments for motivating language learners (Dörneyi & Csizer, 1998)?

Accepted Answer

in the past motivation was seen as something stable (from TUTOR Mlaker). today we don't consider motivation as stable (from TUTOR Mlaker). Motivation is very important (from TUTOR Mlaker). considered to be the primary cause behind L2 learning in the classroom. Dörneyei (2005): “motivation is the stimulus that drives learners to initiate and sustain the L2 learning process. 3 stages of motivation: 1. preactional (before the task)2. actional (during the task)3. postactional (after task) Ten Commandments for motivating language learners (Dörneyi & Csizer, 1998): Set personal example with your own behavior. Create a pleasant, relaxed atmosphere in the classroom. Present the tasks properly. Develop a good relationship with the learners. Increase the learners' linguistic self confidence. Make the language classes interesting. Promote learner autonomy. Personalize the learning process. Increase the learners' goal-orientedness. Familiarize learners with target language culture. Their overall conclusion based on the analysis was that motivation had the greatest relationship with L2 achievement. Results indicate a strong correlation between motivational strategies and student motivation.

Question 34

04.12.2017 2. Willingness to communicate (most important for teachers)

Accepted Answer

related to motivation (from TUTOR Mlaker). refers to the predisposition towards talkativeness that learners have in the classroom and also outside the classroom; as such it is the behavioral intent that can result in actual communicative behavior. Willingness to communicate addresses multiple dimensions of learners' experiences, including psychological, linguistic, educational, and communicative. ----------------> These dimensions are reflected in the conceptualization of willingness to communicate as a pyramid.----------------> [need more information regarding the willingness to communicate]

Question 35

04.12.2017 3. Learning strategies

Accepted Answer

Oxford defines it as follows: -----------> “the learners goal directed actions for improving language proficiency or achievement, completing as task, or making learning more efficient, effective, and easier” Teachers may be able to help learners use their learning strategies more effectively. Cognitive strategies: are those that involve the use of brain to manipulate or transform L2 input in order to better retain it. Memorization strategies: such as the keyword technique, repetition or visualization are examples of this category Metacognitive strategies: involve using higher order thinking to plan, analyze, monitor, and evaluate learning. Social strategies: are activities in which learners seek out other people to help them in their learning. Affective strategies: involve the emotional aspect of learning process. These strategies help learners regulate their emotion in order to facilitate the learning process. Rewarding one's self for studiying for a specific amount of time is a good example of this strategy.

Question 36

04.12.2017 4. Learning styles

Accepted Answer

related to learning strategies are the learning styles that often underline specific strategies. Example: if someone is an analytical learner, then cognitive strategies that analyze the constitution parts of the L2 input might be a strategy that this person uses. Learning styles (based on Dörney & Skehan, 2003, p. 605) Cognitive Executive Affective Social Physiological Behavioral - each learning style has its own advantages and disadvantages.- A variety of styles will still result in effective L2 learning. - Criticism regarding learning strategies and learning styles: these terms have been used very broadly categories proposed by different researchers are imprecise.

Question 37

04.12.2017 4. Personality

Accepted Answer

Personality is another individual difference that is comparatively stable. The big five model is a major theory of personality in psychology (and it consists of the following five primary traits): 1) openness to experience2) conscientiousness3) agreeableness4) extraversion – introversion5) neuroticism- emotional ability The descriptors used for neuroticism in the big five model include anxious, insecure, self-conscious, and emotional. The main way that neuroticism has been examined is through research into anxiety. When considering anxiety, a distinction is made between general anxiety and language learning anxiety. There might also be anxiety related to specific L2 skills that is separate from general language anxiety.

Question 38

04.12.2017 6. Language Learning Aptitude

Accepted Answer

aptitude specific to language learning refers to the strengths that learners may have in relation to the cognitive processes that are involved in L2 learning. Language aptitude is also considered to be a primarily innate, fairly stable trait that is not affected by training or instruction. Several different components of Language aptitude: ----> phonemic coding ability----> grammatical sensitivity----> implicit learning ability----> memorization ability if you have got a very high language aptitude language learning is very easy for you (from TUTOR Mlaker). if you have a low language learning aptitude language learning would be very hard for you (from TUTOR Mlaker).

Question 39

04.12.2017 7. Working memory

Accepted Answer

can be seen as a temporary storage room (from TUTOR Mlaker). is an aspect of language aptitude. Working memory is not language specific (from TUTOR Mlaker). Has been described as temporary storage system that allows individuals to hold and process information for a short period of time. It is continuously processing information as it comes in, and because it is a limited capacity system, the information either exit the working memory or gets transferred to long term memory. Working memory is viewed as especially important for L2 acquisition because of the role it plays in focusing attention on specific components of the imput.

Question 40

11.12.2017 1. Pages xii-xiii, Page 1-2: Lynne Cameron distinguishes between learner-centred and learning-centred perspectives on teaching. Which perspective does she prefer? Why?

Accepted Answer

Children can be interested in topics that are complicated, difficult and abstract. This is one reason why a ‘child-centred approach’ (assuming limits to their interests) is dismissed and a learning-centred approach is adopted. --> language structures Learning-centred perspective knowledge about children’s learning is seen as central to effective teaching. Learner-centred teaching places the child at the centre of teacher thinking and curriculum planning. Notes from students: she prefers learning-centred (confirmed by Frau Mlaker)

Question 41

11.12.2017 2. Pages2-5: Explain Piaget’s approach which regards the child as active learner. Which roles do assimilation and accommodation play? What are implications for language learning and teaching? What are shortcomings of this approach?

Accepted Answer

Child is seen as continually interacting with the world around her/hi, solving problems that are presented by the environment. It is through taking action to solve problems that learning occurs. Thought is seen as deriving from action; action is internalised, or carried out mentally in the imagination, and in this way thinking develops. Assimilation happens when action takes place without any change to the child; accommodation involves the child adjusting to features of the environment in some way. (fork as spoon assimilation; spiking food accommodation) --> Restructuring: reorganisation of mental representations of a language. Shortcomings: when appropriate language, objects and tasks are used, very young children are capable of many of the ways of thinking that Piaget held too advanced for them. Sense making is limited not child friendly he neglects the social... not the interaction with the environment. Social interaction From Frau Mlaker: --------------> each child goes through these developmental stages. --------------> So we as teachers can adapt to our children.

Question 42

11.12.2017 3. Pages5-8: Compare Piaget’s and Vygotsky’s approaches. To what extent does the sociocultural perspective go beyond the purely developmental approach presented by Piaget? What do we know about the so-called ZPD? What is relevant for learning in general and for learning languages in particular?

Accepted Answer

Piaget: creating an environment with opportunities for learning (alone learner, with objects) children active learners in a world full of objects (from Mlaker) the developmental stages (from Mlaker) thought is deriving from action (from Mlaker) Piaget underestimates children (from Mlaker) Vygotsky: development and learning take place in a social context (active learner with othe people). Those people help children to learn, bringing objects and ideas to their attention, talking while playing and about it. Adults mediate and make the wold accessible. (help with the spoon ZPD---> filling the spoon: what can a child do with skilled help, not alone) children are active in a world full of individuals (from Mlaker) there are not developmental stages, but they are rather smooth (from Mlaker) Actions are derived from thought (from Mlaker) Vygotsky: children are able to do much more (the opposite of Piaget) (from Mlaker)

Question 43

11.12.2017 4. Pages8-11: Bruner emphasizes the importance of scaffolding and routines. Explain the terms in relation to language learning.

Accepted Answer

(scaffolding (Gerüst): as fine-tuned help with spoon) make children interested in the task simplify the task, by breaking it down into smaller units kept the child on track towards completing the task by reminding the child of what the goal was pointed out what was important to do or showed the child other ways of doing parts of the task controlled the child´s frustration during the task demonstrated an idealised version of the task Tuned to the needs of the child and adjusted as the child became more competent. - Attend to what is relevant --> suggesting, praising the significant, providing focusing activities - Adopt useful strategies --> encouraging rehearsal, being explicit about organisation -Remember the whole task and goals --> reminding, modelling, providing part-whole activities Routine: (reading a picture book) Over any short period of time, the language used by the parents includes a lot of repetition, and uses finely tuned language that the child, helped by the pictures, can make sense of. The book-reading event is scaffolded by the adult to let the child participate at the level he or she is capable of. The repeated language allows the child to predict what is coming and thus to join in, verbally or non-verbally. Classroom organisation (Joann hand out the paper, scissors).

Question 44

11.12.2017 5. First, second and foreign languages (p. 11-14): How are first and second languages learned?

Accepted Answer

amount and type of exposure to the language. Teacher must provide exposure to the language and provide opportunities for learning through classroom activities. First: The correct use requires the child to have developed both logical understanding and the language in which to express it. Different, developed skills and learning abilities in their first and second language.

Question 45

11.12.2017 6. Pages14-16: In which ways does the first language influence the second? Summarise the text parts “Age and First Language” and “Influence of teaching on second language learning”.

Accepted Answer

Competition Model: Cue effect: different languages have different ways of carrying meaning, and the particular ways in which a language encodes meaning act as ‘cues’ to interpreting the meaning of what is said. (word order S V O). In Italian the word order is not important. --> later we transfer these strategies from one language to another Age: No Critical Period Influence: Children reproduce the structures learned. So we have to be aware of what we teach.

Question 46

11.12.2017 7. Pages16-19: What are the advantages of starting to learn a foreign language in the primary years? What’s the “holism of language learning” and in which parts can children’s foreign language learning be split up?

Accepted Answer

- Primary years: listening comprehension benefits most, pronunciation. Grammar more slowly, linked to cognitive development. Receptive skills are better than productive. - Listening, Speaking, Reading and Writing. Add Grammar, Vocabulary and Phonology. 1. learning reading and writing needs separate teaching 2. learning oral skills: focus on words (concepts) and interaction (discourses) Grammar, emerging from the space between words and discourse, important in constructing and interpreting meaning accurately Phonology: exposure

Question 47

11.12.2017 8. Pages19-20: Summarise the key learning principles.

Accepted Answer

Children actively try to make sense, ie. To find and construct meaning and purpose for the what adults say to them and ask them to do. They can only make sense in terms of their world knowledge. Teachers need to examine classroom activities from the child´s point of view in order to asses them. Children need space for language growth: ZPD potential of the child is important for effective learning. Routines and scaffolding are language strategies that are important Language in use carries cues to meaning that may not be noticed. Children need skilled help in noticing aspects of the foreign language that carry meaning. Development can be seen as intrnalising from social interaction. Children’s foreign language learning depentds on what they experience. If we want children to develop certain language skills, we need to ensure they have experience in lessons that will build those skills. Create an environment for learning and offer different kinds of opportunities for language learning. Identify the proper activity.

Englisch Didactics (Fach) / Didactics (Lektion)