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oapen-20.500.12657-513542021-12-22T15:43:12Z Handlungsorientierter Fremdsprachenunterricht empirisch Delius, Katharina Surkamp, Carola Wirag, Andreas foreign-language teaching foreign-language learning didactic principle bic Book Industry Communication::C Language In the field of foreign-language teaching and learning, action-orientation is a didactic key principle. However, at present, empirical findings on how action-orientation can be pursued as a goal or put into practice as a teaching method in schools and at universities are scarce. Likewise, only little research has been conducted on the potentials and challenges of action-orientation from an academic perspective and from the perspective of teachers and learners so far. This volume provides an empirical contribution to the academic discourse on action-oriented approaches to foreign-language teaching and learning. While the volume's introduction gives an overview of the theoretical basis and empirical findings on action-orientation to date, the different contributions present individual studies in three areas: action-orientation in the teaching of foreign-language literature, action-oriented learning in global simulations and in school laboratories, and action-orientation in drama-/theatre-based foreign-language education. 2021-11-05T04:31:32Z 2021-11-05T04:31:32Z 2021 book book https://library.oapen.org/handle/20.500.12657/51354 ger application/pdf n/a GSEP14_Fremdsprachen.pdf Universitätsverlag Göttingen 10.17875/gup2021-1609 10.17875/gup2021-1609 ffaff15c-73ed-45cd-8be1-56a881b51f62 open access
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In the field of foreign-language teaching and learning, action-orientation is a didactic key principle. However, at present, empirical findings on how action-orientation can be pursued as a goal or put into practice as a teaching method in schools and at universities are scarce. Likewise, only little research has been conducted on the potentials and challenges of action-orientation from an academic perspective and from the perspective of teachers and learners so far. This volume provides an empirical contribution to the academic discourse on action-oriented approaches to foreign-language teaching and learning. While the volume's introduction gives an overview of the theoretical basis and empirical findings on action-orientation to date, the different contributions present individual studies in three areas: action-orientation in the teaching of foreign-language literature, action-oriented learning in global simulations and in school laboratories, and action-orientation in drama-/theatre-based foreign-language education.
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