Process orientation (foreign language teaching)

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Process-oriented foreign language teaching promotes

  • Processes and strategies of perception and interpretation of information that learners encounter in class,
  • Processes and strategies of their communicative use of language as well as
  • Strategies that they use to control their learning.

Multhaup / Wolff understand “process orientation” in foreign language didactics to mean “above all a stronger focus on the foreign language learner, his language processing, language production and language learning processes”. Overall, the pupils should be led to "take responsibility for their language acquisition and to reflect on the language and its language learning process."

Action orientation and process orientation

While the action orientation concretizes the constructivist knowledge and learning models with regard to the self-active, committed language behavior of the students, the process orientation does this with regard to their mental processing and learning activities : on the one hand unconscious processes , on the other hand trainable, partly automated, partly planned strategies .

The performance of process orientation in foreign language teaching

Empirical research shows that successful foreign language learning is based not least on the fact that the learners can at least partially develop specific strategies such as those mentioned by Multhaup / Wolff and use them in a targeted manner. Training and the conscious use of certain learning strategies that are suitable for the respective learner type and task are also central components of autonomous learning : “Learners become more independent, i. H. more autonomous so that they (further) develop their ability to recognize, evaluate and shape their own learning paths more effectively. "

Types of learning strategies and examples

Rebecca Oxford defines learning strategies on the cognitive level as "operations employed by the learner to aid the acquisition, storage, retrieval, and use of information", on the emotional level as "specific actions taken by the learner to make learning easier, faster, more enjoyable , more self-directed, more effective, and more transferable to new situations. "She differentiates between" direct strategies "in language processing and" indirect strategies "in the organization of the learning environment:

DIRECT STRATEGIES:

  • Mnemonic strategies for the storage of information and the retrieval of knowledge: e.g. B. create linguistic links or image or music associations, translate words / sentences into motion
  • Cognitive strategies in understanding and producing language: e.g. B. discover the meaning of words from the context, compare partial aspects with the mother tongue, translate, paraphrase, search for key words, underline, take notes, use reference works
  • Compensation strategies for maintaining communication despite certain gaps in knowledge: e.g. For example, develop advice strategies based on the situational or linguistic context, pay attention to specific signals, facial expressions, gestures, etc., ask questions, ask for correction or explanation, consciously use facial expressions and gestures yourself, postpone your own language production in favor of a longer listening phase, into the mother tongue change, simplify / reformulate intended utterance

INDIRECT STRATEGIES:

  • Metacognitive strategies for the conscious control of one's own learning process: e.g. B. identify typical areas of error and sources of error, evaluate your own learning results, develop and reflect on task-oriented learning strategies and learning techniques
  • Affective strategies in dealing with fear, inhibitions, etc .: e.g. B. combine learning with relaxation exercises, music, movement, rhyme, strengthen self-esteem and take calculated risks, keep a learning diary
  • Social strategies when cooperating with others: e.g. B. work together with others, develop empathy, approach conflict situations proactively

See also

Individual evidence

  1. ↑ Uwe Multhaup and Dieter Wolff: Process Orientation in Foreign Language Didactics: Instead of an Introduction. In: Multhaup / Wolff 1992, pp. 7-13.
  2. ↑ Johann Aßbeck: Correct me if I'm wrong. Peer Correction: Correct texts from classmates. Foreign language teaching English 41, H. 88, 2007, p. 22.
  3. ↑ For the research results cf. JM O'Malley: The effects of training in the use of learning strategies on learning English as a second language. In: AL Wenden and J. Rubin (eds.): Learner strategies in language learning. New York: Prentice-Hall 1987, pp. 133-144.
  4. ↑ Wolfgang Toenshoff: Lerner strategies. In: Karl-Richard Bausch u. a .: Handbook for foreign language teaching . 5th edition. Francke. Tübingen, Basel p. 333.
  5. ^ Rebecca L. Oxford: Language learning strategies: What every teacher should know. New York: Newbury House 1990, p. 8.
  6. ↑ ibid., Chap. 2 and 4; Some examples are grouped differently than at Oxford and supplemented by additional examples

literature

  • Wilfried Gienow and Karlheinz Hellwig: "Process orientation - an integrative foreign language didactic concept." In: Foreign language teaching English . Volume 30, 1996, pp. 4-12.
  • Uwe Multhaup and Dieter Wolff (eds.): Process orientation in foreign language didactics. Diesterweg, Frankfurt am Main 1992.