Welcome to L9-LGEN10/20
Teacher Education Programme 2015
Department of languages and literatures
• Director of Studies Eng Petra Platen
• Coordinator TEP/English
Pia Köhlmyr
• Study advisor English
Eva-Lena Axelsson
Course codes
LP11
Gy-lärare
LP01
LGEN10/20 vt15
LGEN30 ht1
LP11
7-9 lärare
L9EN10/20 vt15
L9EN30 ht15
"What teachers need to know is
not necessarily what learners
need to learn. We believe that
there is an important distinction
to be made between what is
important for the teacher in
training and what is useful for
learners in the classroom.”
Dalton & Seidlhofer
How?
A solid, basic knowledge of:
phonetics
grammar
language proficiency
language awareness
literature
cultural understanding
learning processes
didactic knowhow
Syntactic rules
Terminology
Formal correctness
Standard English
Contrastive issues
Global English
Internationalisation
School systems
Teaching L2 & C2
Cultural &
social issues
Literary theory
Youth literature
School system
Curricula & syllabi
Assessment & grading
Learning vs. teaching
EPOSTL/EU framework
Pronunciation
Speech sounds
Transcription
Varieties
Contrastive issues
Structure & stylistics
Coherence & cohesion
Formal correctness
Vocabulary & spelling
Oral presentation
Contrastive issues
Term planning spring 2015
week/
course
4
5
6
7
8
9
10
11
12
Grammar
5hp
5
hp
Youth lit 5hp
HE
5
hp
3
hp
ELTA I 5hp
(ELUB I)
14
15
16
17- 18
I
19
20
21
DIA
2
hp
23
N I
T S
E A
R T
2
hp
1
hp
T N
Language,
Culture &
Society 5hp
22
L
N I
A O
Phonetics &
pron. 5hp
Written/oral
prof 5hp
1
3
I
OE
2
O
hp
N
A
4
hp
HE
3
hp
3
hp
Student led sessions
Scheduled
No rooms booked
Given assignment(s) or
study questions to be
prepared for a following
lecture or seminar
The teacher team…
LGEN10 & L9EN10
Grammar I
Lectures &
Seminars
Pia Köhlmyr
LGEN10 gr1
Room G409
Seminars
Monika Mondor
LGEN10 gr2
Room H718
Seminars
– Andreas Nordin
– L9EN10
–
Youth literature
Seminars
Ron Paul
LGEN10 gr1-2
Room G413
Seminars
Chloé Avril
L9EN10
Room H621
ELTA I (ELUB I)
Lectures & Seminars
Anne Dragemark Oscarsson
LGEN10 gr 1-2
Ped / G409
Seminars
John Löwenadler
L9EN10
Ped.
The teacher team…
LGEN20 & L9EN20
Phonetics & Pronunciation
Lectures & Seminars
L9EN20
Room G
Written proficiency I
&
Pia Köhlmyr
LGEN20, L9EN20
Room G409
Seminars
LGEN20 gr 1-2
Room H718
Language, culture & society
Monika Mondor
LGEN20, L9EN20
Room H718
Research project spring 2015
how feedback affects written production
Pilot I 2012
Pilot II 2014
Project 2015
•
•
•
•
use WP material
pre-test Summary
questionnaire
some interviews
more info + questionnaire
mid-February
Course module:
Language, Culture and Society
• one literature list
• set course literature
• seminars & workshops
2 INTERNATIONAL WEEKS:
• set lecture themes
• school visits
• study visits and cultural
excursions
• Examination >
• oral presentation 2hp
• written report 3hp
Alternatives for weeks 17-18, 2015:
• Internationalisation at home
• Brighton, England
• Washington DC, USA
• Limerick, Ireland
Programme:
•
Themed lectures e.g.
Global English
Using ICT in English teaching?
The education system in the UK/US
Teacher education in the UK/US
•
School visits e.g.
IB-gymnasium/Engelska skolan
Private schools/State schools
•
Study visits e.g.
The Book Corner
SKF, Gothenburg
Hove County Court
the Teachers’ Union
•
Cultural visits e.g.
Språkkaféet
GEST (theatre)
Historic East Sussex
Chichester Cathedral
The Smithsonian
Library of Congress
Cost
Self-cost
Department
•
•
•
•
•
•
•
•
Flight
VISA Waiver for the US
Accommodation
Food, transport etc
Adlerbertska stipends
Scheduled programme
Staff
School visits
Obligatory excursions
VOC / MCT – diagnostic test…
“A writer's
vocabulary is like a
chef's pantry, and
words are like
ingredients. The
more ingredients
there are in the
pantry, the wider the
variety of culinary
possibilities”
Min-Hsun Chiang, PhD
How much vocabulary is needed?
If 98% coverage of a text is needed for
unassisted comprehension, then an 8,000 to
9,000 word-family vocabulary is needed for
comprehension of written text and a vocabulary
of 6,000 to 7,000 for spoken text.
Nation (2006)
NB. 8,000-9,000 word families ≈ 34,600 individual word forms
Is vocabulary important?
“Lack of grammar knowledge can limit
conversation; lack of vocabulary knowledge
can stop conversation.”
Folse, 2004
What does knowing a word mean?
• Ability to recognize it in its spoken and written forms
• Knowing its different meanings
• Knowing its word class
• Being able to pronounce it properly
• Being able to use it correctly within a sentence in an appropriate
grammatical form
• For technical words, recognizing it in context
• Being able to recognize different types of English, e.g. boot/trunk,
lift/elevator, autumn/fall [British/American]
Active & passive vocabulary?
words that we understand and use
(our active vocabulary)
words that we understand but do not or cannot use
(our passive vocabulary)
Why test vocabulary?
Finding out about
• the state of learners' lexical knowledge
• learners’ linguistic competence in a broader
sense, e.g. access to communicative strategies
• learners’ learning needs
Our VOC/MCT is a…
mono-lingual ‘active recognition’
multiple choice test
all English
L2 word definition/grammatical structure given
choose correct L2 word/form from a given set
What is the VOC/MCT?
•
•
•
•
•
•
focuses general knowledge of English
active and passive vocabulary
applied basic English grammar
not linked to one specific subcourse
used at A, B and C level at GU
all independent and programme courses
Purpose of VOC/MCT?
• measure total effect of all ‘exposure’ to English
during a term
• “good, solid instrument to ensure quality in
students’ general English proficiency” (HSV 2004)
• +40 years of statistics show how well students
manage, the strongest/weakest areas, compared
over time… How can teaching meet new needs
for student cohorts over time?
The VOC part
• 120 test items from database
• all English (monolingual) test
• clue = English word definition
• choice of 5 words (a) – (e)
• 1 correct – 4 distractors
• use answer sheet
Here’s a sample:
Example
VOC = the vocabulary part
Correct answers: (E) vicious and (C) daze
What words?
• frequency bands in dictionaries • * u
• group 1-2 most frequent basic English words
• group 3-5 part of active/passive vocab after 10-12
years EFL schooling (1500-2000 most frequent)
• group 6 advanced vocabulary, more specialized
Active vocab work will improve groups 3-5 most, so be
proactive!
E.g. use all your course material (especially McCarthy &
O’Dell) actively!
The MCT part
• 90 test items
• BrE & AmE texts from text bank
• basic grammar & phraseology
• 3-5 alternatives (a) – (e)
• one correct answer
• use answer sheet
Here’s a sample:
Example:
MCT = the grammar in context part
a)
b)
Outside Henderson’s, the cycle shop,
c)
d)
e)
advertising the new season’s bicycles.
it is
it was
there was
it were
there were
a rack containing leaflets
a) A bicycle by myself
b) A bicycle of my own
c) An own bicycle
Correct answers: (c) there was and (b) A bicycle of my own …
was still a dream …
What MCT items?
• verb – subject concord there was much noise
• article usage The lion is a dangerous animal.
øLife is wonderful! I’m a teacher.
• word order, adjective or adverb, prepositions
• verb form, tense, aspect, structures etc
• correction slip: RR-R- RRR-R …..
• shows grammar areas/item
Confidential test
• only test you can’t pick up afterwards
• confidential: limited database material
• random selection of new items every time
It’s about using your general knowledge,
linguistic imagination and communicative
strategies of English NOT learning a fixed set of
words.
Results…
•
•
•
•
machine corrected
VOC+MCT weighted
scale 0-20 pts
results posted outside
student office
• A level 10 –12 pts
• B level 13 – 15 pts
• C level 16 – 18 pts
7-9 pts now means work
needed with vocab, e.g.
“intensive reading”
Diagnostic …?
•
•
•
•
VOC/MCT 3 times/term, all levels
diagnostic includes 4 Swedish sentences
next VOC/MCT = 1st ‘real’ VOC/MCT exam
diagnostic = optional to register a G result
NB. If you decide to use this result, YOU have to register
your G (pass mark = 10-12 pts) in student office!
VGs (13+ pts) are automatically registered
• Diagnostic bonus: pass A level now means 1 hec
in the bag already!
DIAGNOSTIC RESULTS:
Vt10 76% passed (31% reached C-level)
Vt12 66% passed (27% reached C-level)
Ht12 79% passed (34% reached C level)
VT13 75% passed (34% reached C level)
HT13 70% passed (23% reached C level)
VT14 67% passed (28% reached C level)
Practice grammar…
http://elt.oup.com/student/practicegrammar/test?cc=se&selLanguage=en
http://owl.english.purdue.edu/exercises/2/
http://learnenglish.britishcouncil.org/en/grammar-and-vocabulary
Improving vocabulary …?
Top ten tips for preparation:
1.
2.
3.
4.
5.
Read, read, read!
Improve your context skills
Practice, practice, practice
Make up word associations
Use mnemonics (memory
tricks)
6. Always look up unknown
words
7. Play with words
8. Use vocabulary lists
9. Take vocabulary tests (e.g.
on-line)
10. Get excited and curious
about words!
plan term from the start
meet up & study together
use staff office hours
get peer info on missed classes etc
check timetable changes & exam dates
always bring ID to exams
always pick up exams
seminar Att lyckas med högskolestudier 26/1
Thanks for listening!