Literaturnachweis - Detailanzeige
Autor/in | Rüschoff, Bernd |
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Titel | Digitale Medien und prozessorientiertes Lernen zur Förderung sprachlicher und strategischer Kompetenz im Fremdsprachenlernen. |
Quelle | In: Fremdsprachen lehren und lernen, 38 (2009), S. 175-188 |
Beigaben | Abbildungen 1; Literaturangaben |
Sprache | deutsch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0932-6936 |
Schlagwörter | Kognitionspsychologie; Kommunikation; Digitale Medien; Elektronische Medien; Fremdsprache; Fremdsprachenunterricht; Kommunikation; Sprachkompetenz; Lerntheorie; Schreiben; Elektronische Medien; Internet; Lernergebnisorientierung; Lerntheorie; Lernmethode; Prozessorientierung; Sprachkompetenz; Sprachenlernen; Fremdsprache; Fremdsprachenunterricht; Schreiben; Internet |
Abstract | Current thinking in SLA methodology favours knowledge construction rather than simple instructivist learning as an appropriate paradigm for language learning. Within this context, project-based and task-oriented scenarios have often been regarded as the real forte of digital media and technology-enhanced tools. Such approaches to learning are also rooted in the output hypothesis, which argues that learner should actively engage themselves in the negotiation and creation of 'comprehensible output' in order to develop linguistically and cognitively. Following the apparent upgrade of the Internet to Web 2.0, expectations are running high as to the innovative potential of this (supposedly) new platform for Technology Enhanced Language Learning. The paper discusses the principles of output orientation in language learning with particular focus on writing activities. It also considers the new level of dynamics afforded by some of the tools available in the "new" Internet as well as how these can be used to support the learners' active engagement in productive and reflective processes when creating textbased output in language learning. (Verlag, adapt.). |
Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
Update | 2010/1 |