Communicative turn
Up to the 1970s, frontal teaching dominated in schools and universities . From this point on, procedures were developed that also enable communication between pupils and students. In this context one speaks of the communicative turn .
definition
For foreign language teaching in particular , the term communicative turn denotes a central paradigm shift that took place in the 1970s and is still highly effective today . As long as lessons were understood as conveying a given material from a source to a group (instructionist model), attention was focused on the communication between teacher and student . Today, especially against the background of constructivist theories , communication in the classroom is understood as a multipolar process (cf. Martin / Oebel, 2007), with numerous sources of knowledge and initiators and just as many recipients of information, including the teacher. With the spread of new means of communication such as the Internet, this process will become even more acute.
history
For foreign language teaching, the English didactic Hans-Eberhard Piepho introduced the communicative turnaround in Germany in 1974 with his book " Communicative Competence as a Superordinate Learning Objective in English Classes" as a reaction to the behaviorism prevailing in the 1970s . While behaviorism aimed to form language reflexes through imitation and repetition, which led to monotony and limitation of the learning process, Piepho emphasized the importance of the authenticity of communication. The learner should be given the opportunity in class to speak as himself and to realize real speaking intentions. However, this approach also entailed the risk that the quality of the content and the language - i.e. the cognitive dimension - could suffer and lose sight of it. After Piepho's communicative turnaround, the question of integrating habitualization (reflex formation), cognitivation (quality of content) and communication (authenticity of speech intention) arose.
Current status
One solution to this dilemma seems to be to offer concepts in foreign language teaching that students use selectively or continuously for teaching. Through the task of conveying the material to their classmates, the students' attention is focused intensively on the learning content and its presentation (cognitivation), while the material is conveyed, the target language is used (habitualization) and the students speak authentically, because they really want to realize speech intentions (authentic communication). The overall goal of communication is to jointly construct knowledge (see, among other things, learning through teaching ).
See also
swell
- ↑ Jean-Pol Martin, Guido Oebel (2007): Learning through teaching: paradigm shift in didactics? , In: German Lessons in Japan , 12, 2007, 4-21 (Journal of the Japanese Teachers' Association, ISSN 1342-6575 )
- ↑ Hans-Eberhard Piepho (1974): Communicative competence as an overarching learning goal in English lessons . Limburg: Frankonius 1974