ZAGADNIENIA DO EGZAMINU – EE
Metodyka Nauczania Języka Angielskiego
/tematy zapisane w kolorze niebieskim obowiązują na egzaminie w wersji angielskiej/
1. Definicje (patrz osobna lista pod bibliografią)
2. Cele (nadrzędne i ogólne) nauczania j. angielskiego na etapie przedszkolnym i wczesnoszkolnym (na podst. dowolnych Programu nauczania np. Oxford).
2. Co to jest Proces Poznawczy i co wpływa na jego doskonalenie ?
3. Rodzaje motywacji (motywacja wewnętrzna i zewnętrzna; instrumental i integrative).
4. Cechy rozwojowe dzieci w wieku 6-9 istotne dla nauczyciela j. obcego z podziałem na stałe i zmienne/dynamiczne. (na podst. Programu nauczania Oxford)
5. Learning strategies (kinesthetic / visual / auditory learners)
6. Language skills (division into receptive and productive and in what order they should be taught)
7. Language immersion – discuss what it is and why it is important in Foreign Language teaching
8. Scaffolding – discuss what it is and give an example [what does a teacher do/say what does a child do/say]
9. Metody nauczania:
- Direct Method
- Cognitive Method [Kognitywna]
- Communicative Language Teaching
- Natural Method / Approach
- Audiolingual Method
- Total Physical Response
( główne założenia i cele / rola nauczyciela / rola ucznia / typowe ćwiczenia i techniki nauczania/ podejście do błędu)
10. Krashen’s hypothesis.
11. Teacher’s roles – role nauczyciela (omówienie)
- controller, facilitator, assessor, organizer, prompter, participant, source/resource, tutor, investigator.
12. Fazy zajęć lekcyjnych i konspekt zajęć [omówić model PPP] różnice między celem szczegółowym a ogólnym lekcji – przykłady.
13. Formy pracy w klasie
14. Nomination strategies;
15. cotrolled, guided i free activities – różnice i przykłady.
16. Nauczanie słownictwa (najważniejsze założenia ; techniki)
17. Rozwijanie sprawności słuchania ze zrozumieniem (najważniejsze założenia ; techniki)
18. Nauczanie wymowy (najważniejsze założenia ; techniki)
19. Rozwijanie sprawności mówienia (najważniejsze założenia ; techniki)
20. Problematyka nauczania gramatyki uczniów w wieku 6-9
21. Rozwijanie sprawności czytania ze zrozumieniem (najważniejsze założenia ; techniki)
22. Nauczanie pisania (najważniejsze założenia ; techniki)
23. Drama na lekcjach j. obcego
24. Zarządzanie klasą i utrzymanie dyscypliny [powody złego zachowania uczniów i środki zaradcze]; -----------------------------------
Bibliografia:
Brumfit, C. et.al. (1991) Teaching English to Children: From Practice to Principle. Nelson
Brzeziński, J. (1987) Nauczanie języków obcych dzieci. Warszawa: WsiP
Harmer, J. (1991). The Practice of English Language Teaching. New edition. London : Longman
Komorowska, H. (2001) Metodyka nauczania języków obcych. Warszawa, Fraszka Edukacyjna
Komorowska, H. (2002) Sprawdzanie umiejętności w nauce języka obcego. Warszawa, Fraszka Edukacyjna
Ioannou-Georgiou, S. & Pavlou, P. (2003) Assessing Young Learners. Oxford: OUP
Lewis, G. & Gedson, G. (1999) Games for Children. Oxford: OUP
Mędela, A.; Studzińska, I. Program nauczania języka angielskiego. Kurs dla klasy I-III szkoły podstawowej. Macmillan Polska
Moon, J. (1999) Children Learning English. Macmillan Heinemann
Pamuła, M. (2006) Metodyka nauczania języków obcych w kształceniu zintegrowanym. Warszawa, Fraszka Edukacyjna
Phillips, D, Burwood, D, Dunford, H (1999) Projects with Young Learners. Oxford: Oxford University Press
Phillips, S. (1999) Drama with Children. Oxford: OUP
Pinter, A. (2006) Teaching Young Language Learners. Oxford: OUP
Reilly, V. & Ward, S.H. (2000) Very Young Learners. Oxford: OUP
Tomlinson, B (1998) Materials Development in Language Teaching. Cambridge: Cambridge University Press
Wright, A. (2003) Storytelling with Children. Oxford: OUP
/+ kserówki, które państwo otrzymaliście /
Definitions for the final exam:
1. LANGUAGE ACQUISITION vs. LANGUAGE LEARNING
Language acquisition (LA) is the process by which the language capability develops in a human. The term acquisition is often preferred to learning because the latter term is sometimes linked to a behaviourist theory of learning. Acquisition happens unconsciously, while learning is conscious. It is better when learners acquire knowledge than learn, because they store it in their minds for longer, even for ever. And Acquisition is a sub-conscious process which results in the knowledge of a language. Learning is only ‘knowing’ about the language.
2. COMPETENCE AND PERFORMANCE
In Transformational Generative Grammar (TG – proposed by an American linguist Noam Chomsky) competence is a person’s internalized grammar of a language. This means a person’s ability to create and understand sentences, including sentences they have never heard before. It also includes a person’s knowledge of what are and what are not sentences of a particular language. Performance is the actual use of the language by individuals in speech and writing. Language performance is not an ideal factor, there are a lot of overlaps, falstarts or unfinished sentences, even though the speaker may posses near-ideal language competence.
3. An interlanguage is an emerging linguistic system that has been developed by a learner of a second language (L2 or FL) who has not become fully proficient yet but is only approximating the target language: preserving some features of their first language (or L1) in speaking or writing the target language and creating innovations. An interlanguage is idiosyncratically based on the learners' experiences with the L2. It can ossify in any of its developmental stages. The learner creates an interlanguage using different learning strategies such as language transfer, overgeneralisation and simplification.
4. An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It is axiomatic: it describes the nature of the subject to be taught. It states a point of view, a philosophy, and a belief.
5. Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach there can be many methods. Within one approach, there can be many methods.
6. A technique is implementational – that which actually takes place in a classroom. It is a particular strategy, trick, or contrivance (sprytne posunięcie) used to accomplish an immediate objective (cel). Techniques must be consistent with a method, and therefore in harmony with an approach as well. Techniques depend on the teacher, his/her individual artistry, and on the composition of the class.
7. COMMUNICATIVE COMPETENCE
The ability not only to apply the grammatical rules of a language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom.
Communicative competence includes:
a) knowledge of the grammar and vocabulary of the language
b) knowledge of the rules of speaking (how to begin and end conversation, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speaks to and in various situations
c) knowing how to use and respond to different types of speech acts, such as requests, compliments, apologies, thanks, and invitations
d) knowing how to use language appropriately (according to the given situation)
8. ASPECTS OF COMMUNICATIVE COMPETENCE:
Discourse competence - describes the ability to produce unified written or spoken discourse that shows coherence and cohesion and which conforms to the norms of different genres (e.g. a business letter, a scientific essay etc.)
Strategic competence - describes the ability of speakers to use verbal and non-verbal communication strategies to compensate for breakdowns in communication or to improve the effectiveness of communication.
9. Linguistic competence is defined as a speaker-hearer’s ability to speak and understand language in a grammatically-correct manner.
10. BACKWASH EFFECT (WASHBACK EFFECT) - (in testing) the effect of a test on teaching. In some countries, e.g., national language examinations have a major impact on teaching and teachers often ‘teach to the tests’.
11. CARETAKER TALK - parents as carers talk to help the development of their child’s lg – they repeat a lot, use simple expressions and correct mispronounced (by the child) words. When caretakers speak to babies , the babies respond, most often nonverbally. From this rudimentary form of dialogue with its parent, the baby picks up a great deal about lg. For one thing, it learns that lg. is based almost entirely on speech and that speaking is intentional and meaningful. Unlike other oral sounds (e.g. belching) speech is not random but purposeful behaviour. Babies also learn that conversation consists of timed responses on the part of the interlocutor and that dialogue involves turn taking. Their primitive reactions to speech encourage the caretaker to continue.
12.TEACHER TALK - that variety of language sometimes used by teachers when they are in the process of teaching. In trying to communicate with learners, teachers often simplify their speech.
13. FOREIGNER TALK (FT) – that is, the simplified version of a language that native speakers use in order to address other speakers for whom this language is not a native one, especially speakers who do not know the language at all. Because of the similarities found in this type of speech and the speech which is usually directed at children, it is also sometimes called ‘baby talk’.
14. REFERENTIAL QUESTION – a question which asks for information which is not known to the teacher, such as What do you think about animal rights ?
15. DISPLAY QUESTION – a question which is not a real question (i.e. which does not seek information unknown to the teacher) but which serves to elicit language practice. For example: Is this a book ? Yes, it’s a book. It has been suggested that one way to make classes more communicative is for teachers to use fewer display questions and more referential questions.
16. PROCEDURAL QUESTION - a question which refers to the process/conduct of a lesson eg. Have you finished ? Who wants to start ?
17. CURRICULUM
an educational programme which states;
a the educational purpose of the programme (the ends)
b the content, teaching procedures and learning experiences which will be necessary to achieve
this purpose (the means)
c some means for assessing whether or not the educational ends have been achieved.
18. SYLLABUS
a description of the contents of a course of instruction and the order in which they are to be taught. Language-teaching syllabuses may be based on (a) grammatical items and vocabulary
(STRUCTURAL SYLLABUS) (b) the language needed for different types of situations (SITUATIONAL SYLLABUS) (c) the meanings and communicative functions which the learner needs to express in the TARGET LANGUAGE (FUNCTIONAL SYLLABUS).
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