Second-language acquisition

The school foreign language teaching and learning research ( SFLLF ) on the one hand deals with the "natural" and the other to the institutional, educational in the strict sense, language acquisition in the course of a life. The SFLLF shows the differences ( and similarities ) between natural and institutional learning paths out, evaluates age-dependent acquisition processes from discovered regularities and differences.

• 3.1 institutional autonomy of language acquisition
• 3.2 General -forming extracurricular indicative target: L2 threshold competence (C1)

• 4.1 Oral or written text use as the central subject of school learning
• 4.2 Copywriting - Item rata contrastive plan area didactics and methodology

Research Basics

In order to work out the nature of the methodology supported school-based learning, the differences in the learning arrangements and learning styles are weighted.

Four perspectives are examined:

• The recording and processing competence of the learner
• The communication skills of teachers (parents, teachers)
• The significance and appeal structure of the learning material
• As well as the fit between those with an impact on the retention and forgetting.

The phylogeny is included in the considerations, because phylogeny and ontogeny, ie phylogeny and personal development, influence universal and individually in relation to the actual genesis and epigenesis each other. Talents and family history come together in only erahntem extent in the individual consciousness shaping.

The basics of this in 1986, launched by the German Research Foundation research branch so far are laid when their objects are essentially has created an international consensus. However to create a number of questions still construction sites, for example, the question of the language sequence in ( school and preschool ) learning foreign languages ​​. You can not be answered yet, because this matter sectoral work, so in the vocabulary and grammar are missing.

Open also is a methodology, including the Mathetik ( mnemonic arranged Exercise design ) that a rhythmic, focused on the individual ( all-day ) classes between instruction, co-construction and semi-autonomous learning turns to. How can a transition from translingual to intralingual thinking behavior of the learner succeed? Young learners especially think the Ziel-/Fremdsprache (L2 ) from the point of view of their origin or mother tongue (L1).

If it is really a broad-based improvement in the learning behavior can ever be achieved through school action, in view of the diversity of approaches to problem solving, thus processing styles, regarded as a scientific challenge. Neither set nor an individualization of the learner by teacher -side measures appears to be possible on a larger scale; a strategy training does not reach all students, because the tutorial is immense. The constructivist approach is, therefore, it seems to act the students; the co-construction is a common behavior, because an expert will help a novice: A rhythm between instruction, co-construction and construction appear to be desirable.

Natural and institutional mono- and bilingual language acquisition

The importance of SFLLF derives from the aim of secondary education, as broadly as possible effective bilingual and transcultural standard (see Common European Framework of Reference ) to create. This goal includes a definable corpus of oral and written text types to be specified for situations. The reception power is far higher than the production rate. The indicative target of general secondary school education, it must be that a learner when, in the fourth phase of his life-long learning, professional life occurs ( after childhood, school and training), should be capable of the performance threshold ( C1) to exceed the reference frame to integrate into the L2 - life to. For the former, well-known for low institutional performance framework must be increased.

Factor analysis of language teaching is based on the expectation that the teaching and learning behavior of the young learner can be improved with a positive effect on his keep. Given the existing framework is to examine what goals are achievable in the long term. It must also be the school-type -specific conditions mitbeachtet: The development from early childhood to school learning on the one hand are aligned at general high schools and comprehensive schools or on the other hand, college and junior high schools. In general education schools, the vocational orientation is omitted. Even the professional education needs in terms of teaching and learning methods and teaching discourses considered separately.

Integrative approach to capture the learner and teacher characteristics

The SFLLF want the effect of the essential factors in the (foreign) language acquisition before and at school back in the look and weight. It has the learner as an individual in view and explores the key factors of its transitory learning a foreign language in school environment. To this end, it examines the results of the sciences affecting them. As an integrative, applied science, it tries to bridge the gap between theory and practice.

Related sciences are

• Cultural anthropology,
• Psycho euro Biology,
• The cognitive, learning and developmental psychology,
• Pedagogy

As well as in the advanced learner phase

• Semiotics,
• ( Psycho) Text linguistics, literature didactics,
• Country's science and
• Media studies.

The pedagogy focuses on the social ideas about the education of citizens ( see Wolfgang Klafki cultural concept of education ). Developmental neurobiology and psycholinguistics investigate in association with various psychologies (development, Differential, psychology of learning ) brain maturation, age- appropriate increase in knowledge and the associated learning styles, in a broader sense, the methodology and Mathetik ( in response to Wolfgang Klafki categorical and formal education): Personalisation, enculturation and socialization are their interacting roles in ontogeny.

Development Psycholinguistics - central reference science

The psycholinguistics as a central field of acquisition research has turned to four problem areas that embed themselves in an evolutionary epistemology and learning theory:

The latter question has a part in the development of neuropsychology, which is a branch of research in progress: There is a change from implicit to explicit types of learning take place. Consequently, the conceptual work tool for understanding the processes in the brain has yet to be created. Novices models that do not yet exist so far must complement expert models.

The socio- cultural " epigenetic " language development in conjunction with a differential developmental psychology constitute unsubordinated related disciplines within a lifespan approach. In the more or less orderly brain decides what happens to the subject matter, on the one between him and the learner ( Fits do ), on the other between this and that ( assimilation ). In the personal reconstruction of the learning material shows what it was understood by the learner and what is not.

Due to the special relationship between language and thought ( see Voice mentality ) have lines of research established that is the objective of learning difficulties (and thus error focal points) of other ethnicities turn, about German for foreigners ( DfA ), Le Français - langue étrangère ( FLE ), Español para estranjeros (EPE ). Their results provide important guidance for the creation of progressions which distribute the learning barriers. The loss of speech research reflects the lack of understanding and therefore keep coming into existence forgetting.

With entry into the school, the learning of the student fundamentally changed: He is methodical and examples introduced in sectoral knowledge of the world and made ​​systematically with ( Selbst-/Gruppen- ) learning techniques familiar. A cognitively now to be named argument is initiated.

To date, there is a lack of differential novices models, evaluating the effects of different populations in their respective learning age: deficient bilinguals of different origin are to be regarded differently than school learners or immersive learning in L2 L2 - life context. The so-called natural learning the knowledge usually grows stumbled upon in a specific socio- cultural context. At school, however, the knowledge is conveyed in a controlled methodical and systematic manner. Social and cultural needs into account when sectoral world knowledge structures are filtered and adapted to the possibilities of the learner.

In language assessment in the fourth year and before starting school is, however, disturbing trends are emerging in some populations of the Company, for the most part in immigrants, making the integration more difficult. Secondly, the mobility demands in Europe spoke and situational powerful decision makers. The school system is heavily burdened by this requirement Scissors: On the one hand, it is intended to prevent school failure, prepare for the other service providers

See also: Sapir -Whorf hypothesis ( " the language shapes the thinking" )

Towards a dynamic model of holistic beginners bilingual language development

Differential models of beginners of all ages ( from about the age of 2 to the 14th or ) that does not yet exist so far, therefore, must exclusively to-find experts models, connectionist paradigm in the current complement of " bottom-up". AI programs are for this modeling been unhelpful because they are reductively defined so-called " cognitive " in a symbolic or propositional base while in childhood implicit learning is predominant, which suggests a very different behavior (learning styles ).

When cell structure, cell cultivation and cell cooperation during the establishment and development of brain areas, the chemo electrical system of the body looks completely different from digitized computer programs they represent. Under the action of heat and magnetic fields caused by high dynamic rhythms which symbolic box models going on. They are available in a previously worked out related to the psyche (see stress; reward). This dynamism is also reflected - albeit broken - in assembly and disassembly processes of language learning. Consequently, the conceptual work tool for understanding the processes in the brain needs to be changed.

Title: SFLLF (inst ) instead of Fachdidaktik-/-methodik

With regard to the one used in previous research designation, the terms of foreign language didactics and subject didactics as a university names for this branch of research prove - applied to the teaching of foreign language teaching - as problematic: The word language teaching implies the pedagogy aligned measures for all living languages; Didactics classified as higher education policy terminus of a specialized science a " didactic " teaching of the school subject ( in contrast to the methodology and procedure ) to, that is, is understood as a filter for academic affairs.

The school FLLF seeking to register with their didactics in the course of time, what topics are to be treated in the subject matter taught, so that the students can understand in his professional stage and then the foreign culture in their historical house developments. Included are cross-cultural developments (for instance: the Franco-German relationship ).

There are a range of methods (such as: European languages ​​) and parts of a didactics (about: Text education, situational text use) for a foreign language family; however, the differences between closely related languages ​​are already far greater than their convergences, which is why a trade -to- trade allocation is reasonable. The subject didactics / methodology contrast turns - which has not yet been carried out consistently - the divergences and switching paths on the respective levels of language (phonetics, intonation, Semantosyntax, syntax, pragmatics ) to.

Institutional autonomy of language acquisition

Why the label SFLLF was elected? The school ( foreign) language acquisition research as a methodology / Mathetik and didactics is distinguished from other " didactics " by the fact that the language acquisition both a process ( learning ) maps, as well as simultaneously - creates text products - first oral. To want to provide language learning and thematic results entangle accordingly, ie the expression in the L1 and the L2 ( inst) are completely different: in the upper level is angry about so many students who can not react with its existing linguistic means his ideas. The learning gain results from the acquisition of behavior and knowledge stocks from the socio-cultural, ever own environment. Are applied by using the parental communication with the child learning progress depending on the particular style of communication - but not sufficient - results before. The question of the effect of L1 on the quality of L2 (nat inst ) is still open.

In the school as an institution to be - needs of society Picking up - sectoral thematic "knowledge" expanded functional.

General -forming extracurricular indicative target: L2 threshold competence (C1)

The majority of language learners - at least neuronal considered - to be regarded as bilingual. Native speakers can be grown with a dialect and must - be done to high linguistic standard - for professional reasons. Foreigners can speak a dialect at home and in their environment language also, for them there is a complication. Still others speak their native language as a high-level language and learn a foreign language.

What are the implications for them in the learning process and neuronal? A distinction is made between men and women, learning style and learning style. That is, the learning outcomes differ - sometimes significantly.

From this reality, some consequences with respect to learning processes and neural networks are appropriate: The variety of mental processes is large: Women and men have in parts of other brain structures, including young and old learners, for example because they belong to different types of learning and use learning styles. In this light, you have to wonder, can actually afford that integration work school if they " formed " the "consciousness" of the student. Socio-cultural factors and brain imprinting as well as brain maturation example, remain outside the functional education of teachers. Decisions are usually made ​​spontaneously: This is a normal occurrence as an expression of emotional cognitive balance. The responsibilities of education is, with increasing age to analyze the influencing and confounding factors step by step and to weight belongs.

The didactic decision for the general education schools - mainly for reasons of time - is for foreign language teaching: integrated voice and substantive work. Explore verschränkende main themes of SLLF are a functional communicative grammar in the transition from sentence to text, as part of the national culture processing (formation and analysis) of texts in a understood as anthropological geography and the relevant literature, and also so-called transversal issues which of the KMK have been proposed such as peace education, Europe, environmental education and values ​​education.

Standards of education within the text of communicative competence ( inst)

The diversity of the socio-cultural populations has led to a decades- long debate about how the accessibility of the school requirements in the name of equal opportunity. In the conflict of social cultural and professional demand requirement and socio-culturally very different answer to this in the families the educational administration has taken some proper, but so far unsatisfactory in width effect decisions: language assessment, raising the standard of education in pre-school education, parental counseling, but not yet brought forward the school education from the age of three as in France or Spain. Meanwhile, standards were based on intelligence tests, even for schools developed. Standards are useful if they are able to present guidelines, which über-/bzw only by some. can be observed. So far, they still appear to be very blurred. It is likely that there will always be a percentage of students according to the Gaussian normal distribution, the objectives of the standards ( for which populations? ) Is not reached ( approximately ± 20 percent).

All sorts of professional institutions have expressed their goals on how they desired power profile einzustellendes staff. They have found their way into the collection of so-called key qualifications, including central portions of communicative competence.

Oral or written text use as the central subject of school learning

As a result of the mental effects of implicit learning styles on learning behavior prevails, the dialogue with its various functions in childhood. About reading the child is already brought receptive to monologic written texts, but the drafting of written text types is practiced only in the school.

With entry into the school is changing as a result of brain maturation, learning of the student: Explicit learning styles now come into play. Therefore, it is now increasingly cognitively exemplarily introduced in sectoral knowledge of the world, guided to the speech observation with the goal of language maintenance, and made ​​systematically with ( Selbst-/Gruppen- ) learning techniques familiar.

With the written form accompanied by the respect for the linguistic norm as well as a change in lexicon and syntax goes. The production of texts is a complicated task, because different levels of coordinated and must be adjusted.

Copywriting - Item rata contrastive plan area didactics and methodology

The preparation of the surface takes place international text in a similar, if not identical manner. The linguistic and textual mastery demands against it - if she wants to be recognized by native readers - a language mental Maîtrise, normal, late-onset L2 learners, even after the university, not reach. A small proportion of "rules " you can tackle contrastive, but the situational flexibility of the speech style of the learners obtained only after a long stay in the destination country.

Professionalization of teachers: factor analysis lessons

The core question of the methodology of the institutional, especially late starting, second language acquisition, is to what extent it is possible to improve the retention of the learner through methodical measures and math matic arrangement of the exercises, you have yet to determine the end of the school that the loss of what is learned is large. A certain skepticism stems from the fact that in order to understand the processes in the brain of the learner, many factors have to be weighted. In the mental processing and consequently formation of the brain areas. These show considerable differences: Man and woman have a different structure in parts of the brain (such as: callosum and associated limbic system and right hemisphere ). There is also due to different learning aptitudes and consequently Leichtigkeiten interests. Learning styles arise from the interaction of cognition and emotion and cause the thinking style a variety of degrees and variations of spontaneity in decisions, although possibly can find a development on prudent Schrittigkeit in proceedings with the passage of age.

The focus of teaching analysis of a teacher in the second, school learning phase, the wish to examine the conditions of his actions, therefore, forms the so-called methodological analysis, in which the characteristics of the learner are compared with the learning material and the placement path in planning and revision. The learning material is defined in the general education schools in the country curricula. The so-called didactic analysis is concerned with the learning -promoting and - inhibiting factors of the learning material and the learning group analysis using the Lerner conditions, such as gender, age, learning style, learning style, prior knowledge, etc. The goal is to keep promoting.

Provider

• German for foreigners ( DAF)
• Le Français - langue étrangère ( FLE )
• Español - lengua estranjera (ELE)
• English for foreigners (EFF).

• European framework