Literaturnachweis - Detailanzeige
| Autor/in | Quetz, Jürgen |
|---|---|
| Titel | Mit welchen Meinungen und Einstellungen zum Englischunterricht beginnen Studierende ihr Lehramtsstudium? |
| Quelle | In: Fremdsprachen lehren und lernen, 27 (1998), S. 106-121 |
| Beigaben | Anhang |
| Sprache | deutsch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0932-6936 |
| Schlagwörter | Methodologie; Sprachlehrforschung; Einstellung (Psy); Lehrerausbildung; Lehrerverhalten; Kognitives Lernen; Pattern-Drill; Didaktische Grundlageninformation; Fehlertheorie; Fremdsprachenunterricht; Hochschule |
| Abstract | 80 students of TEFL at the beginning of their first semester were shown a video of an 'audio-lingual' pattern drill recorded about 25 years ago. During and after the film they were asked to make notes of whatever came to their mind about the lesson. Their spontaneous reactions to the recording were also recorded. An analysis of both the notes and the oral comments showed a strong interest in general pedagogical topics like discipline, motivation and teacher-pupil relations, including the personality and teaching style of the teacher. There were considerably fewer comments on aspects of language teaching methodology, but surprisingly enough, quite a few students criticised the drill method because of its lack of cognitive instruction. They seemed to be in favour of grammar instruction and explicit error correction. Some students also questioned the communicative value of the language taught. It is suggested that the non-scientific theories first semester students have developed during their school time should be taken into consideration when planning teacher training syllabuses, since they do not in every case conform with the current mainstream of approaches to TEFL. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2000_(CD) |
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