LFU:online

Students will

• be able to argue that focus on meaning in TBLT needs to be balanced with a focus on form in EFL teaching
• know about the drawbacks of explicit, deductive grammar instruction
• know how to design FonF episodes in TBLT
• become more language aware as future EFL teachers (teacher language awareness preceeds learners' language awareness)
• apply various procedures for realizing FonF in analysis and design of teaching materials, both digital and analogue

Focus on Form (FonF) was proposed by Long & Robinson (1998) in attempt to integrate explicit language instruction into mainstream communicative language teaching. Originally, FonF seeks to address language issues when students have comprehension or production problems in a meaning-based activity. Thus FonF embraces the principle of authentic communication and learner-centeredness favoured in strong forms of communicative language teaching like TBLT. FonF is not limited to grammatical forms but encompasses lexical and phonetic issues as well. FonF can also be realized in a pre-planned, proactive manner.

In this course, we will explore ways to integrate FonF into TBLT. We will encounter a broad range of instructional procedures that will meet the needs of EFL learners with an ever increasing range of L1s and skill levels. Language teaching materials, digital tools and lesson transcripts will be used to illustrate  how procedures can be implemented in EFL teaching.
 

 Input, discussions, individual-, partner-, and group tasks, presentations of material design

pre-session reading tasks, analysis or design of teaching materials; presentation

Ellis, Rod (2016). Anniversary Article Focus on Form: A critical review. Language Teaching Research 20 (3), 405-428.
Fotos, Sandra / Nassaji, Hossein (2011). Teaching Grammar in Second Language Classrooms. Integrating Form-Focused Instruction in Communicative Context. New York: Routledge.
Javad Ahmadian, M., & García Mayo, M. (Eds.). (2018). Recent Perspectives on Task-Based Language Learning and Teaching. Berlin, Boston: De Gruyter Mouton.

Positiv absolviertes Pflichtmodul 1 des Bachelorstudiums Lehramt Sekundarstufe (Allgemeinbildung) Unterrichtsfach Englisch.

Diese LV ist dem Pflichtmodul 2 („Kompetenzorientierter Fremdsprachenunterricht“) des Bachelorstudiums Lehramt Sekundarstufe (Allgemeinbildung) Unterrichtsfach Englisch zugeordnet. Dem Studienverlauf folgend wird empfohlen, PM2a vor PM2b zu absolvieren.

Die Aufnahme in die LV erfolgt nach Erfüllung aller Zulassungsbedingungen (Bitte informieren Sie sich unbedingt unter https://www.uibk.ac.at/imof/studium/).