Now showing items 1-10 of 10
One and All in CALL? Learner–Moderator–Researcher
In this article I will present the results of a research project on CALL and on cooperative learning in CALL, conducted as a democratic joint venture between teachers and students in the university setting over the last couple of years. The project consists of several sub-studies, all of which deal with the three-folded perspective I consider as most crucial for 21st century students: learning, moderating, doing research. This is particularly true for those students who have decided and who are willing to commit ...
Culture and good language learners
(Cambridge University Press, 2008)
This chapter will discuss the role of culture and language learning in the classroom. Variations in cultural, ethnic, and national characteristics within and among individual students affect classroom dynamics and therefore influence the decisions which teachers need to make in order to provide an optimal learning environment for all learners. Culture is not an easy concept to define, and is especially difficult to disentangle from concepts such as ethnicity and nationality. Individuals define and interpret these ...
The promotion of explicit and implicit learning strategies in English instruction: a necessary aim?
According to Cohn, human beings are both a psycho-biological unit and a part of the universe. They are at the same time autonomous and interdependent (Cohn 1984). The results from this study show, however, that there are still many learners both at secondary school and at university who have neither learnt to think about their reading behaviour nor how to evaluate and change their reading processes and futhermore, nor how to aim at and achieve goals in a more purposeful way. Most of the subjects in the investigation ...
Handlungsorientierter Unterricht (Holistic and action-oriented learning and teaching)
Holistic, action-oriented learning and teaching (in German: handlungsorientierter Unterricht) are principles in schooling that take account of learners' undivided physical, psychological, emotional and spiritual preconditions in the learning process as well as their inherent human drive to be actively and whole-heartedly involved in relevant actions (Finkbeiner, 2002). The teaching approach based on this presupposition considers that learners make active use of both hemispheres of the brain (Löffler, 2002), thus ...
Cooperative Learning and Teaching in Germany
This survey article focuses on the status quo as well as the historical development of cooperative and collaborative learning in Germany. Due to the growing social, cultural and ethnic diversity in Germany, cooperation and communication are overall goals in all official curricula and are considered as key qualifications (Finkbeiner, 1995) for a successful school and job career in a highly diverse society. For instance, the recent PISA study (Program for International Students’ Assessment) put major emphasis on the ...
Self-regulated Cooperative EFL Reading Tasks: Students’ Strategy Use and Teachers’ Support
The ADEQUA research project has gained empirical evidence on how the situationally adequate use of learning strategies can be facilitated during cooperative reading tasks in the EFL classroom. Two video studies were conducted with 9th grade EFL (English as a Foreign Language) learners in German schools: The first (laboratory) study investigated the students’ use of strategies while working in dyads and without teacher support on a given task. The second study, a field study, focused on teachers’ actions to support ...
Wholeheartedly English: A Life of Learning
(Cornelsen Verlag, 2002)
Wholeheartedly English: A Life of Learning is dedicated to Prof. Dr. Johannes-Peter Timm, Heidelberg, Germany, in honour of his scholarly contributions to foreign language research and teaching of English as a foreign language.
Textbasierte kooperative Lernumgebungen im Englischunterricht – das ADEQUA-Projekt
(kassel university press, 2008)
Das zentrale Interesse des Forschungsprojekts ADEQUA gilt der Frage, wie selbständiges Lernen in textbasierten und kooperativen Lernumgebungen des Englischunterrichts möglichst effektiv unterstützt werden kann, insbesondere durch die Förderung des situationsadäquaten Einsatzes von Lernstrategien. Zu diesem Zweck wurden im Rahmen der Studie geeignete Lernumgebungen entwickelt, die in verschiedenen Settings mit und ohne Lehrerinterventionen erprobt werden. Im Zentrum dieser Lernumgebungen stehen Aufgabenformate zur ...
Handlungsorientierter Englischunterricht zwischen den Zwängen einer pluralistischen Gesellschaft, der pädagogischen Freiheit des Lehrers und den Ansprüchen des Schülers - ein circulus vitiosus?
(Universitätsverlag Dr. N. Brockmeyer, 1995)
The article is based on an empirical project that explored linguistic and educational needs from 1990 till 1992 for future Europe. The matter of discussion attends to the question whether 'action-oriented' foreign language teaching taking place between the constraints of the pluralistic society, the pedagogic freedom of the teacher and the demands, needs and interests of the pupil is a vicious circle or not. Therefore the multifarious conditions of language teaching are focussed. The following spheres are pointed out ...
Bedarfs- und Bedürfnisfelder sprachlichen Handelns
Auf der einen Seite sieht sich das Erziehungs- und Bildungswesen zunehmend mit ökonomischen Problemen in den öffentlichen Haushalten konfrontiert; auf der anderen Seite werden als Folge der zunehmenden Globalisierung der Weltwirtschaft und der dadurch bedingten Erschließung neuer Dienstleistungsmärkte neue privatwirtschaftliche und bedarfsorientierte Erwartungen an die Träger von Erziehungs- und Bildungseinrichtungen gestellt (vgl. Benner, Keil & Lenzen, 1996). Diese Interessen und davon abgeleitete Entscheidungen ...