Rohde (Fach) / L2 Teaching and Learning (Lektion)
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Linguistics
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- behaviourism -process of mechanical habit formation -every type of learning is based on a stimulus which serves to elicit behaviour -also based on reinforcement, which serves to mark the response as being appropriate ane encourages the repetition of the response in the future Reinforcement: increases the likelihood that the behaviour will occur again and eventually become a habit
- non-verbal communication process of communication through sending and receiving wordless messages -gestures -body language -mimic
- verbal communication communicating your thoughts through words -writing -speaking -sign-language
- Use of language is a matter of gossip and deception gossip: using language for its own sake deception: manipulative function of language
- explicature what the hearer has to do
- implicature what the hearer gives you
- cooperation -humans always try to interpret utterances -we are born to cooperate
- Significance of Theory of Mind for communication -change of perspective -empathy -deception -lying
- difference between human language and animal communication -grammar -we are able to lie -we are able to feel empathy -we can refer to time
- phonetics accoustic properties of language
- phonology -system of language -sound structure - how sounds are formed
- phone every unclassified speech-sound
- phoneme smallest segment of a sound which can distinguish two words Test: minimal pair bed-head
- allophone variation of a phoneme which doesn´t change the meaning of a word
- prescriptive gives concrete rules
- descrptive to describe the language
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- nature/nurture nature: every language spoken in the world is based on the same innate principles and parameters whose setting the child fixes upon encountering the respective structures in the input of their first language nurture: structure ermerges from language use
- interlanguage a large part of the language system is actively constructed in L2 acquisition -> a series of mental grammars that are drawn upon in producing and comprehending sentences in the L2
- task-based learning and teaching -practical tasks which students must learn to cope with for survival purposes ->strong learning motivation ->forces them to focus attention on linguistic forms and their social function teacher=supporter and inventor of tasks
- features of action orientation linguistic action: to communicate your intention, to persue an aim cognitive action: to construct your own knowledge, to learn, to supervise your learning process emotional action: to act wth empathy and emotion physical action: to act=to move
- To what extend can story telling as a teaching method be regarded as action oriented? emotional action cognitive action linguistic action
- Universal Grammar -a large part of the native speaker´s knowledge of his language, i.e. the internal grammar, is innate -humans have a genetic endowment that enables them to learn language -consists of principles and parameters principles: properties that hold for all human languages
- Output Hypothesis -claims that a necessary condition for L2 acquisition is to produce comprehensible output noticing function: output makes learner notice gaps in interlanguage hypothesis- testing function: learner is able to test hypothesis about forms/structures metalinguistic function: output is likely to foster learners reflection on linguistic phenomena of the L2
- Interaction Hypothesis -suggests that L2 learners profit from negotiations about meaning when engaged with L1 interlocutors -the more input was queried, recycled and paraphrases, the mor it becomes well-targeted to the particular needs of the L2 learners
- Input-Hypothesis claims that a rich and comprehensible input is the only necessary condition for successful L2 acquisition
- error -non-target like structures, which can be accounted for by the respective developmental stage the learner is currently going through -cannot be avoided, since they reflect the system as it has developed at a given point in time
- relevance of the stage model for classroom -teachers become aware of the stages -developmental stages have to be accepted as an integral part of the language acquisition process
- Pienemann´s stage model -L2 acquisition proceeds through 6 fixed stages -suggests a sequence of stages which are accounted for by how these structures are processed in the learners minds -stages cannot be manipulated or skipped