learning german at uw-madison how to form realistic expectations of language learning progress and...

Learning German at UW-MadisonLearning German at UW-MadisonHow to form realistic expectations of

language learning progress and why we ask you to do what we ask you

to do.

How to form realistic expectations of

language learning progress and why we ask you to do what we ask you

to do.

Note: Do not use Internet Explorer to view this presentation.

Your Experiences Your Experiences

How did you learn English? Do you know a FL other than German?

How did you learn this language? How long did you learn (have you been

learning) this language?

How did you learn English? Do you know a FL other than German?

How did you learn this language? How long did you learn (have you been

learning) this language?

Our Program Goals: How We Measure Progress


You can express yourself on a greater variety of topics

You can express yourself with more precision and detail

You have an increased fluency/speed of comprehension/production

You can express yourself on a greater variety of topics

You can express yourself with more precision and detail

You have an increased fluency/speed of comprehension/production



You have a decreasing dependence on listeners/speakers for successful communication

You have an increasing repertoire of language tools i.e. Beginning: you can distinguish between a

request and a command i.e. Intermediate: you can distinguish between

more and less direct speech

You have a decreasing dependence on listeners/speakers for successful communication

You have an increasing repertoire of language tools i.e. Beginning: you can distinguish between a

request and a command i.e. Intermediate: you can distinguish between

more and less direct speech



You develop language strategies which help with language use (comprehension and production) in real-life situations (without a textbook, explanations or preparation, and use little or no English)

Increasing comfort level with the language

You develop language strategies which help with language use (comprehension and production) in real-life situations (without a textbook, explanations or preparation, and use little or no English)

Increasing comfort level with the language



You have increasing accuracy in vocabulary, grammar, pronunciation/intonation, text production (i.e. in different genres) and social conventions (pragmatics)

You have an increasing awareness of how languages function - including grammatical structure and social and cultural connotations.

You have increasing accuracy in vocabulary, grammar, pronunciation/intonation, text production (i.e. in different genres) and social conventions (pragmatics)

You have an increasing awareness of how languages function - including grammatical structure and social and cultural connotations.

Our Program Expectations and Goals: Year 1


You can talk about yourself and your needs in predictable (scripted) situations i.e. situations that would likely be encountered

by a student learner of German in a German speaking country.

You can understand and interpret very basically what goes on socially and culturally in predictable (scripted) situations

You can talk about yourself and your needs in predictable (scripted) situations i.e. situations that would likely be encountered

by a student learner of German in a German speaking country.

You can understand and interpret very basically what goes on socially and culturally in predictable (scripted) situations



You gain an overview of the basics of German grammar How is German Grammar organized? (cases,

verb conjugations, etc.) What are some basic contrasts? (what function

do the nominative, accusative, and dative cases have?)

How is German different from English?

You gain an overview of the basics of German grammar How is German Grammar organized? (cases,

verb conjugations, etc.) What are some basic contrasts? (what function

do the nominative, accusative, and dative cases have?)

How is German different from English?



You gain an overview of the basics of German Grammar, cont. What are some effects of these differences?

i.e. German has more case endings, so it is easier to recognize the nominative and accusative cases

i.e. German nouns can occur in different places, which indicates a certain message or emphasis

How do languages function? What purpose do they serve?

You gain an overview of the basics of German Grammar, cont. What are some effects of these differences?

i.e. German has more case endings, so it is easier to recognize the nominative and accusative cases

i.e. German nouns can occur in different places, which indicates a certain message or emphasis

How do languages function? What purpose do they serve?



You acquire a basic stock of vocabulary, which allows you to: Talk about the topics previously outlined, both

as they pertain to you AND in conversations about these topics pertaining to other people

Expand into greater detail later i.e. we learn the 10 basic colors, but in order to talk

about a paining, you will need more colors

You acquire a basic stock of vocabulary, which allows you to: Talk about the topics previously outlined, both

as they pertain to you AND in conversations about these topics pertaining to other people

Expand into greater detail later i.e. we learn the 10 basic colors, but in order to talk

about a paining, you will need more colors



Use very specific vocabulary and grammar in very narrow and focused tasks (such as quizzes) with a high degree of accuracy i.e. in a quiz, if you are to select the correct

case, you should be able to do that with great accuracy. This level of accuracy is not expected in free and spontaneous speech.

Use very specific vocabulary and grammar in very narrow and focused tasks (such as quizzes) with a high degree of accuracy i.e. in a quiz, if you are to select the correct

case, you should be able to do that with great accuracy. This level of accuracy is not expected in free and spontaneous speech.



You will be able to talk in basic terms about topics relevant to educated native speakers of the German-speaking countries Including history, politics, the environment and

literature. You will achieve a deeper understanding of how

the history, geography and social structure of the German-speaking countries relates to language use In personal conversations, presentations, discussions,

and the language arts (film, literature and media)

You will be able to talk in basic terms about topics relevant to educated native speakers of the German-speaking countries Including history, politics, the environment and

literature. You will achieve a deeper understanding of how

the history, geography and social structure of the German-speaking countries relates to language use In personal conversations, presentations, discussions,

and the language arts (film, literature and media)



You will develop a firmer understanding of how: Grammatical structures relate to each other in

form How do adjective endings resemble article endings? How are the simple past, Subjunctive I and

Subjunctive II similar or different in their forms? Grammatical structures relate to certain

functions Why would you chose to use the passive over the

active voice, or the subjunctive over the imperative?

You will develop a firmer understanding of how: Grammatical structures relate to each other in

form How do adjective endings resemble article endings? How are the simple past, Subjunctive I and

Subjunctive II similar or different in their forms? Grammatical structures relate to certain

functions Why would you chose to use the passive over the

active voice, or the subjunctive over the imperative?



You will increase your accuracy in narrow and specified tasks such as quizzes This is a review from Year 1

You will begin working on accuracy in contextual (less narrow) tasks i.e. writing texts and speaking freely

You will increase your accuracy in narrow and specified tasks such as quizzes This is a review from Year 1

You will begin working on accuracy in contextual (less narrow) tasks i.e. writing texts and speaking freely



You will expand your vocabulary for greater detail and expressiveness (you will have alternatives to the verb “gehen”, you will paraphrase, and use synonyms and antonyms as they occur in natural language use Synonyms in English:

A: Isn’t it a beautiful day? B: Yes, it is just gorgeous!

You will expand your vocabulary for greater detail and expressiveness (you will have alternatives to the verb “gehen”, you will paraphrase, and use synonyms and antonyms as they occur in natural language use Synonyms in English:

A: Isn’t it a beautiful day? B: Yes, it is just gorgeous!



Antonyms in English: A: Wow, that is really difficult! B: You’re right, it sure isn’t easy!

Paraphrasing in English: A: I find that really hard to believe! B: You are right - it is incredible!

Antonyms in English: A: Wow, that is really difficult! B: You’re right, it sure isn’t easy!

Paraphrasing in English: A: I find that really hard to believe! B: You are right - it is incredible!



You will begin to understand the essential non-translatability and cultural embeddedness of language: Elusive meaning (It means what it means only

in context) i.e. How would you describe, paraphrase, or

“translate” the word “just”? That just isn’t fair. I think it was just punishment for what he did. Hold on - he just came in. Just give it to me and be done with it.

You will begin to understand the essential non-translatability and cultural embeddedness of language: Elusive meaning (It means what it means only

in context) i.e. How would you describe, paraphrase, or

“translate” the word “just”? That just isn’t fair. I think it was just punishment for what he did. Hold on - he just came in. Just give it to me and be done with it.



The non-translatability of languages, cont. Different prefered ways of expressing the same

thought English: The obvious conclusion is that we did not

do a thorough enough job. German: Man muss daraus offensichtlich schließen,

dass wir nicht genau genug gearbeitet haben. Notice: different subjects, verb vs. noun related to

“conclusion” and “job,” thorough, and a different tense (simple past vs. present perfect)

The non-translatability of languages, cont. Different prefered ways of expressing the same

thought English: The obvious conclusion is that we did not

do a thorough enough job. German: Man muss daraus offensichtlich schließen,

dass wir nicht genau genug gearbeitet haben. Notice: different subjects, verb vs. noun related to

“conclusion” and “job,” thorough, and a different tense (simple past vs. present perfect)



The non-translatability of languages, cont. Cultural connotations:

What is a “job” in American English? Good job! He does not have a job! That is not my job! He

signed up for on-the-job training.

In German Der Job, Die Arbeit, Der Beruf, die Aufgabe, die Stelle

The non-translatability of languages, cont. Cultural connotations:

What is a “job” in American English? Good job! He does not have a job! That is not my job! He

signed up for on-the-job training.

In German Der Job, Die Arbeit, Der Beruf, die Aufgabe, die Stelle



What you should NOT expect to be able to do at the end of Year 2 (and what we do not expect of you) Speaking or writing without hesitation The ability to speak or write well (relatively accurately

and spontaneously) about a topic you have not practiced

The ability to easily understand texts (spoken or written) about which you have very little background knowledge or which are written in a style other than factual (i.e. sarcastic or satirical)

What you should NOT expect to be able to do at the end of Year 2 (and what we do not expect of you) Speaking or writing without hesitation The ability to speak or write well (relatively accurately

and spontaneously) about a topic you have not practiced

The ability to easily understand texts (spoken or written) about which you have very little background knowledge or which are written in a style other than factual (i.e. sarcastic or satirical)



What you should NOT expect to be able to do at the end of Year 2, cont: The ability to use low-frequency (“unusual” or

“sophisticated”) words spontaneously The ability to use low-frequency words in

grammatically-accurate forms See the language-learning theory of

“connectionism”

The ability to maintain high levels of grammatical accuracy in context (i.e. when writing an essay)

What you should NOT expect to be able to do at the end of Year 2, cont: The ability to use low-frequency (“unusual” or

“sophisticated”) words spontaneously The ability to use low-frequency words in

grammatically-accurate forms See the language-learning theory of

“connectionism”

The ability to maintain high levels of grammatical accuracy in context (i.e. when writing an essay)



What you should NOT expect to be able to do at the end of year 2, cont: The ability to understand or use ALL

grammatical forms equally well (accurately, spontaneously) - some (i.e. subject verb agreement) will develop faster than others (most notoriously: subjunctives, passives, relative clauses, and adjective endings)

The ability to carry on a conversation independently of how “good” (proficient, helpful, etc.) your conversational partner is

What you should NOT expect to be able to do at the end of year 2, cont: The ability to understand or use ALL

grammatical forms equally well (accurately, spontaneously) - some (i.e. subject verb agreement) will develop faster than others (most notoriously: subjunctives, passives, relative clauses, and adjective endings)

The ability to carry on a conversation independently of how “good” (proficient, helpful, etc.) your conversational partner is

How We Teach and Why We Teach This Way


At the UW-Madison and in the vast majority of language programs throughout the country, the Communicative Approach to language learning is used.

This Approach to language learning has been around since the early 1970s and was developed in response to language learners being able to analyze sentences, but unable to communicate in the Foreign Language.

At the UW-Madison and in the vast majority of language programs throughout the country, the Communicative Approach to language learning is used.

This Approach to language learning has been around since the early 1970s and was developed in response to language learners being able to analyze sentences, but unable to communicate in the Foreign Language.



The Communicative Approach is a language teaching approach that has been and continues to be the subject of research studies in Second Language Acquisition

Basically, the Communicative Approach says that you can only learn to do Y by doing Y - not by doing X: You learn how to communicate by communicating and not by practicing paradigms.

The Communicative Approach is a language teaching approach that has been and continues to be the subject of research studies in Second Language Acquisition

Basically, the Communicative Approach says that you can only learn to do Y by doing Y - not by doing X: You learn how to communicate by communicating and not by practicing paradigms.



Learning to Communicate Requires: Input (the teacher, other students, and even texts

“talking” to the learner) Output (the learner producing meaningful language) Interaction/negotiation for meaning

The back-and-forth of one party trying to communicate a message and the other trying to comprehend it as intended, and how the two go back and forth coming closer to arrive at a common understanding.

Real tasks associated with real language functions

Learning to Communicate Requires: Input (the teacher, other students, and even texts

“talking” to the learner) Output (the learner producing meaningful language) Interaction/negotiation for meaning

The back-and-forth of one party trying to communicate a message and the other trying to comprehend it as intended, and how the two go back and forth coming closer to arrive at a common understanding.

Real tasks associated with real language functions



Consider how much input, output, and interaction it took for you to become a fairly proficient speaker of your mother tongue (first language). Compare that to how much input, output, and interaction can happen in a course which meets 15-16 weeks a semester, 250 minutes/week, with 24 or so students and one teacher.

Consider how much input, output, and interaction it took for you to become a fairly proficient speaker of your mother tongue (first language). Compare that to how much input, output, and interaction can happen in a course which meets 15-16 weeks a semester, 250 minutes/week, with 24 or so students and one teacher.



Consider how real the task of asking for/getting a treat is for a child as compared to how real the task of an imaginary shirt at a fictitious store, supposedly in a country which many have never visited, is for students who learn the language in a classroom.

Try to think of ways to maximize your exposure to input and your ability to produce output and interact.

Consider how real the task of asking for/getting a treat is for a child as compared to how real the task of an imaginary shirt at a fictitious store, supposedly in a country which many have never visited, is for students who learn the language in a classroom.

Try to think of ways to maximize your exposure to input and your ability to produce output and interact.



Communication requires not only knowledge of grammar and vocabulary, but also knowledge of the social context and the culture. Imagine for a minute that you are lost and need

directions. Now, imagine the reaction of a German-speaking adult who may be able to assist you if you address this individual with “du.”

Communication requires not only knowledge of grammar and vocabulary, but also knowledge of the social context and the culture. Imagine for a minute that you are lost and need

directions. Now, imagine the reaction of a German-speaking adult who may be able to assist you if you address this individual with “du.”



Communication requires knowledge of how certain functions one wishes to accomplish (i.e. to make a polite request) relate to certain forms “Ich hätte gern ein Glas Wasser.” vs. “Gib mir ein Glas Wasser.”

Language is creative and meaning does not neatly correspond to one single specific form.

Communication requires knowledge of how certain functions one wishes to accomplish (i.e. to make a polite request) relate to certain forms “Ich hätte gern ein Glas Wasser.” vs. “Gib mir ein Glas Wasser.”

Language is creative and meaning does not neatly correspond to one single specific form.



Example: You are hot and would like the other person in the room to agree to open the window. You can choose from different options, depending on how well you know the person, your status relative to the other person’s status, how urgent the situation is (e.g., you are suffering an asthma attack as compared to you are mildly uncomfortable), whose house it is, etc. You can vary what you say in forcefulness, directness, and politeness. You can mention the window or not. You can refer to yourself or to the other person or neither. You can make a statement or exclamation or ask a question.

Example: You are hot and would like the other person in the room to agree to open the window. You can choose from different options, depending on how well you know the person, your status relative to the other person’s status, how urgent the situation is (e.g., you are suffering an asthma attack as compared to you are mildly uncomfortable), whose house it is, etc. You can vary what you say in forcefulness, directness, and politeness. You can mention the window or not. You can refer to yourself or to the other person or neither. You can make a statement or exclamation or ask a question.



Open the [*#@] window! For goodness’s sake, please open the window! Would you please open the window? I am dying here! My face must be red. Aren’t you hot? Don’t you think it’s hot in here? It seems it’s a bit warm in here.

Open the [*#@] window! For goodness’s sake, please open the window! Would you please open the window? I am dying here! My face must be red. Aren’t you hot? Don’t you think it’s hot in here? It seems it’s a bit warm in here.



Language can be represented in the form of rules but only with serious limitations. Rules are shortcuts and abstractions. Where there are rules, there are exceptions

(language changes, develops, and constantly eludes “neatness,” especially in the most frequently used expressions)

Much of the language has not been and might not ever be captured in hard and fast rules.

Language can be represented in the form of rules but only with serious limitations. Rules are shortcuts and abstractions. Where there are rules, there are exceptions

(language changes, develops, and constantly eludes “neatness,” especially in the most frequently used expressions)

Much of the language has not been and might not ever be captured in hard and fast rules.



Language can be represented in the form of rules but only with serious limitations. Rules are shortcuts and abstractions, cont. Some rules are so complicated that they come

close to being useless as rules. Where does one place the particle “doch”? How does one use “like” in American English?

Language can be represented in the form of rules but only with serious limitations. Rules are shortcuts and abstractions, cont. Some rules are so complicated that they come

close to being useless as rules. Where does one place the particle “doch”? How does one use “like” in American English?



Although we can represent some of language in rules, that does not mean this is how we learn it. We can represent a route we are going to take on a map, but that is very different from actually walking the route.

Although we can represent some of language in rules, that does not mean this is how we learn it. We can represent a route we are going to take on a map, but that is very different from actually walking the route.



We can represent some rules, cont. Some rules are very complex and require so

many sub-rules that it is difficult to use the language (especially in speaking) if one were to try it simply by “applying the rule/s” (remember adjective endings?)

We can represent some rules, cont. Some rules are very complex and require so

many sub-rules that it is difficult to use the language (especially in speaking) if one were to try it simply by “applying the rule/s” (remember adjective endings?)



We can represent some rules, cont. Grammar rules are applied more successfully to

certain words (those used more often) than to others. Few people have problems conjugating “er geht”

but many more have problems with “er kneift.” According to the Connectionism Theory, if there

were “hard and fast rules,” this difference shouldn’t occur.

We can represent some rules, cont. Grammar rules are applied more successfully to

certain words (those used more often) than to others. Few people have problems conjugating “er geht”

but many more have problems with “er kneift.” According to the Connectionism Theory, if there

were “hard and fast rules,” this difference shouldn’t occur.



We can represent some rules, cont. Most people can only focus on one rule or a

few rules at a time. Actual language use requires the application of many different rules at the same time. It is easier to conjugate “er kneift” in a fill-in-the-blank test than use it in a sentence or a composition. Thus, accuracy in quizzes is easier to achieve than accuracy in essay writing (consequently, we expect higher accuracy on quizzes)

We can represent some rules, cont. Most people can only focus on one rule or a

few rules at a time. Actual language use requires the application of many different rules at the same time. It is easier to conjugate “er kneift” in a fill-in-the-blank test than use it in a sentence or a composition. Thus, accuracy in quizzes is easier to achieve than accuracy in essay writing (consequently, we expect higher accuracy on quizzes)



We can represent some rules, cont. Learners do not simply “add” and “retain” rules as they

learn. Old “rules” get adjusted or seemingly forgotten. The nominative might make sense until you hear of the accusative and the accusative is then fine until the dative comes along. Since rules need to work together in actual language use, learning a new rule will affect the “rule system.” We present an overview of the “rule system” in Year1, so that you can orient yourself and Review un Year 2 (and 3 and 4).

We can represent some rules, cont. Learners do not simply “add” and “retain” rules as they

learn. Old “rules” get adjusted or seemingly forgotten. The nominative might make sense until you hear of the accusative and the accusative is then fine until the dative comes along. Since rules need to work together in actual language use, learning a new rule will affect the “rule system.” We present an overview of the “rule system” in Year1, so that you can orient yourself and Review un Year 2 (and 3 and 4).



Spiral Learning Spiral Learning



U-shaped Learning U-shaped Learning



We can represent some rules, cont. Rules are “learned” (understood and retained for future

application) more readily when learners uncover them themselves - in other words, when learners read or hear language first and then either look for or, better yet, “discover” (induce) a rule, it will promote their learning more than someone first telling them about a rule and then showing how it applies in a context. Inductive Learning (evidence before the rule) is more

beneficial than deductive learning (rule before the evidence)

We can represent some rules, cont. Rules are “learned” (understood and retained for future

application) more readily when learners uncover them themselves - in other words, when learners read or hear language first and then either look for or, better yet, “discover” (induce) a rule, it will promote their learning more than someone first telling them about a rule and then showing how it applies in a context. Inductive Learning (evidence before the rule) is more

beneficial than deductive learning (rule before the evidence)



We can represent some rules, cont. When people learn their mother tongue, they

are sensitive to rules (and later, exceptions) but they do not consciously apply them. Most cannot even give a “rule” of their language until someone teaches them about such “rules” in school - much later than when they actually become proficient in the language.

We can represent some rules, cont. When people learn their mother tongue, they

are sensitive to rules (and later, exceptions) but they do not consciously apply them. Most cannot even give a “rule” of their language until someone teaches them about such “rules” in school - much later than when they actually become proficient in the language.



Strategies are important in both learning and using a language. Learning strategies include memorization, motivating self-talk, and practice of various kinds. Language use strategies pertain to both producing (writing and speaking) and comprehending (listening and reading) languages. They include paraphrasing, repeating/rereading or asking for repetition, and guessing at the meaning of words in context. Strategies enable learners to function more independently and make “do with what they know”. This skill is essential in real life, when one has to communicate without the immediate aid of a textbook, a teacher, or dictionary.

Strategies are important in both learning and using a language. Learning strategies include memorization, motivating self-talk, and practice of various kinds. Language use strategies pertain to both producing (writing and speaking) and comprehending (listening and reading) languages. They include paraphrasing, repeating/rereading or asking for repetition, and guessing at the meaning of words in context. Strategies enable learners to function more independently and make “do with what they know”. This skill is essential in real life, when one has to communicate without the immediate aid of a textbook, a teacher, or dictionary.



One does not learn in a straight line or a constantly rising curve (or simply add rules), how well one performs (e.g., how fast one can talk or how accurately one writes or talks) depends on a number of other considerations, besides how well one “knows the rule”. Factors include how much time one has to plan, rehearse, and/or revise one’s language production; how familiar the topic is; how much one has to produce at a time; how comfortable one feels in the situation, etc.

One does not learn in a straight line or a constantly rising curve (or simply add rules), how well one performs (e.g., how fast one can talk or how accurately one writes or talks) depends on a number of other considerations, besides how well one “knows the rule”. Factors include how much time one has to plan, rehearse, and/or revise one’s language production; how familiar the topic is; how much one has to produce at a time; how comfortable one feels in the situation, etc.



It is difficult to track “progress” or “growth in knowledge” in a definitive way.

It is difficult to track “progress” or “growth in knowledge” in a definitive way.

Language teaching relates to the science of second-language

acquisition

Language teaching relates to the science of second-language

acquisition

Second-language Acquisition is a theoretical as well as empirical research field.

Second-language Acquisition is a theoretical as well as empirical research field.

To Learn More About SLATo Learn More About SLA


Visit UW-Madison websites: www.sla.wisc.edu and www.languageinstitute.wisc.edu

Go on-line, including a UW-Madison library data base “LLBA”

Visit UW-Madison websites: www.sla.wisc.edu and www.languageinstitute.wisc.edu

Go on-line, including a UW-Madison library data base “LLBA”

http://www.sla.wisc.edu/

http://www.languageinstitute.wisc.edu/

http://www.sla.wisc.edu/

http://www.languageinstitute.wisc.edu/


LLBA: go to: http://www.library.wisc.edu/ click on second line (E Resource Gateway) pick “L” for LLBA click “LLBA” begin e.g., key word search; you might use terms

such as “communicative language”, “accuracy”, “connectionism”, “accuracy”, “noticing”, “rule based learning”, “vocabulary” or “lexical accuracy”, or “language teaching” to read more about many of the topics touched upon here

LLBA: go to: http://www.library.wisc.edu/ click on second line (E Resource Gateway) pick “L” for LLBA click “LLBA” begin e.g., key word search; you might use terms

such as “communicative language”, “accuracy”, “connectionism”, “accuracy”, “noticing”, “rule based learning”, “vocabulary” or “lexical accuracy”, or “language teaching” to read more about many of the topics touched upon here

http://www.library.wisc.edu/









Visit the websites of relevant professional and/or research organizations:

www.actfl.org [American Council on the Teaching of Foreign Languages]

www.aaatg.org [Association of American Teachers of German]

www.aaal.org [American Association for Applied Linguistics]

www.aausc.org [American Association of University Supervisors and Coordinators]

Visit the websites of relevant professional and/or research organizations:

www.actfl.org [American Council on the Teaching of Foreign Languages]

www.aaatg.org [Association of American Teachers of German]

www.aaal.org [American Association for Applied Linguistics]

www.aausc.org [American Association of University Supervisors and Coordinators]

http://www.actfl.org/

http://www.aaatg.org/

http://www.aaal.org/

http://www.aausc.org/

http://www.actfl.org/

http://www.aaatg.org/

http://www.aaal.org/

http://www.aausc.org/


Read (on-line or hard copy) one of the many, many professional/research journals: American Association of Language Program Supervisors

and Coordinators (AAUSC) - Annual Volumes (Heinle & Heinle) ADFL Bulletin Annual Review of Applied Linguisticss Applied Language Learning Applied Linguistics Australian Language Matters Australian Review of Applied Linguistics

Read (on-line or hard copy) one of the many, many professional/research journals: American Association of Language Program Supervisors

and Coordinators (AAUSC) - Annual Volumes (Heinle & Heinle) ADFL Bulletin Annual Review of Applied Linguisticss Applied Language Learning Applied Linguistics Australian Language Matters Australian Review of Applied Linguistics


Journal List, cont. Babel Bilingualism: Language and Cognition Brain and Cognition Canadian Journal of Applied Linguistics/ Revue

canadienne de linguistique appliequee Canadian Modern Language Review College ESL Computer Assisted Language Learning (CALL) Cognition

Journal List, cont. Babel Bilingualism: Language and Cognition Brain and Cognition Canadian Journal of Applied Linguistics/ Revue

canadienne de linguistique appliequee Canadian Modern Language Review College ESL Computer Assisted Language Learning (CALL) Cognition


Journal List, cont. Didactica (Lengua y Literatura) ELT Journal EUROSLA Yearbook Folia Linguistics Foreign Language Annals Fremdsprachenunterricht

Journal List, cont. Didactica (Lengua y Literatura) ELT Journal EUROSLA Yearbook Folia Linguistics Foreign Language Annals Fremdsprachenunterricht


Journal List, cont. Gender and Education Intercultural Education International Journal of Applied Linguistics (INJAL) International Journal of Bilingualism International Review of Applied Linguistics (IRAL) ITL, Review of Applied Linguistics Issues in Applied Linguistics Issues in Language Learning

Journal List, cont. Gender and Education Intercultural Education International Journal of Applied Linguistics (INJAL) International Journal of Bilingualism International Review of Applied Linguistics (IRAL) ITL, Review of Applied Linguistics Issues in Applied Linguistics Issues in Language Learning


Journal List, cont. Jahrbuch Deutsch als Fremdsprache Journal of English for Academic Purposes Journal of Experimental Psychology: Learning,

Memory, and Cognition Journal of Pragmatics Journal of Research in Reading Journal of Second Language Writing

Journal List, cont. Jahrbuch Deutsch als Fremdsprache Journal of English for Academic Purposes Journal of Experimental Psychology: Learning,

Memory, and Cognition Journal of Pragmatics Journal of Research in Reading Journal of Second Language Writing


Journal List, cont. Language Awareness Language Communication Language, Culture, and Curriculum Language and Education Language and Intercultural Communication (Journal of) Language, Identity, and Education Language Learning Language Policy Language in Society Language Teaching Research

Journal List, cont. Language Awareness Language Communication Language, Culture, and Curriculum Language and Education Language and Intercultural Communication (Journal of) Language, Identity, and Education Language Learning Language Policy Language in Society Language Teaching Research


Journal List, cont. Modern Language Journal Mosaic Multilingua Praxis des neusprachlichen Unterrichts Reading and Writing Quarterly Reading Psychology

Journal List, cont. Modern Language Journal Mosaic Multilingua Praxis des neusprachlichen Unterrichts Reading and Writing Quarterly Reading Psychology


Journal List, cont. Second Language Research Studies in Second Language Acquisition

(SSLA) System Die Unterrichtspraxis/Teaching German

Journal List, cont. Second Language Research Studies in Second Language Acquisition

(SSLA) System Die Unterrichtspraxis/Teaching German


Journal List, cont. TESL Canada Journal/Revue TESL du Canada TESOL Journal TESOL Quarterly World Englishes

Journal List, cont. TESL Canada Journal/Revue TESL du Canada TESOL Journal TESOL Quarterly World Englishes

Questions? Questions?

Questions for discussionQuestions for discussion What were your first impressions of your

first German class at UW? What do you really like about your German

class? What do you not like so much about your

German class? After listening to this presentation, why do

you think your TA teaches as s/he does? What can you do to succeed in your

German class at UW-Madison?

What were your first impressions of your first German class at UW?

What do you really like about your German class?

What do you not like so much about your German class?

After listening to this presentation, why do you think your TA teaches as s/he does?

What can you do to succeed in your German class at UW-Madison?

learning german at uw-madison how to form realistic expectations of language learning progress and...

Documents

language slide

language strategies

language use comprehension

program goals

increasing awareness

learning german

program expectations

direct speech slide