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L e h r e r / i n n e n - S e r v i c e d e r T i r o l e r F a c h b e r u f s s c h u l e n

Tiroler Fachberufsschulen

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FremdsprachendidaktikLSR für Tirol – Abteilung C VI

Fremdsprachendidaktik 1 von 15 Juli 2010


Fremdsprachendidaktik

A different approach

Receptive skillsThe reader or listener employs a number of specialist skills when reading or listening and his succes at understandig the content of what he sees or hears depends to a large extent on his expertise in these specialist skills. We can look at six of these skills which we will be focusing on in this chapter.

Predictive skillsThe efficient listener or reader predicts what he is going to hear or read and the process of under -standing the text is the process of seeing how the content of the text matches up to these predic-tions. In the first instance his predictions will be the result of the expectations he has. As he contin-ues to listen and read, however, his predictions will change as he receives more information from the text. One of the main functions of the lead-in stage when teaching receptive skills will be to encour-age predictive skills.

Extracting specific informationVery often the listener or reader is involved in the use of receptive skills for the sole purpose of ex-tracting specific information. In other words the reader, for example, may look at a piece of written language not in order to understand it all, but for the purpose of finding out only one or two facts. He may quickly read a film revue only to find out the name of the star. The listener may turn on the radio and listen only for a particular item of news that he wants to hear. In both cases the reader/listener will disregard everything except the information he is interested in. This skill when applied to reading is often called scanning.

Getting the general pictureReaders and listeners often read or listen to something because they want to get the general pic-ture. In other words they want to read something, for example, and as a result of their reading have a general idea of the main points of what they have read: it is the main points that they are inter -Fremdsprachendidaktik 2 von 15 Juli 2010


ested in, not the detail. Indeed the skill of reading in order to get the general picture (often called skimming) presupposes the reader´s ability to pick out the main points and discard what is irrele-vant, or what is only detail. The reader is able to skim rapidly over information that is repeated more than once. The skill of getting the general picture, then, is concerned with rapidly assessing the main points of a text and not paying attention to irrelevance or detail. In listening, too, this skill is neces-sary and widely practised, particularly since speakers often include language which is not

relevant to the main points they are making or which is redundant (i. e. they have already said the same thing in a different way).

Inferring opinion and attitudeA reader or listener often has to be able to work out what the writer or speaker´s opinions and atti-tudes are, particularly since they are not always directly stated. The experienced reader or listener will know, from various clues he receives while reading and listening, whether the writer or speaker approves of the topic he is discussing, or whether his opinion of the personality he is describing is favourable or not. The ability to infer opinion and attitude is largely based on the recognition of lin-guistic style and its use to achieve appropriate purposes.

Deducing meaning from contextEven native speakers often come across words in written and spoken texts that they do not under-stand. Most usually, however, the fact that a word is unknown to them does not cause any particular problem. Based on the context in which the word occurs (the sentences, information and grammar that surround it) the native speaker guesses its meaning. Usually, too, his guess will be right. The point is that the deducing of meaning is important for a language user who will often meet unknown words and we will tray to train students in the same way to guess the meaning of unknown words. It should be said, of course, that for a native speaker or a foreign language user there is a point at which they are not able to deduce meaning from context where there are a great number of words that they do not understand.

Recognising function and discourse patterns and markersNative speakers know that when they read or hear someone say for example this phrase will be fol-lowed by an example. When they read in other words a concept will be explained in a different way. Recognising such discourse markers is an important part of understanding how a text is constructed. It is important to know, for example, which sentence in a paragraph is a generalisation and which



sentence then backs up that generali-sation with evidence. It is also important to be able to recog-nise devices for cohesion and understand how a text is organised coherently.

Quellverweis: Jeremy Harmer - The practice of English Language Teaching - Long-manHandbooks.

Communicative teaching lesson

Procedure of a communicative teaching lesson



Hören und Sehen - Verstehen als Teilziel im Fremd-sprachenunterricht

Die Beherrschung einer Fremdsprache setzt vier Fertigkeiten voraus:



Hören - Verstehen oder Hören und Sehen - Verstehen Lesen - Verstehen Sprechen Schreiben

Vorteile des Videoeinsatzes im Fremdsprachenunterricht Video gibt die vollständige Situation wieder. Der Dialog wird nicht nur gehört, auch kann

der/die Schüler/in die handelnden Personen sehen: ihm/ihr wird ein Eindruck darüber vermittelt, wie alt die Personen sind, welche Kleidung sie tragen und in welcher Stimmung sie sich befinden.

Der/die Zuseher/in kann nähere Angaben über den Ort des Geschehens und die Situation machen (Wo wurde der Film gedreht? Wie ist die Atmosphäre? ...).

Das Video zeigt nichtsprachliche Verhaltensweisen. Das Video vermittelt einen Einblick in die jeweilige Landeskunde. Dadurch können die

Schüler/innen einen Vergleich anstellen, zwischen der gezeigten Situation im Film und einer gleichen oder ähnlichen im Heimatland.

Aufgrund des Gesehenen und Gehörten, verbunden mit den bereits vorhandenen Fremdsprachenkenntnissen, ist es den Schülern/innen möglich, vorherzusagen, was als nächstes geschehen wird.

A video lesson plan

Vorbereitung - preparation for viewingDiese Phase wird häufig in zwei Teilschritten durchgeführt:

Vorschau - previewing work Hör- und Sehverständnisübungen - viewing-linked tasks

Vorschau - previewing work Zu Beginn der Unterrichtsstunde werden die Schüler/innen auf den Film eingestimmt und ihre

Aufmerksamkeit wird auf bestimmte Teilaspekte beim folgenden Hören und Sehen gelenkt. Bei schwierigen Situationen sowie bei schwer zu motivierenden Schülern/innen wird eine

Vorarbeit dieser Art unumgänglich sein. Die Aufmerksamkeitszuwendung sollte aber nie so sehr auf Details ausgerichtet sein, dass das Verstehen der größerenZusammenhänge behindert wird.



Hör- und Sehverständnisübungen - viewing-linked tasks Vielfach neigen wir dazu, Filme anzusehen, ohne dabei auf den tieferen Sinn zu achten

(passive viewing).

Durch Hör- und Sehverständnisübungen kann ein aktives Zuhören bzw. Beobachten erreicht werden.

Um jedoch das Bobachten und Notieren nicht gegenseitig zu behindern, sollte auf die Wahl geeigneter Aufgaben geachtet werden.

Aufgabenformen, wie die folgenden, bieten sich besonders an: Verständnisfragen, Alternativfragen, Falsch-Richtig-Fragen, Ergänzungsaufgaben, multiple-choice-Aufgaben, Zuordnungsaufgaben, Reihen-folgeaufgaben, Lückenaufgaben, Situationsbeschreibungen.

Die Wahl der Aufgabenform richtet sich einerseits nach der Vorerfahrung der Schüler/innen, andererseits ist der Schwierigkeitsgrad des gezeigten Filmes von Bedeutung.

Damit möglichst alle Schüler/innen die geforderten Aufgaben lösen können, sollte der Videoclip so oft als nötig vorgespielt werden.

Welche Tätigkeiten die Schüler/innen während des Vorspielens des Clips ausführen, hängt von der Art der festgelegten Aufgabenform ab. So können die Schüler/innen z. B. nur beobachten, beobachten und Notizen machen, beobachten und bereits Aufgaben ausführen (ankreuzen, Lücken ergänzen ...).

Einsicht - Verständnis - comprehension In dieser Phase wird überprüft, ob die Schüler/innen die Situation verstanden und die

Aufgaben richtig gelöst haben. Dabei sollte den Schülern/innen Gelegenheit geboten werden, ihre Aufzeichnung bzw. die erarbeiteten Lösungen vorerst untereinander zu vergleichen (z. B. indem sie sich gegenseitig ausfragen).

Während dieser Partnerdialoge sollte der/die Lehrer/in nicht eingreifen. Im Anschluss daran sollten die jeweiligen Paare (freiwillige Meldungen) ihren Dialog dem

gesamten Klassenverband vorstellen. Bei fortgeschrittenen Schülern/innen kann der Dialog auch ausgebaut werden (indem z. B. komplexere Fragen an die Schüler/innen gestellt werden): Who is talking to whom? What are the people talking about? What do they intend?

Der/die Lehrerin sollte dabei versuchen, die Vorkenntnisse der Schüler/innen in Erinnerung zu rufen.

Anwendung - exploitation



Große Bedeutung kommt dem Transfer zu, also der Anwendung der Sprache in einer ähnlichen Situation (diese kann vorgegeben sein, oder von den Schülern/innen selbst gefunden werden). Dabei ist zu prüfen, welche der möglichen produktiven Fertigkeiten -Sprechen oder Schreiben - einzuüben ist.

Folgende Übungen sind möglich: Partner- und Kleingruppengespräche, Rollenspiele, Ausfüllen von Formularen und dgl. mehr, Verfassen von Antwortschreiben.

Auch in dieser Phase stellen die Schüler/innen ihr Rollenspiel, ihre Übung, ihr Ergebnis dem gesamten Klassenverband vor.

Dabei sollte der/die Lehrer/in bedenken, dass ein Vorspielen, Vormachen oder Vorstellen von den Schülern/innen viel Mut erfordert und negative Kritik immer entmutigend wirkt.

Literaturhinweise The value of video (Jack Lonergan)- making video work (Barry Tomalin) in: Practical English

teaching. The Practice of English Language Teaching - Jeremy Harmer - Longman. Welcome 1 - Hans G. Hoffmann/Patricia Mugglestone - Max Hueber Verlag.



How to prepare a piece of textA basic methodological model for the teaching of receptive skills. This model is not designed to be followed slavishly but is intended to provide general methodological guidelines.

Five basic stages lead-in teacher directs comprehension task students listen/read for task teacher directs feedback teacher directs text-related tasks

Lead-in Here the students and the teacher prepare themselves for the task and familiarise them-

selves with the topic of the reading or listening exercise. One of the major reasons for this is to create expectations and arouse the students interest in

the subject matter of the spoken or written text.

Teacher directs comprehension task Here the teacher makes sure that the students know what they are going to do. Are they going to answer questions, fill in a chart, complete a message pad or try and retell

what they heard/saw? This is where the teacher explains and directs the student´ purpose for reading or listening.

Students listen/read for taskFremdsprachendidaktik 9 von 15 Juli 2010


The students then read or listen to a text to perform the task the teacher has set.

Teacher directs feedback When the students have performed the task the teacher will help students to see if they have

completed the task successfully and will find out how well they have done. This may follow a stage in which students check their answers with each other first.

Teacher directs text-related tasks The teacher may then organise some kind of follow-up task related to the text. Thus if the students have answered questions about a letter the text-related task might be to

answer that letter.Listening comprehension

From Listening Comprehension to Dialogue Practice and Trans-fer

Guided Listening Start from authentic audio texts Choose a text that all learners will be able to understand - with a little help from others. Prepare your learners for the task See what language they know (remind them of previous lessons). Introduce new items if re-

quired for the listening task. Set listening comprehension task selecting information (multiple choice), coordinating infor-

mation (grid), note taking (advanced). Play dialogue as often as necessary for all learners to solve the listening task. The learners

check correct items (multiple choice, grids) or take notes.

Comprehensions Practice Evaluate the learners´ notes in the following way remember that learners are most afraid to

speak up alone in front of others. Ask the class as a whole - invite chorus responses and help with pronounciation and intona-

tion. Invite class to ask you in chorus - help with pronounciation and intonation answer each ques-

tion the class (or individual learners) ask you.



Set up pair work: The learners compare their notes or check-marks by asking their respective neighbours, all at the same time; Go around and listen unobtrusively – don ´t bust into dia-logues.

Invite volunteers to present the correct result to the class for all to compare.

Dialogue PracticeExtend questions and answers from Comprehension Practice to a realistic scene:

Define where the dialogue takes place, who is talking to whom, what the people are talking about, what they intend.

Invite the learners to make suggestions, offer what they know from previous learning and /or from their own experience.

Invite volunteers to provide a model for the scene or: Take the more difficult part and invite the class to respond in chorus.

Then exchange roles: Help the class to take the more difficult part in chorus – respond to all questions.

Set the task for group work: The learners practise the dialogue in pairs or in groups.Transfer

Invite the class to think of similar situations where such dialogues might take place, and list these situations.

Invite the pairs or groups to choose one of the new situations and practise it. Assist the pairs or groups with language items they might want to know for the scene chosen. Invite volunteers to present their role-play to the class. If there will be more than one presentation choose the best one at the end – encourage begin-

ners to go first: It´s very difficult to get up after a professional show.

Evaluation The effort of the learners to role-play a situation/scene in front o a class deserves encourage-

ment - critism is always discouraging.

Therefore: Only enter the presentation if called for help by the learners. Reward the effort - encourage applause. Don´t interrupt role plays. In case of mistakes take notes for later discussion. In your remarks from the notes you took offer advice for improvents.



Don´t point out mistakes

Quellverweis: Österreichische Zeitschrift für Berufspädagogik.

Reading comprehensionRemember, what makes us, the teachers, read a text: we´re interested in it and/or we find it useful.

Purpose and expectationsIn real life people read or listen to language because they want to and because they have a purpose for doing so. The purpose may be to discover how to operate a hotdrinks machine or to have a plea -surable read. The purpose may be to find out what has been happening in the world (for the listener to the news) or to discover the latest trends in language teaching (for the listener to a talk at a lan-guage teaching convention).In real life, therefore, readers and listeners have a purpose that is more fundamental than the typical language learners´ comprehension exercises that often concentrate only on details of language. An-other characteristic of a language user´s reading and listening is that he will have expectations about what he is going to read or hear before he does so. If you tune in to a radio comedy pro -gramme, in other words, you expect to hear somethingfunny (although this is sadly not always the case!) and the Englishman who picks up a newspaper and sees the headlines STORM IN THE COMMONS expects to read about a heated political debate in the House of Commons, the British parliament. The reader who picks up a book will have expecta-Fremdsprachendidaktik 12 von 15 Juli 2010


tions about the content of the book as a result of the description on the book jacket or even simply because of the design of the cover or the words inthe title. People read and listen to language, then, because they have a desire to do so and a pur-pose to achieve. Usually (except when they turn on the radio at random, for example) they will have expec-tations about the content of the text before they start the task of reading or listening. The concepts of purpose and expec-tations will have important methodological implications in language learning. The content of reading and listening texts can be divided into tow main categories: interest and usefulness. Both these cate-gories should be reflected in the teaching of receptive skills. While we clearly wish ours students to be interested in what they are going to read or hear we will also train them to read or listen to texts that are useful in a not necessarily interesting way.

Types of textsClearly a major consideration in teaching English will be the selection of materials and this will be particularly true of texts for receptive skills work. A first distinction must be drawn between authen-tic and non authentic material.

Authentic textsAuthentic texts (either written or spoken) are those which are designed for native speakers: they are real texts designed not for language students, but for the speakers of the language in question. Any English newspaper is composed of what we would call authentic English, and so is an English radio programme.

An English advertisement is an example of authentic English, so is a chapter from a book on teaching metho-dology written by an Englishman for English-speaking readers.

Non authentic textsA non authentic text, in language teaching terms, is one that has been written especially for lan-guage students, but here again there is a distinction to be made between texts written to illustrate particular language points for presentation and those written to appear authentic, even though there has been some language control of the rough-tuning type.The justification for the latter is that beginner students will probably not be able to handle genuinely authentic texts, but should nevertheless be given practice in reading and listening to texts that look



authentic (even if there has been some language control). The reading of such texts, in other words, will help students to acquire the necessary receptive skills they will need when they eventually come to tackle authentic material.

Reasons for reading

We have two main reasons for reading: interest usefulness

Texts that we choose for our students should reflect both: we wish our students to be interested in what they are going to read, we also want them to read something useful.

TechniquesWhen formulating your questions, consider following techniques:

context questions (open end questions)o What?o Who?o When?o Where?

asking implication



o Why?

otherso yes/no questionso true/false questionso transferring information (in grids or charts)o multiple choice questions


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