Literaturnachweis - Detailanzeige
| Autor/inn/en | Scheele, Brigitte; Groeben, Norbert |
|---|---|
| Titel | Das Forschungsprogramm Subjektive Theorien. Theoretische und methodologische Grundzüge in ihrer Relevanz für den Fremdsprachenunterricht. |
| Quelle | In: Fremdsprachen lehren und lernen, 27 (1998), S. 12-32 |
| Beigaben | Literaturangaben |
| Sprache | deutsch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0932-6936 |
| Schlagwörter | Sprachlehrforschung; Denkprozess; Einstellung (Psy); Erkennen; Kognitionspsychologie; Soziale Rolle; Fremdsprachenunterricht; Schüler; Soziale Rolle; Sprachlehrforschung; Erkennen; Lehrerrolle; Schüler; Didaktische Grundlageninformation; Fremdsprachenunterricht; Konstruktivismus; Individueller Unterschied |
| Abstract | Foreign language teaching (FLT) largely focuses on deliberate, conscious learning. This focus is at the same time the reason why the Research Programme Subjective Theories (RPST) is especially suitable for explaining and improving to processes of both foreign language learning and teaching. This is so because conscious, planned actions constitute the central object of research within the RPST; at the same time, the RPST postulates that ('objective') scientific and ('subjective') everyday theorizing are to be conceptualized as essentially parallel both on an anthropological and on a functional level. Accordingly, the concept 'Subjective Theory' can function as a frame capable of integrating classic theories from within the psychology of cognition, such as research on metacognition and theories of attribution - expecially regarding their relevance for processes of learning and teaching. Within the RPST, individual reflections (here: of both teachers and students on language(s), learning, and teaching) are collected in two steps of so-called communicative validation: a first step consists of collecting the content of the individual cognitions; in a second step, the structure of the individual subjective theory is reconstructed under recourse to the dialogue-consensus criterion of truth. This communicative validation of what students and teachers think in the course of and about FLT needs to be supplemented by explanative validation, i. e. an observation from a third person perspective (under recourse to the falsificationist criterion of truth): it is to be tested whether and to what extent the individual reflections are adequate to reality, i. e. do in fact constitute the basis for the subjective theorists' actions. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2000_(CD) |
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