| CODE | LHG5001 | ||||||||
| TITLE | Lehr-, Lernansätze und -strategien im DaF-Bereich | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | The study-unit starts with the theoretical definition of the different approaches which throughout time have dominated within the foreign language classroom. This will then be followed by a very detailed comparative investigation of the foreign language approaches currently used by teachers of German as a Foreign Language (GFL). The advantages and disadvantages of the currently applied approaches and strategies will be discussed critically. While focusing on the theoretical nature of the different approaches, the study unit will continuously present practical examples of strategies used within contemporary GFL learning contexts. The way the approaches and strategies have been applied/referred to in the particular context will be evaluated critically. Study-Unit Aims: The main aims of this particular study-unit are: - To make students familiar with the theoretical nature characterizing the different FL approaches and strategies; - To show students how they could themselves benefit through the use of the different approaches and strategies mentioned when designing lesson plans or conducting lessons in actual GFL learning contexts. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Comprehend that rather than being judgmental about approaches and strategies used in the past, they should try to understand the context they were being used in; - Distinguish between the different approaches and strategies; - Evaluate critically the different currently used approaches and strategies (and their nature). 2. Skills: By the end of the study-unit the student will be able to: - Develop their own resources and lesson plans in a way to reflect the most adequate contemporary trends, approaches and strategies; - Realize that different approaches and strategies can increase/decrease FL student success; - Analyze the different approaches and strategies and use them according to the different situation they will encounter in class. Main Text/s and any supplementary readings: - Alexander, O. (2007). New approaches to materials development for language learning : proceedings of the 2005 joint BALEAP/SATEFL conference. Oxford: Peter Lang. - Block, D. and Cameron, D. (2002). Globalization and language teaching. London: Routledge. Available [Online] at: http://www.dawsonera.com/depp/athens?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203193679. - Byram, M. S., Gribkova, B. and Starkey, H. (2002). 'The intercultural dimensions of language teaching'. Language Learning Journal, 41 (3), 251-253. - Council of Europe. (2001). Common European Framework of reference for languages: learning, teaching, assessment. Cambridge: Cambridge UP. - Field, K. (2000). Issues in modern foreign languages teaching. London: Routledge Falmer. - Holmes, P. (2014). 'The (inter)cultural turn in FL teaching'. In N. Pachler and A. Redondon (Eds), Teaching Foreign Language in the Secondary School. A practical Guide (2nd) (pp. 76-86). London: Routledge. |
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| ADDITIONAL NOTES | Study-Unit Title in English: Approaches and Strategies for German as a Foreign Language (GFL) Teachers and Learners Pre-requisite Qualifications: A first cycle degree (70 ECTS) in German |
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| STUDY-UNIT TYPE | Lecture | ||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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