I. 1.

Reflecting on the popular ideas: Learning from research

1. Languages are learned mainly through imitation
Language learners do more than internalise a large list of imitated and memorised sentences.
They identify patterns and extend them to new contexts.
It is the combined exposure to language and its use in meaningful exchanges what leads to
learning
2. Most of the mistakes are due to interferences of the L1
It can be helpful if they 'know' structures of a similar L1
Errors can be due to a transfer of patterns or
evidence of learner's efforts to discover the structure of the L2, similar to those of L1
acquiring it.
3. Grammatical rules should be presented one at a time
They can't compare and contrast
The lack of use makes them forget them,

4. Simple structures should be taught before complex ones

???
5. The best to learn new vocab is through reading
True but… restricted input.
And to guess new words in a text, the reader must know about 90%
6. Errors should be ccorrected as soon as they're made
Effect on motivation
In an oral communication setting, it may discourage some students
7. If the interact freely, they copy each other's mistakes
Provides practice in speaking
Same errors as talking with advance or native speakers.
8. Students can learn both language and academic content in CLIL
They do, but to some extent. Accuracy needs to be taught as well.

I. 2. Second Language learning 2

1. Learner characteristics
Age- Older ones rely on cognitive skills.
Attitudes
2. Learning conditions
Hours expose to the language Classroom learners → less hours
Lack of feedback in real settings
Adapted input in some degree to all learners: teacher, louder…
3. Atudying the language
buyed maybe more advandced than bought (knowledge of the system)
Acquisition as a developing systems
4. Contrastive analysis, error analysis, interlanguage
Transfer: L1+ evidence in L2
Error reflect currents understanding of rules and patterns of L2
CAH Contrastive analysis hypothesis: french → English should reflect english → french
Error analyis: intelranguage, fossilization
5. Developmental sequences
Similar developmental sequences and error patternes regardless of the background
6. Grammatical morphemes
 I. 3. 2nd language learning 4
Behaviourism
Innatist perspective UG, LAD
Krashen's monitor model:
• acquisition model hypothesis
• Monitor hypothesis
• Natural order
• Comprehensible input hypothesis
• Affective filter hypothesis
Cognitive perspective
• Information processing
• Usage-based learning
• The competition model
• Language and the brain: L1 and L2 in the same area? Equally processed?
• Interactive hypothesis: Conversational interaction is essential if not sufficient
• Noticing hypothesis: nothing is learnt unless noticed.
• Input processing: difficult pay attention to mean and form simultaneously
• Processability theory: Features at the beginning or end of the sentence are easier to
process
• The role opf practice: : interactive, meaningful,focus on task-essential forms

I. 4. Texts on errors
• Systematic vs mistakes
• Global errors vs local errors
• Interference vs developmental
• Movement through developmental sequences

II. Principles of instructed language learning

1. Learners should develop a rich repertoire of formulaic expressions and a rule-based
competence
2. Focus predominantly on meaning
3. Also on form
4. Developing implicit knowledge of L2 while not neglecting explicit
5. Take into account learner's built-in syllabus
6. Extensibve L2 input
7. Oppotunities for output
8. Oportunity to interact is central to L2 proficiency
9. Take into account idividual differences
10. Examine free and controlled productions

III.1, Education in transition

 1. Knowledge
2. Autonomy
3. Responsibility

III.2. Theory of practice

Common sense is a social construct.
Not reflecting on what other teachers do, but on why they do it
Linguists formulate their own version of linguistic reality on their terms ans in their terms.

III.3. Mediation model

Theory: APPRAISAL (in principle) = Interpretation ↔ *Conceptual valuation
Practice: APPLICATION (of thechnique) = Operation* ↔ Empirical evaluation

IV. 1. Authenticity in the language classroom

1. What: Authentic texts
2. For whom: learners' interpretation
3. For what purpose: authenticity of tasks
4. In which social situation: s.s. of the classroom

IV.2. Context, community, authentic language

• Structuralist approach focus on meaning, but meaning in form
• Localized language: deixis
• Pragmatic meaning in context rather than semantic meaning in the code

V.1. Die Bildungsstandards für Fremdsprachen Englisch E8

Bildungstandards after the model of CEFR
17 topic areas
ESP

V2. Die Bildungsstandards E8: Kompetenzorientierterunterricht

V.3. Competences (definitions) Standards (visualization)

Competences are the cognitive skills available or possible to learn to solve particular problems.
The capability of a person to reach specific achievements.

VI. 1. Individual differences

 • Intelligence
• Language learning aptitude
• Learning styles
◦ visual
◦ auditory
◦ kinaesthetic
• Personality
• Motivation
• Identity and ethnic group affiliation
• Motivation in the classroom
• Attitudes and motivation
• Learner beliefs
• Age

VI.2. Learner strategies

• Conscious behaviours involving processes
◦ Cognitive
◦ Social
◦ affective
• Managed by metacognition
• Amount of attention give to strategies may vary
• Some may contribute to language development, others not
• Influenced by external & internal factors
• Oxford's Classification
◦ Direct
▪ memory
▪ cognitive
▪ compensation
◦ Indirect
▪ metacognitive
▪ affective
▪ social
• Teaching
◦ Teacher modeling
◦ Awareness raising
◦ Guided practice
◦ Review and reuse
◦ reflect and refocus

VII.1. Planning a course

Syllabus
CEFR
Timetables & work plans
 VIII.1 ELF
Co-operate in the negotiation of understanding
Problem: be formulated in standards.

VIII.2. Developments in research into ELF

• ELF != EFL
• Linguistic levels
◦ Phonology
▪ th
▪ vowel length, (and quality)
◦ Lexis/lexicogrammar
▪ 3rd perrson -s
▪ who/which
▪ omitting articles
▪ tag questions
▪ replacing infinitive-constructions with that 'I want that'
▪ Overdoing explictiness black colour
◦ Pragmatics
◦ Linguistic flexibility
◦ Domains
▪ Business settings
▪ Academic settings

IX. The multilingual EFL

It may be useful using L2
• Lerners preexisting knowledge is the basis of future learning → Linking English with L!
schemata
• Translation skills → linguistic awareness, pride of being bilingual
• Focus on cognates can improve voc
• Writing in L1 scaffolds output and allows higher order of thinking
• Bilingual dictionaries have been proven useful by research
• Challenges the subordinate status of minorities