Aktion	Zweigstelle	Standorte	Status	Frist	Vorbestellungen
Vorbestellen	Zweigstelle: 07., Urban-Loritz-Pl. 2a	Standorte: PN.TEE De Flo / College 3e - Englisch / Regal 3e-5	Status: Verfügbar	Frist:	Vorbestellungen: 0

First of all, teaching and learning English in the digital age means using digital tools in TEFL classrooms. This introduction exemplifies how to implement them in a meaningful way in combination with reliable methods. A further important aspect of digitization is teaching and learning about media. Teachers have to create and deploy opportunities that allow students to develop a critical stance toward media in general and digital media in particular.

This introduction to TEFL shows that the rapidly increasing influences of digitization lead to more internationalized and globalized science-based approaches to teaching and learning English. In this perspective, digitization offers an opportunity to rethink and reshape didactic concepts.

 

AUS DEM INHALT: / / Introductory remarks 9 / Part 1: Basic issues of TEFL / 1. Introduction: / Fremdsprachendidaktik and Foreign Language Pedagogy 11 / 1.1 The aims of Fremdsprachendidaktik 12 / 1.2 The contributions of Sprachlehrforschung to Foreign Language Teaching 16 / 2 Scientific disciplines related to Foreign Language Teaching / (Bezugswissenschaften) 20 / 2.1 General remarks: Allgemeine Didaktik 21 / 2.2 Processes of learning EFL 23 / 2.3 Processes of teaching EFL 27 / 2.4 Contributions to content aspects of TEFL 32 / 3. Research methods 42 / 3.1 Research design and research methodology 43 / 3.2 A conventional differentiation: qualitative and quantitative research methods 45 / 3.3 Further approaches: descriptive and explanatory research 48 / 3.4 Evidence-based research and meta-analyses 53 / 4 Communicative Competence and Communicative Language Teaching (CLT) 61 / 4.1 The occurrence of CLT 62 / 4.2 The development of CLT in Germany 62 / 4.3 The development of CLT in the English-speaking countries 64 / 4.4 Further influences of CLT 66 / 4.5 Trivializations and misunderstandings 67 / 5 Implementing CLT: issues of methodology 73 / 5.1 Approach, strategy/method and technique 74 / 5.2 Implementing CLT in TEFL classrooms 77 / 6 Official recommendations: Council of Europe and European Centre for Modern Languages 98 / 6.1 Relevant aims of the Council of Europe (CoE) and the European Centre for Modern Languages (ECML) 99 / 6.2 Threshold Level, Common European Framework of Reference and the Companion Volume with New Descriptors 101 / 6.3 The European Language Portfolio 109 / 7 Official studies and guidelines: Standing Conference (KMK) and affiliated institutions 118 / 7.1 From PISA to DESI 119 / 7.2 KMK-Standards and the Institute for Quality Development in Education (IQB) 126 / 7.3 KMK Strategy-Paper: Education in the digital world 137 / Part 2: Learners and teachers in the context of digitization / 8 Successful learners 143 / 8.1 Learning styles 144 / 8.2 Learning models 147 / 8.3 Motivation and interest 153 / 8.4 Digital natives and computer competence 157 / 9 Being a better teacher 163 / 9.1 Teaching styles and subjective theories 164 / 9.2 Fundamental preconditions: classroom management and classroom climate 170 / 9.3 A major challenge: inclusion and heterogeneity 175 / 10 Teacher education in the digital age 180 / 10.1 Digital immigrants 181 / 10.2 Pre- and in-service training 187 / 10.3 KMK requirements for teaching in the digital world 193 / Part 3: Practical issues of TEFL / 11 Th e interplay between reliable methods and digital media 197 / 11.1 Computer, Internet, and digitization: a brief overview 198 / 11.2 Th e integration of digital tools into TEFL classrooms 201 / 11.3 Th e interdependence between analogical and digital knowledge, skills and attitudes 228 / 12 From language to literature: Intercultural Discourse Competence 230 / 12.1 Plea for an integrated view 231 / 12.2 From Communicative Competence to Intercultural Discourse Competence 232 / 12.3 ICD: the power of language 241 / 12.4 ICD: the power of cultures 243 / 12.5 ICD: the power of literature 245 / 13 A teaching model as starting point 250 / 13.1 The MET ¿ a science-oriented teaching model 251 / 13.2 Planning and starting the lesson 255 / 13.3 Presenting knowledge and skills ¿ assertive questioning 259 / 13.4 Guided and independent practice 262 / 13.5 Cooperative and project-based learning 268 / 14 Feedback: formative assessment 275 / 14.1 Newer research into feedback 276 / 14.2 Formative feedback given by teachers to students 282 / 14.3 Formative peer feedback 288 / 14.4 Feedback given by students to teachers 290 / 15 Feedback: summative assessment 296 / 15.1 Formative and summative assessment: common features of feedback 297 / 15.2 Summative assessment: general traits 298 / 15.3 Guidelines, regulations and laws 299 / 15.4 Suggestions for meaningful summative assessment 304 / Conclusion: simple, unexpected, concrete, credible, emotional and narrative 310 / References 311 / Glossary 329