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EnglishThe paper is an introductory study on language-teaching conditions of German as foreign language at the university-level. It aims to help advanced students, as well as instructors of German Linguistics to become familiar with the main contemporary methods and researches conducted on German Language Teaching and its reference disciplines. A first task is therefore to offer a theoretical background of didactic procedures, in order to use them in the practical organization of academic lessons, in particular of Master-level degree courses. At the same time the book addresses those scholars interested in the development of the academic role of foreign language-teaching and intend to use it in connection with the Language Policy Division of the Council of Europe, the Common European Framework of Reference (CEFR 2001). The paper is therefore directed towards junior professors who need a practical introduction into the organization of academic lessons on German as foreign language. But it can also impart students new competencies and qualifications, based on linguistic knowledge, theoretical insights and supported learning-practice. On this level of the communication-oriented method, the role of the teacher takes on a new function. Through this method, the once defined “purveyors of knowledge” (i.e., performing a “knowledge transfer” function) are turned into “helpers” of the autonomous students’ learning process. Thus, the dominant form in Master’s degree courses tends to become individual work, which primarily aims at educating students to a responsible studying and training practice of language-learning. Therefore, the successful work of the teacher will depend on the level of the theoretical knowledge acquired in his or her personal studies, as well as in pragmatic competences offered to students.
| Autori: | |
| Titolo: | Sprachdidaktische Rahmenbedingungen für den akademischen DaF-Unterricht. |
| Tipo di contributo MIUR di libro: | Monografia o trattato scientifico |
| ISBN: | 978-88-8311-468-7 |
| Data di pubblicazione: | 2006 |
| Abstract: | The paper is an introductory study on language-teaching conditions of German as foreign language at the university-level. It aims to help advanced students, as well as instructors of German Linguistics to become familiar with the main contemporary methods and researches conducted on German Language Teaching and its reference disciplines. A first task is therefore to offer a theoretical background of didactic procedures, in order to use them in the practical organization of academic lessons, in particular of Master-level degree courses. At the same time the book addresses those scholars interested in the development of the academic role of foreign language-teaching and intend to use it in connection with the Language Policy Division of the Council of Europe, the Common European Framework of Reference (CEFR 2001). The paper is therefore directed towards junior professors who need a practical introduction into the organization of academic lessons on German as foreign language. But it can also impart students new competencies and qualifications, based on linguistic knowledge, theoretical insights and supported learning-practice. On this level of the communication-oriented method, the role of the teacher takes on a new function. Through this method, the once defined “purveyors of knowledge” (i.e., performing a “knowledge transfer” function) are turned into “helpers” of the autonomous students’ learning process. Thus, the dominant form in Master’s degree courses tends to become individual work, which primarily aims at educating students to a responsible studying and training practice of language-learning. Therefore, the successful work of the teacher will depend on the level of the theoretical knowledge acquired in his or her personal studies, as well as in pragmatic competences offered to students. |
| Abstract: | Die vorliegende Arbeit stellt sich als eine Einführung in die sprachdidaktischen Rahmenbedingungen für den akademischen DaF-Unterricht vor. Sie möchte Studienfortgeschrittene und jüngere Dozenten des Faches Deutsche Sprachwissenschaft mit den wichtigsten Methoden und Ergebnissen der Forschung über die deutsche Sprachdidaktik und ihre Bezugswissenschaften vertraut machen. Erstes Ziel ist darum, theoretische Grundlagen des didaktischen Vorgehens zu schaffen und diese für die praktische Gestaltung und Durchführung des akademischen Unterrichts besonders im Master-Diplom-Studiengang einzusetzen. Zugleich ist die Arbeit für alle gedacht, die ein Interesse an der Entwicklung der Rolle des Fremdsprachenunterrichts in der akademischen deutschen Sprachdidaktik haben und diese in Verbindung mit dem Gemeinsamen Europäischen Referenzrahmen für Sprachen (Europarat 2001) anwenden wollen. Das Handbuch hat somit alle jüngeren Dozenten im Sinn, die ein weiteres Beispiel für eine praktische Einführung in die Gestaltung des akademischen deutschen DaFUnterrichts haben möchten. Es kann jedoch auch Studenten erneute Kompetenzen vermitteln, die auf linguistischem Wissen bzw. theoretischen Einsichten und ständiger gesteuerter Praxis beruhen. Zu diesem Zweck wird dadurch die heutzutage meist gebrauchte didaktische kommunikative Methode angeboten. Die Rolle des Dozenten ändert sich gerade auf diesem Niveau: Die dominierende Sozialform in den Vorlesungen des Master-Diplom-Studiengangs wird die Einzelarbeit, bei welcher der Dozent nicht mehr nur Wissensvermittler, sondern auch und vor allem Helfer im Lernprozess ist, was Studierende am besten zur Verantwortung erzieht. Der Dozent kann aber schließlich erfolgreich zur Hilfe kommen, wenn er möglichst umfangreiches theoretisches Wissen erwirbt, das linguistische, soziolinguistische und pragmatische Kompetenzen umfassen sollte. Diese werden in der Arbeit im Einzelnen erläutert. |
| Lingua: | Tedesco |
| Editore: | Educatt Università Cattolica del Sacro Cuore |
| Citazione: | Salvato, L. A., Sprachdidaktische Rahmenbedingungen für den akademischen DaF-Unterricht., Educatt Università Cattolica del Sacro Cuore, Milano 2006: 191 [http://hdl.handle.net/10807/76862] |
| Appare nelle tipologie: | Monografia o Trattato scientifico; Concordanza; Indice; Bibliografia |
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