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Samenvatting Engels: Vakdidactiek 1.1 Tentamen €8,74
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  3. Fontys Hogeschool (Fontys)
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  5. Vakdidactiek (ENPF020)

Samenvatting

Samenvatting Engels: Vakdidactiek 1.1 Tentamen
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Dit document is een samenvatting voor het tentamen voor vakdidactiek 1.1 voor de lerarenopleiding Engels. Het is in 2020 geschreven maar in 2025 nog gebruikt, met een 8,5 als resultaat!

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Document informatie

  • 10 februari 2025
  • 32
  • 2019/2020
  • Samenvatting

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Voorbeeld van de inhoud

Methodology Tentamen
- 3.1.4 - 3.1.5
- 4.3 - 4.5
- 4.9
- 8.1 - 8.3
- Chapter 14
- Chapter 15
- Brandl, Principles of CLT and task-based instruction
-  Gonzalez-Fernandez, Vocabulary: Principles and practice
-  Richards, Communicative Language Teaching Today
Willingham, Do visual, auditory, and kinesthetic learners need visual,
auditory, and kinesthetic-instruction?
 Modern English Teacher, issue November 2016, Revisiting the value of
vocabulary revision
-  All materials from reader (incl. Mondria & Ur)
-  All materials from PowerPoints

Only for Dutch students:
 Staatsen, Moderne Vreemde talen
- Hoofdstuk 1.1 - 1.4
- Hoofdstuk 6


Session 1
Modern Foreign Language Methodology

What is Modern Foreign Language Methodology?
- Methodology is a system of practices and procedures that a teacher uses to
teach. It will be based on beliefs about the nature of language, and how it is
learnt.
- Typical aspects of MFL:
Little oral proficiency, a lot of focus on form
Language practice consists or repetition of language patterns and drill exercises
- Typical aspects of a MFL teacher:
Focusses a lot on form
Practices repetition of language patterns and drill exercises

The History of Language Teaching,
according to Brandl:
First: Grammar-Translation Method
 Primarily lists of vocabulary and rule explanations, lots of translations
activities. Little oral proficiency.
Second: Direct Method
 Came because of the demand for oral proficiency
Had a very specific principle of procedure:
1. Classroom instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in carefully graded progression
organized around question-answer exchanges between teachers and students
in small, intensive classes.

, 4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstrating, objects, and pictures;
abstract vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.
Third: Natural Method:
 Originated because of people who believed that a foreign language could be
taught without translation or the use of the learner’s native language, if
meaning was conveyed through demonstration and action.
Fourth: Audiolingual Method
 Underlying assumption: foreign language learning is basically a mechanical
process of habit formation and automatization. In practice, this meant students
were presented with language patterns and dialogues, which they had to
mimic and memorize.
We still see some audiolingual teaching in our system today.
But the audiolingual method had its flaws:
- Learners lacked engagement in meaningful language use and had only limited
opportunities to use language creatively while interacting with their peers.
- The emphasis was on eradication of errors and accurate production of the
target forms, not on communication of meanings.
- However: even with the arrival of the direct method and audiolingualism,
speaking was mostly repeating prescribed language.
Fifth: Total Physical Response
 Originally developed as a method to teach language by combining action and
speech.
Sixth: The Silent Way
 Was not widely adapted.
Seventh: Communicative Language Teaching

Communicative Language Teaching

What is Communicative Language Teaching?
- CLT reflects a certain model or research paradigm, it is based on the theory
that the primary function of language use is communication. Its primary goal is
for learners to develop communicative competence, or simply put,
communicative ability. In other words, its goal is to make use of real-life
situations that necessitate communication.
So: In CLT the focus of learning is on communication instead of grammar
and vocabulary.
What qualities are required to justify the label CLT?
 Activities that require frequent interaction among learners or others to
exchange information and solve problems.
 Use of authentic (non-pedagogic) texts and communication activities linked to
“real-world” contexts, often emphasizing links across written and spoken
modes and channels.
 Approaches that are learner-centred in that they take into account learners’
backgrounds, language needs, and goals and generally allow learners some
creativity and role in instructional decisions.

,Setting goals
Why do people set goals for themselves? What does this accomplish?
- Setting goals helps:
 Give direction
 To prioritize
 Motivate
 Keep us accountable
 Build confidence
 Create & maintain focus
 Instil hope

S.M.A.R.T.
What is (a) SMART (goal)?

 What content standards and skills do I focus on?

 How will I know when the goal has been achieved?

 Can the target end-result reasonably be achieved?

 Does the goal align with the focus of the rubric?

 What is the specified & realistic timeframe for
achievement?



Session 2
Fluency vs. Accuracy
- Fluency: Being able to get the point across, even though you might make
mistakes.
Helping students to express themselves in a foreign language.
Paying more attention to meaning and context instead of grammatical error.
Mostly focussing on speaking and producing language. (productive skills)
Typical fluency activities:
Role playing and more communicative activities where English is used as a
medium of communication rather than an end in itself.
- Accuracy: Being correct as in correct vocabulary, grammar et cetera.

, More traditional teachers tend to give accuracy greater importance. More liberal
teacher tend towards fluency, but in the end, it really boils down to the needs of the
student.

The Practice of English Language Teaching
Chapter 14
Chapter 15
INSERT HERE: CHAPTER 14 AND 15



Principles of Communicative Language Teaching and Task-Based instruction
Brandl’s 8 Principles:

1. Using tasks as organizational principles
This has to do with the focus on meaning by giving learners “a purpose to use
grammar in a meaning context” .
- Example task: task in class that involves learners interaction with language
and focuses on meaning rather than form.
2. Promoting learning by doing
This refers to how new knowledge can be better retained in long-term memory
if it is tied to real-world events and activities.
3. Input needs to be rich
Since the learner needs to be exposed to the language from various sources
to develop native-like language skills.
That input, however, must be comprehensible to the students.
4. Input needs to be meaningful comprehensible and elaborated
The assimilation of new knowledge heavily depends on how easily it can be
attached to already existing knowledge.
5. Promoting cooperative and collaborative learning
By pairing or grouping students together so that they can work cooperatively
on a task.
This practice promotes communicative interaction in the target language.
6. Focus on form
Emphasizes a form-meaning connection, teaching grammar through
communicative contexts.
7. Providing error corrective feedback
Is important for the learner, but it is a long term process.
It depends not only on how the teacher provides the feedbacks, but also on
individual learner factors.
8. Recognizing and respecting affective factors of learning
Is essential for teachers to understand and provide learners with an
environment where they can feel motivated.



Session 3
Contextual Richness
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