17475

WiSe 15/16: What do we know about best practices in TEFL?

Urska Grum

Information for students

Modul Ausgewählte Themen der Englischdidaktik (ISS/Gym)

Comments

Ausgewählte Themen der Englischdidaktik (AT) The focus of this course is the professional activity of teaching English as a foreign language (EFL), considered both theoretically (as an object of investigation) and practically (as realized in the classroom). This course covers selected topics in the field of teaching English as a foreign language (TEFL), which may include: selected determinants of foreign language learning and teaching, communicative competence- and task-based language teaching, literary learning, methods and strategies, diversity and heterogeneity, inclusion, differentiation in the EFL classroom, etc. The aim is to critically investigate scholarly publications as well as relevant studies, leading participants to form educated hypotheses and deductions for the EFL classroom. The course requires regular attendance, active participation, extensive reading, and an in-class presentation, including a handout. Credits can be obtained by submitting a term paper of 12-15 pages (Modulprüfung). Focus areas: This course will take a detailed look at studies behind practical teaching recommendations, such as: set clear lesson goals, question to check understanding, provide plenty of practice and feedback, let students work in groups, summarise new learning, etc. We will critically investigate meta-analyses by Hattie (2008) and Marzano (2001), leading us into the field of Evidence Based Teaching on the quest for methods that work best in TEFL. The goal is to discuss and deduce implications for the EFL classroom from empirical findings on general factors that influence learning. We will also look into Action Research as a useful tool for teachers to improve their understanding of factors leading students to become better learners. Course participants are required to attend regularly and to participate actively, which includes a presentation ("Referat mit Handout"). Relevant readings will be announced at the beginning of the term. Literature: Hattie, John (2008): Visible Learning. A synthesis of over 800 meta-analyses relating to achievement. London/New York: Routledge. Marzano, Robert J. (2001): Classroom Instruction that Works. Research-based strategies for increasing student achievement. Alexandria, Virginia USA: Association for Supervision and Curriculum Development. Course structure: Lectures, seminars, group work, presentations plus feedback, and discussions. close

16 Class schedule

Regular appointments

Wed, 10:00 - 12:00 16 Class schedule

Wed, 2015-10-14 10:00 - 12:00

Lecturers:
Dr. Urska Grum