SAMENVATTING VK2.2
ENGELS
Zaaijer, Tamara
Christelijke Hogeschool Ede
,Inhoud
LA 1 Foreign language learning and teaching.........................................................................................1
Describe different aspects of foreign language learning....................................................................1
Knowledge of foreign language learning methods.............................................................................2
Knowledge of language processing (making mistakes).......................................................................3
Knows how these aspects, methods and processes influence teaching (young) children..................3
LA 2 Language learning Goals & frameworks.........................................................................................4
Is familiar with the “kerndoelen Engels”............................................................................................4
Is aware of the “Kerndoelen Engels VO”............................................................................................4
Is familiar with the European framework of reference for languages................................................5
Is familiar with language testing principles.........................................................................................5
LA 3 Principled Communicative Approach & the Penta Pie....................................................................6
Can apply the principled communicative approach (open)................................................................6
Can apply the penta-pie (open)..........................................................................................................7
LA 4 Teaching & Learning Materials.......................................................................................................8
Can select appropriate materials based on age, level and goal (open)..............................................8
Can create and use information gap exercis (open)...........................................................................8
Knowledge of motivating activities such as Total Physical Response (TPR), drama, music, puppets
and games..........................................................................................................................................8
LA 1 Foreign language learning and teaching
Describe different aspects of foreign language learning
Acquisition and learning (verwerven en leren)
- Monolingual = able to speak only one language
- Aquisition = a subconscious proces
- Learning = something we do consciously
, Why does the difference between acquisition and learning matter?
- Stephen Krashen people acquire language if they get comprehensible input
Learnt language could not become acquired language
- Researchers questioned Krashen’s Input Hypothesis. THey said it was difficult test because
people cannot usually say if their language was acquired or learnt, and if you can’t say which
it was, then the theory cannot be proved or disproved.
- THere has tob e an element of consious attention to the actual language that is being used in
the input. This is especially important for learners who have reached (or gone through)
puberty.
Which way is best?
- Learn language in classrooms people don’t have the opportunity to live in a foreign
country.
- Children are not ready to learn language. acquisition – like activities may the best.
- Some students seem to acquire a neq language without too much effort.
- A mixture of activities, some more focused on acquisition and some more on learning.
- Many teaching methods have focused more on learning than acquisition.
- Some methods more acquisition. teachers let think them more about content of what
they say or do than the form of language they are using.
Knowledge of foreign language learning methods
1. Grammar-translation
o Students studied the grammar of sentences in the target language.
o They translated them into their own language.
2. Audio-lingual methodology
o A lot of speaking practise by using habit-formation drills
o Repeat until they are memorised
o Theory of behaviourism
3. The communicative approach/communicative language teaching
o Focuses on the idea that people get language if they have opportunities to use it.
o Focuses more on content than on form
o Correction often takes place after the students have tried tos peak or write
communicatively
ENGELS
Zaaijer, Tamara
Christelijke Hogeschool Ede
,Inhoud
LA 1 Foreign language learning and teaching.........................................................................................1
Describe different aspects of foreign language learning....................................................................1
Knowledge of foreign language learning methods.............................................................................2
Knowledge of language processing (making mistakes).......................................................................3
Knows how these aspects, methods and processes influence teaching (young) children..................3
LA 2 Language learning Goals & frameworks.........................................................................................4
Is familiar with the “kerndoelen Engels”............................................................................................4
Is aware of the “Kerndoelen Engels VO”............................................................................................4
Is familiar with the European framework of reference for languages................................................5
Is familiar with language testing principles.........................................................................................5
LA 3 Principled Communicative Approach & the Penta Pie....................................................................6
Can apply the principled communicative approach (open)................................................................6
Can apply the penta-pie (open)..........................................................................................................7
LA 4 Teaching & Learning Materials.......................................................................................................8
Can select appropriate materials based on age, level and goal (open)..............................................8
Can create and use information gap exercis (open)...........................................................................8
Knowledge of motivating activities such as Total Physical Response (TPR), drama, music, puppets
and games..........................................................................................................................................8
LA 1 Foreign language learning and teaching
Describe different aspects of foreign language learning
Acquisition and learning (verwerven en leren)
- Monolingual = able to speak only one language
- Aquisition = a subconscious proces
- Learning = something we do consciously
, Why does the difference between acquisition and learning matter?
- Stephen Krashen people acquire language if they get comprehensible input
Learnt language could not become acquired language
- Researchers questioned Krashen’s Input Hypothesis. THey said it was difficult test because
people cannot usually say if their language was acquired or learnt, and if you can’t say which
it was, then the theory cannot be proved or disproved.
- THere has tob e an element of consious attention to the actual language that is being used in
the input. This is especially important for learners who have reached (or gone through)
puberty.
Which way is best?
- Learn language in classrooms people don’t have the opportunity to live in a foreign
country.
- Children are not ready to learn language. acquisition – like activities may the best.
- Some students seem to acquire a neq language without too much effort.
- A mixture of activities, some more focused on acquisition and some more on learning.
- Many teaching methods have focused more on learning than acquisition.
- Some methods more acquisition. teachers let think them more about content of what
they say or do than the form of language they are using.
Knowledge of foreign language learning methods
1. Grammar-translation
o Students studied the grammar of sentences in the target language.
o They translated them into their own language.
2. Audio-lingual methodology
o A lot of speaking practise by using habit-formation drills
o Repeat until they are memorised
o Theory of behaviourism
3. The communicative approach/communicative language teaching
o Focuses on the idea that people get language if they have opportunities to use it.
o Focuses more on content than on form
o Correction often takes place after the students have tried tos peak or write
communicatively
