A presentation used in our courses on "Introduction to EFL Methodolgy" to acquaint students with current paradigmes in Second Language Teaching

1. SLA & FLT Current Perspectives in Language Learning? Bernd Rüschoff – University Duisburg-Essen

4. Traditional Paradigm

7. I don‘t think you ought to smoke in here. Why on earth are you smoking? Stop smoking for goodness sake? Put that filthy cigarette out. Be an angel will you and stop smoking? I‘d be very grateful if you‘d put your cigarette out!

8. The Present-Practise-Produce paradigm is rejected, in favour of a paradigm based on the Observe-Hypothesise-Experiment cycle. in: Lewis, Michael (1993): The lexical approach.The state of ELT and a way forward. Hove: Language Teaching Publications, S. vii. Didactic consequence:

9. ConstructiVism Learning is an active process in which learners construct new ideas based upon their current and past knowledge „ ... knowledge is not passively received, but is actively built up by the cognizing subject. ... That is, as much as we would like to, we cannot put ideas into student’s heads, they will and must construct their own meanings. ...“ (Wheatley 1991: 9)

10. „… , learners construct their own meanings by a process of engagement with appropriate data. They must, therefore, be offered opportunities to interact with data. … , their construction of effective meaning depends on being [provided with the proper frameworks for knowledge construction]. Thus learning depends on the new and the old. (Brumfit 1997: 49).

11. EXAMPLE: a photosoap project on intercultural learning

12. Madeleine : That’s how they are. Because they are richer than everyone else, so they have to insist their dramas are more significant. (Madeleine shakes her head) And my God, all that behaviour in restaurants … Frances : What behaviour? Madeleine : Even here, on the island, you hear them in restaurants … Frances : Who? Madeleine : Americans. Frances : Oh. Madeleine : ‘Does this chicken have skin on it?’ What’s that all about? Frances : You tell me. Madeleine : This incredible fear. This terror. What’s the waiter meant to say? Frances : I don’t know. Madeleine : ‘No, this chicken never had a skin. This chicken shivered skinless in its coop at night, just pure flesh and feather, terrified it might one day give an American a calorie.’ (Hare 2002: 10) >>> EXAMPLE of PRODUCT

14. The output hypothesis claims that … “… [t]he activity of producing the target language … triggers cognitive processes … – ones in which learners generate linguistic knowledge which is new for them, or which consolidate their current existing knowledge.” (Swain and Lapkin 1995). Negotiating „Comprehensible Output“ INPUT

15. Negotiating „Comprehensible Output“ & Languaging … LANGUAGING … is defined as “speaking, writing, collaborative dialogue, private speech, verbalizing, …” in acts of meaning negotiation/negotiating comprehensible output. (cf. Swain 2000; 2002; 2006) >>> EXAMPLE

16. language learning in communicative activities COMMUNICATIVE COMPETENCE research, discovery-based, data-driven learning, language encounter LANGUAGE AWARENESS learning experience learning to learn LEARNING AWARENESS LANGUAGE LEARNING is LANGUAGE USE content & culture CULTURAL AWARENESS

17. A „ rich learning environment“ Thank you for your attention