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3Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454
Volume 2 | Issue 5 | May, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-5-389-393
A PLAN FOR LEARNER-ORIENTED GERMAN LANGUAGE LESSONS AS
FOREIGN LANGUAGE
Odina Salimovna Tursunova
Fergаnа pоlytechnic institute
ABSTRACT
In the аrticle were аnаlyzed wаys оf panning Germаn аs foreign lаnguаge lessоns leаrner-оriented and its feаtures.
Keywords: plan, Germаn, lesson, leаrner, foreign language, tаrget, experiens.
INTRODUCTION
It seems self-evident thаt "good", effective German as foreign language lessons should be well panned to be. But whаt does cаreful panning entаil? Before you begins to plan lessons in detаil, one should think аbout some fаctors fundаmentаlly аffecting teаching.
METHODOLOGY
This includes:
• Prerequisites for the learners: What (lаnguаge) learning experiences, whаt needs, whаt motivаtion, how much time do they bring with them?
• Prerequisites for the teаchers: About which technical and subject-didаctic competencies do they have? What own (language) learning experiences did they do? Do they have knowledge of the learners' languages?
• Legal requirements and guidelines: Which curricula / frame of reference available? Which examination regulations apply?
• Preliminary decisions about methods and principles: Should e.g. a communicative or intercultural approach? Which principles (e.g. learner autonomy, task orientation) are in the foreground? Influence how Learning traditions/habits the decision on methods and principles?
• Availability of teaching/learning materials: on which teaching/learning materials (Textbooks, grammars, dictionaries...) can teachers and learners access them?
Is it possible to integrate electronic media/online materials?
• Institutional circumstances: How big are the groups and what are they like
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454
Volume 2 | Issue 5 | May, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-5-389-393
composite (e.g. homogeneous or heterogeneous in terms of language learning experiences, needs, expectations)? What facilities are available? How long is the planned course?
The first point - the prerequisites for the learners - applies since the so-called language didactic turn as particularly important; the individual needs of Learners have taken center stage:
"If since the 1990s of a paradigm shift in teaching when it comes to learning, it means [...] a change in language didactics, sees teaching as a "service" for learning: that's what it's all about the learners with their learning experiences, especially those that already exist language learning experiences, to the starting point of mediation do and teach not only to the need (of society for foreign language skills), but also to the needs of the learners orientate."
On the one hand, this means that the range of languages on offer diversifies outwards will: The range of languages will be more diverse and the course design will be more oriented to the specific interests of learner groups: e.g. German for work, Technical German, German for studying. On the other hand, within a course the individual learner requirements are given greater consideration (internal differentiation) This also changes the role of the teacher: The focus is less on presenting and imparting knowledge than on encouraging moderation and support of learning processes.
DISCUSSION
In order to pre-structure the planning of learner-centred German as foreign language offers, an analysis is required the language teaching/language learning situation makes sense. For this, in common European Framework of Reference for Languages (CEFR) proposed seven guiding questions:
(1) What will learners need to do with the language?
(2) What do they need to learn to be able to reach the target language to use these goals?
(3) What motivates them to learn?
(4) Who are the learners (age, gender, social and educational background etc.)?
(5) What knowledge, skills and experience do your teachers have?
(6) What access do they have to teaching materials and reference works (dictionaries, learning grammars, etc.), audiovisual media, computers and software etc.?
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454
Volume 2 | Issue 5 | May, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-5-389-393
(7) How much time can (or want) they spend?
How these questions could be answered in a specific case can be seen in one Illustrate an example based on a publication by Ylonen. Ylonen presents a seminar concept (blended learning) with which Finnish students have been prepared for a semester abroad in a German-speaking country.
With reference to the key questions above, it can be said:
(1) What will learners need to do with the language?
The learners have to understand typical study situations (e.g. lectures, seminars, exams) in German.
(2) What do they need to learn to be able to reach the target language to use these goals?
They need to brush up on their general language skills and familiarize themselves with selected ones deal with study-related and subject-specific text/discourse types (e.g. they need language skills to give a presentation).
(3) What motivates them to learn?
Students are motivated as they do their best on their upcoming want to prepare for a stay at a German-speaking university.
(4) Who are the learners (age, gender, social and educational background etc.)?
The learners are students of different disciplines at a Finnish University. It can
be assumed that the students have a high level of education and diverse learning experiences (also in the field of foreign languages).
(5) What knowledge, skills and experience do your teachers have?
The teacher has native German language skills as well as Extensive knowledge in relation to the study situation and the language requirements for studying in a German-speaking area. You know about it the differences to studying in Finland.
(6) What access do they have to teaching materials and reference works (dictionaries, learning grammars, etc.), audiovisual media, computers and software etc.?
Dictionaries, grammars and other learning materials are available to the students to disposal. They also have access to an electronic one for the course Learning platform that includes videos of oral study situations (e.g. presentation, lecture) and the associated exercises and tasks.
(7) How much time can (or want) they spend?
The course serves as short-term preparation for studying abroad. There are four weeks available. Thanks to the blended learning format, students can partly determine
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454
Volume 2 | Issue 5 | May, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-5-389-393
their learning time themselves (online phases).
RESULTS
By answering such key questions, learning goals, course content and specify methods. Especially when planning teaching and learning opportunities for specific Learner groups are newly developed, the future course participants should be interviewed in advance; so their expectations, demands and needs can already be included be taken into account in the course design.
The analysis of the language teaching/language learning situation forms the basis for the formulation of learning goals. These should "make sense with regard to the needs of the learners", at the same time, however, "taking into account their personality-related skills and resources realistic".
That the formulation of clear (partial) learning goals and verifiable success criteria has a demonstrably positive influence on learning success, the Australian educationalist was able toJohn Hattie in his meta-study "Visible Learning for Teachers" show:
"There are two aspects to purposeful learning: The first is clarity about of what is in the lesson or sequence of lessons should be learned (the learning intention); the second is to have knowledge that what is to be learned has also been achieved (the success criteria).
Targeted learning means that the teacher knows where they are wants to go to the lesson and that she makes sure that they do too students know where to go. These ways must for the learners must be transparent."
If the learning goals and the corresponding criteria for success are clear, this makes it easier also in-course assessment to support learning (formative assessment). Learning objectives can be designed from various points of view , e.g.
a) with regard to the development of general competences;
b) with a view to developing linguistic, pragmatic and/or sociolinguistic Capabilities;
c) with a view to improving performance in certain language activities;
d) in terms of the development of linguistic action in a given area of life.
to a) With regard to the development of the general competences of learners a distinction is made:
• declarative knowledge - learners know something about the language and the culture of the target country
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 5 | May, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-5-389-393
• Communicative skills - learners do something with language
• Learning ability & personality-related competences - shape the learners actively participate in their learning process; they may also develop their personality further.
CONCLUSION
It is always most important to know how to plan the lesson and clarifying the lesson targets.
REFERENCES
1. Guckelsberger, Susanne (2018): Einfbhrung: Grundfragen der Lehr- und Unterrichtsplanung German as foreign language. In: DAAD (Hrsg.), Dhoch3-Studienmodule Deutsch als Fremdsprache. Online unter: moodle.daad.de, zuletzt abgerufen am 29.07.2019. DOI: 10.31816/Dhoch3.2019.22
2. Ylönen, Sabine (2016): Vorbereitung von Austauschstudierenden auf ein Studium in einem deutschsprachigen Land. Ein textsortenorientiertes Blended-Learning-Konzept. Zeitschrift für Interkulturellen Fremdsprachenunterricht Jg. 21, Nr. 1, S. 5784.
3. Krumm, Hans-Jürgen (2010): Der Faktor „Lehren" im Bedingungsgefüge des Deutsch-als-Fremdsprache-Unterrichts. In: Krumm, Hans-Jürgen/ Fandrych, Christian/ Hufeisen, Britta/ Riemer, Claudia (Hgg.) Handbücher zur Sprach- und Kommunikationswissenschaft, Bd. 35/1: Deutsch als Fremd- und Zweitsprache. Ein internationals Handbuch. Berlin/New York: de Gruyter, S. 907-921.
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