Promoting oral proficiency in the foreign language class: Improvisation in structured learning environments.

Autor/in	Kurtz, Jürgen
Titel	Promoting oral proficiency in the foreign language class: Improvisation in structured learning environments.
Quelle	Aus: Chenoll, Antonio (Hrsg.); Sieberg, Bernd (Hrsg.); Franco, Mario (Hrsg.); Lindemann, Verena (Hrsg.): Falar - speaking: A competência oral no ensino de uma língua estrangeira. Teaching oral communication skills in foreign languages. Lisboa: Centro de Estudos de Comunicação e Cultura, Faculdade de Ciências Humanas - UCP (2014) S. 18-53 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-989-98248-2-9
Schlagwörter	Didaktik; Unterricht; Fremdsprachenunterricht; Englischunterricht; Improvisation; Englischsprachige Staaten
Abstract	The opening introductory essay Promoting Oral Proficiency in the Foreign Language Class: Improvisation in Structured Learning Environments of Jürgen Kurtz from the Justus-Liebig of Gießen explores the controlled teaching of speech in the foreign language classroom. It also underlines the importance of an ample approach to speech, that frees the learning processes and the teaching methodologies and techniques. Despite these being universally recognized and applied, they do not guarantee the communicative success of the learner in real situations, that is, outside the artificial environment created in the classroom. Jürgen Kurtz exposes an alternative methodology aiming at overcoming the limitations of a controlled teaching/learning environment. In this context, the author points out the voids there are in basic research in this area, namely the research fields of philosophy, sociology and psychology, which offer certain "truths" that are widely accepted without the much needed critical reflexion beforehand. The author also scrutinizes mainstream learning theories which form 'truths' as a foreground to the teaching, learning and acquisition of foreign languages. These then lead to questionable emphasis on the cognitive component, or learning as a means for automatic behavioural alterations change. Therefore, Kurtz's holistic method is not only based on new theoretical reflections in didactics, but also develops a perspective which includes knowledge from different existing trends. In practice, in the classroom, complex learning environments are made available, which are previously structured by the instructor, and which induce the learners to spontaneous and improvised interactions. Besides the partially guided communication led by the teacher, the method aims at making the interactivity of spontaneous communication amongst learners easier. Kurtz ends his essay by reporting several concrete examples of this method in the classroom, so as to illustrate its practice.
Erfasst von	Externer Selbsteintrag
Update	2019/1