Teaching and Learning Foreign Languages in Germany: a personal overview of developments in research

Königs, Frank G.

doi:10.1017/s0261444804001995

Cited by 11 publications

(6 citation statements)

References 24 publications

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“…en psychologie, en sociologie, en pédagogie) et à les adapter à ses besoins spécifiques (cf. Caspari, Helbig & Schmelter, 2003 ;Grotjahn 2003 ;Königs, 2003 ;. Cependant, le débat actuel francophone (cf.…”

Section: Recherches En Didactique Des Langues Et Des Cultures 2 | 2006unclassified

"La persuasion est le moteur de l'enseignement" – Est-ce que le conseil fait avancer l'apprentissage autodirigé ?

Schmelter¹

2006

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Section: Recherches En Didactique Des Langues Et Des Cultures 2 | 2006unclassified

"La persuasion est le moteur de l'enseignement" – Est-ce que le conseil fait avancer l'apprentissage autodirigé ?

Schmelter¹

2006

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“…Autonomy here also means becoming increasingly more responsible for one's learning. At this juncture, constructivism might seem a relevant topic, one which is hotly debated in the Federal Republic of Germany (Königs, 2003;Wendt, 1996Wendt, , 2000Zeitschrift für Fremdsprachenforschung, 2002) and elsewhere, but one which will not be discussed here: the quarrel between radical and moderate constructivists is for the constructivists to solve. The non-combattants should ask themselves: Where are we going from where we are in 2004?…”

Section: A Paradigm Shiftmentioning

confidence: 99%

CALL: past, present and future — a bibliometric approach

Jung¹

2005

ReCALL

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A bibliometric approach is used not only to sketch out the development of CALL during the last 25 years, but also to assess the contribution of educational technology to 21st century foreign-language teaching and learning. This study is based on the six instalments of the author’s International (and multilingual) Bibliography of Computer Assisted Language Learning and the 5,301 entries contained therein. The once text-based bibliography has been transformed into a searchable database. Since index terms to describe both the contents and the nature of individual publications have been attached to the bibliographic data, it is now possible to query whether the 25,000 descriptors cluster around certain topics and to depict developments chronologically. The statistical evaluation of a large corpus also avoids the pitfalls of selective interpretation. Recent controversies about the chronologisation of CALL events as well as the internal consistency of such time chunks are addressed. The data suggest that the online/offline divide occurs around 1993 and that the latest additions to the foreign language teacher’s tool box – from e-mails to voicechats – overcome the language acquisition/language learning barrier. New and student-oriented forms of dealing with foreign language learning come to the fore. This has induced some researchers to concentrate on events where conversation breaks down, because learners must then ask for modified input or negotiate the meanings of lexical items. Such a strategy promises success in instructed second-language acquisition. It is suggested, however, that the foreign language teacher’s intervention is a necessary complement to second-language developmental processes. Educational technology may allow the teacher to let nature run its course nowadays. But when nature is unsympathetic to the cause of foreign language learning the teacher must rein in the student’s language acquisition device to protect him or her from certain sanctions the target community holds in store for the unsuccessful learner.

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“…They will learn a lot about the topic they are going to teach, and they will also contribute to teaching methods with their own perspective. Teachers then support and assist students throughout their preparation and help when students encounter problems [5].…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Learning by Teaching in Learning Tenses

Setiawan¹

2019

Proceedings of the Proceedings of the 1st Workshop Multimedia Education, Learning, Assessment and Its Implementation in Game An

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The education world in Indonesia has recently tried to implement a quite radical shift, from the conservative teacher-centered approach to a more dynamic student-centeredlearning. Learning by Teaching, one of the approaches which emphasizes the involvement of students in teaching and learning interaction, has been applied across countries despite its introduction several decades ago. In addition, studies towards this approach have reported its success and advantages, yet there have only been a few sporadic attempts to apply this approach in Indonesia. In order to see if Learning by Teaching can really be implemented in classrooms, this case study intends to discover if Learning by Teaching is applicable to teach Tenses. This quantitative study employed an English test as the instruments after the students experienced Learning by Teaching. The result of this study shall offer some insight to schools and universities across Indonesia whether Learning by Teaching as one of student-centered learning approaches can be implemented to help students learn English language.

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Teaching and Learning Foreign Languages in Germany: a personal overview of developments in research

Cited by 11 publications

References 24 publications

"La persuasion est le moteur de l'enseignement" – Est-ce que le conseil fait avancer l'apprentissage autodirigé ?

"La persuasion est le moteur de l'enseignement" – Est-ce que le conseil fait avancer l'apprentissage autodirigé ?

CALL: past, present and future — a bibliometric approach

The Effectiveness of Learning by Teaching in Learning Tenses

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