Internship: Teaching English as a Foreign Language
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Form:Einzelkauf Download
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Sprache:Englisch
Fr. 6.40
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Produktdetails
Format
ePUB
Kopierschutz
Nein
Family Sharing
Nein
Text-to-Speech
Ja
Erscheinungsdatum
30.01.2012
Verlag
GRINSeitenzahl
9 (Printausgabe)
Dateigröße
238 KB
Auflage
1. Auflage
Sprache
Englisch
EAN
9783656113027
Internship Report from the year 2010 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 2,0, University of Wuppertal, course: Teaching English as a Foreign Language, language: English, abstract: At the beginning of the internship I decided to observe the discourse of classroom processes. Discourse concerns the use of language and is important for teaching English as a foreign language: "discourse as real language use is the target of teaching" (Cameron 2001: 37). It occurs in the classroom, when teacher and learner interact. Therefore I chose discourse as my observation task.
I observed that children use a mixture of the first language and the foreign language if necessary. It is difficult for the children to learn a completely new language and so they often only have a partial understanding of the foreign language. However, this does not stop them from interacting. They seek sense and work out a meaning (Cameron 2001: 38). If children "want to share understanding with other people through the foreign language, they will search their previous language-using experience for ways to act in the foreign language" (Cameron 2001: 39).
I observed that children use a mixture of the first language and the foreign language if necessary. It is difficult for the children to learn a completely new language and so they often only have a partial understanding of the foreign language. However, this does not stop them from interacting. They seek sense and work out a meaning (Cameron 2001: 38). If children "want to share understanding with other people through the foreign language, they will search their previous language-using experience for ways to act in the foreign language" (Cameron 2001: 39).
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