Medienunterstützter Wortschatzerwerb am Beispiel des Italienischen

Hirzinger-Unterrainer, Eva Maria

doi:10.15203/3122-51-2-14

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“…When it comes to researching lexical approaches in language learning it is encouraging to see that the word-level perspective is giving way to research on phraseology (Kremmel et al, 2016) and collocation (Konecny & Autelli, 2015). Furthermore, methodological perspectives in the language classroom are being addressed, such as approaches enhanced by gestures (Schmiderer, 2016) and the use of mobile devices (Hirzinger-Unterrainer, 2016). Interestingly, apart from Kremmel et al (2016) who deal with EFL, the language taught in the examples given is Italian L2 (also Klammler & Schneider, 2011).…”

Section: Findings: Research On Language Teaching and Learning In Austriamentioning

confidence: 99%

“…As this trend is fairly recent, mainly developing researchers are attending to it in academic theses. In her postdoctoral thesis Hirzinger-Unterrainer (2014, 2016) pinpoints the use of audio- and video-podcasts for enhancing vocabulary acquisition in Italian as a FL – a rather under-researched language in pedagogy – in the upper secondary school context. She proposes applying communicative tasks represented and recorded by teams of learners to be submitted for individual learning settings on the learners’ mobile devices.…”

Section: Findings: Research On Language Teaching and Learning In Austriamentioning

confidence: 99%

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Research in language teaching and learning in Austria (2011–2017)

2019

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This overview of seven years of research on language learning and teaching in Austria reflects a period of steady growth for the language teaching and learning research community, a development due to a national policy agenda aiming for a stronger research base in teacher education. The target languages of the teaching and learning processes investigated are primarily German, English, French, Italian, Spanish as well as several Slavic languages, reflecting the geographical, sociolinguistic and language policy situation of this increasingly multilingual country. This multilingualism means there are clearly many more first languages (L1s) than only German involved in the learning situations investigated. While all the studies reviewed here illustrate research driven by a combination of local and global concerns in connection with different theoretical frameworks, some specific clusters of research interest emerge. These are: societal and individual multilingualism, language education policy, language teacher education, language(s) in other subjects, early language learning, language acquisition and learning, literature and culture, testing and standardisation, digital media, and teaching materials.

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