Task-based language learning
Action-oriented foreign language teaching as a special form of action-oriented teaching is to enable students to communicate in the foreign language in order to pursue certain goals ( cf. theory of action, action competence ):
- Establish a relationship with the other party
- Ideas, emotions, experiences, knowledge, desires, submit, etc.
- Personally relevant content " negotiate "
- And thus certain action trigger reactions on the communication partner.
Methodologically, this objective is addressed by the fact that the students work with a partner or in a group on specific tasks, carefully observing the above communicative goals ( learning by doing, specifically: learning by communicating ).
- 3.1 Project lessons
- 3.2 Open- work
- 3.3 Learning Station
- 3.4 Learning by Teaching
Action orientation in foreign language teaching
The concept of action orientation
Action orientation in foreign language teaching can be defined by a target aspect and a method aspect.
- Under the objective aspect of the term states that students foreign language competence at first to develop but also for the out - and after- life world for school, beyond.
- Methodologically, this objective is pursued through a task-oriented ( "task- based" ) learning through interaction, in which students communicate in the "authentic" situations or tasks involved in content frame orally or in writing ( "Act ").
To make this possible, the lessons for life-like communication and learning processes to be opened, but that does not preclude a targeting in this direction lesson planning. Even openness and action orientation are not given in the school situation from the outset, but must be planned and actively be sought. Moreover, in action-oriented teaching phases, unlike in formal training and testing situations, the communicative success more significant than the formal correctness. However, sets linguistic act also requires linguistic and formal sub-competencies. In contrast to more traditional linear teaching concepts, where only the connecting communication or transfer phase to the phase of the exercise, evaluated the design shown here, a task-based language teaching from the beginning of class on both components - competence and linguistic- formal sub-skills - therefore as equal.
The development of linguistic competence is especially favored by the use of as little pre-structured learning situations and learning materials that stimulate the contextual and linguistic debate (eg, photos, graphics, short stories, news, commercials and texts, letters, texts from the Internet). You are free spaces for dealing with familiar and new linguistic forms provide (eg partner and group work, games, silent work ). It can also post classes ( free or weekly planning, project teaching ) or the entire teaching ( learning by teaching ) are structured action-oriented.
Opening of teaching
→ Main article: open education, open learning, self -directed learning
Opening of foreign language teaching should take place at two levels:
- Substantive and institutional opening:
The lesson allows students, at least initially, also to see their school and classroom situation as an open living environment and experience anew through the medium of a foreign language. In addition, they are the fundamental openness of ( significant ) text contents opportunity to individual experiences and relevant utterances that can not be planned by the teacher ago. Finally, the instruction accesses as often as possible beyond the limits of their own discipline ( project work, interdisciplinary instruction, bilingual subject teaching ) as well as beyond the boundaries of the classroom and beyond the school ( extracurricular activities ).
- Curricular and methodological opening:
Teaching promotes pupils initiatives and responsibility for the selection of targeted activities and the work and time scale ( up to preparation of weekly schedules ) as well as accessibility to authentic materials and others, including technological resources.
A strict control of foreign language learning would lead to rigid curricula and textbooks in which selected learning content according to the didactic principles and graded according to the linear phase models, learning and practice situations planned at the green table in advance and arranged and learning ( to ) pathways, which result from the their own conditions and learning strategies of the students were to prove to be leveled and abbreviated. Such foreign language teaching can not only opportunities for communication unused, it uses not more recent findings about the natural language learning abilities and learning strategies of the child. The range of ways to put them into an action-oriented teaching is great, especially in the early beginning of foreign language teaching. Nor uses a foreign language teaching, which relies on the principle of absolute controllability of the learning process and so would guarantee student achievement, by a dedicated acting learner individually introduced strategies, whether. In learning scenarios when working with the various electronic media or production-oriented text work So teach action -oriented also means, in particular to promote on the mere arrangement of instructional and extra-curricular action situations and the creation of " communication events " beyond those communication and learning strategies used by students when communicating with others and learn.
Holism
→ Main article: holism ( language teaching ) and holism ( pedagogy)
Learner orientation
→ Main article: Action-oriented teaching # learner orientation
Content orientation
→ Main article: Action-oriented teaching # content orientation
Process orientation
→ Main article: process orientation ( language teaching )
Learning orientation
→ Main article: Learning orientation ( language teaching )
Constructivism instead Instruktivismus
The shift from a naive " instruktivistischen " to a " constructivist " position changes the function of the instruction ends: they are increasingly seen as a classroom manager and learning facilitators that offer students tools for their knowledge construction. Teaching is therefore not become obsolete. However, its function is now seen differently. Although the initiative to confront the students with linguistic material still largely emanates from the teachers and offer this manifold support: critical to the learning process are the receptive and productive and interactive activities the students themselves (keyword: " learning orientation "). It has been significantly upgraded in recent years, especially the receptive activities of listening and reading comprehension.
About those contained in the general principles of action-oriented teaching characteristics also apply specifically to the teaching of foreign languages :
- Promote the development of an intuitive feel for language on the basis of intrinsically active learning processes
- Promotion of focal attention ( = direction of attention to specific forms and regularities )
- Promotion of language awareness ( language awareness )
- Promote the development of individual learning strategies.
Tasks / duties
The Common European Framework of Reference ( CEFR) describes mainly two types of tasks: reality-based and didactic communicative tasks.
- In the reality-based communicative tasks - also called target tasks or "sample tasks " ( from the English " rehearsal tasks" ) - it is about tasks that have " based on the needs that learners outside of the classroom, selected " (GER ) are. So there are tasks in which learners " for life" learning, learn to perform tasks that they may be have to face in the future.
- Educational tasks " are only indirectly related to ' real ' tasks and learner needs and aim to develop a communicative competence" (GER ). This type of tasks that is not prepared directly on tasks that can happen in life, but are mainly offered to learners, so that particular language skills develop. Thus, a text such as read a recipe to develop reading skills. In real life you would read a recipe to find cooking ideas or implement for the recipe.
- Some educationalists (eg Ollivier & meshing 2011) have shown the limits of this type of tasks and recommend in addition to the reality-based and didactic tasks to also offer real-life tasks. In these it is important that learners are involved in real communication processes that goes beyond the learning group. They should learn to act appropriately in various social relationships with different people. The Web 2.0 offers many sites where learners can participate. So they write not only for the teachers but for other Internet users who often respond to the posts.
Action orientation in the following methods
Project teaching
→ Main article: Project lessons
Free work
→ Main article: free work
Learning stations
→ Main article: Learning Station
Learning by Teaching
Learning by teaching ( LdL ): Since 1980, the method has become learning established in all types of schools and all subjects, but especially in foreign language teaching by teaching, which seeks to deepen and intensify the learning process through the acquisition of teaching functions by students. In the teaching of French by A. Nieweler manual, this method is referred to as " a radical form of students and action orientation." When relying on the above-described features of action orientation, as is achieved on the students in particularly through the transfer of teaching functions:
- Establishing a relationship with the other party, because the interactions between learners are always aimed from it to achieve a learning gain;
- Transmission of ideas, emotions, experiences, knowledge and expectations;
- " Negotiation " personally relevant content, because the interactions are aimed to increase the chances of survival of the partners through the acquisition of relevant skills and knowledge components;
- Trigger specific reactions act on the communication partner, because it is about the common development and expansion of knowledge.
While LdL but is highly successful as an independent method, it can only in a selective and unsystematic use - without prior training phases with the class - hardly reach their full potential.