LANGUAGE TEACHING METHODOLOGY OF GERMAN AS A FOREIGN LANGUAGE: LESSON PLANNING
| Title | ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΓΕΡΜΑΝΙΚΗΣ ΩΣ ΞΕΝΗΣ ΓΛΩΣΣΑΣ: ΣΧΕΔΙΑΣΜΟΣ ΜΑΘΗΜΑΤΟΣ / LANGUAGE TEACHING METHODOLOGY OF GERMAN AS A FOREIGN LANGUAGE: LESSON PLANNING |
| Title in German | Didaktik des Deutschen als Fremdsprache: Unterrichtsplanung |
| Code | ΓΔ_ΕΕ_132 |
| Faculty | Philosophy |
| School | German Language and Literature |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Evangelia Karagiannidou |
| Common | Yes |
| Status | Active |
| Course ID | 600003357 |
Programme of Study: Language and Culture in the German-speaking Area (2012-today)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Linguistics-Teaching | Compulsory Course | Winter/Spring | - | 9 |
| Literature-Culture | Compulsory Course | Winter/Spring | - | 9 |
| Academic Year | 2015 – 2016 |
| Class Period | Spring |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Class ID | 600031330
|
Course Type 2016-2020
- Scientific Area
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600031330
- At the Website of the School: http://www.del.auth.gr/index.php/el/metaptyxiakes-spoudes/analytikh-perigrafh-mathmaton-pms
- eLearning (Moodle): https://elearning.auth.gr
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- German (Instruction)
Learning Outcomes
At the end of the semester students must be in a position:
- To realize the importance of systematical lesson planning in the framework of teaching German as a foreign language
- To comprehend the features and functions of the various social forms of teaching and learning
- To implement collaborative working methods and to be able to utilize them in their educational praxis
- To study modern education practices, which focus on the motivation of learners of German as a foreign language
- To prepare and teach lessons
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Generate new research ideas
- Appreciate diversity and multiculturality
- Respect natural environment
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
This course aims to familiarize students with modern pedagogical and didactical conceptsconcerning the teaching of German as a foreign language. The students get to know various teaching forms and methods. Issues regarding social teaching and learning forms, teaching techniques and various aspects of lesson preparation and planning are addressed. Moreover, the role of exercises and problem solving in foreign language teaching is analyzed, as well as the cultivation of the four basic skills in the teaching of German as a foreign language in the framework of the communication approach.
Finally, following the principal of ‘learning by doing’, a practical implementation of the various teaching and learning forms is made, through which the students have the opportunity to implement the procedures of lesson planning, delivering and evaluation and to become aware of the benefits of the different approaches in teaching. Additionally, students are given the chance to reflect on these forms’ potential and their restrictions. They perform a microteaching-lesson, which they have prepared in small groups and which is videotaped, having as a goal the development of their teaching competence and their teaching skills, through the acquirement of teaching experiences in a controlled environment. Furthermore, elements of great importance for teacher professionalization are developed, such as self-confidence, control of behavior and self-criticism.
Keywords
Teaching methodology, foreign language teaching, microteaching, teaching techniques
Educational Material Types
- Notes
- Slide presentations
- Audio
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
Description
During lectures, we use new information and communication technologies (ICT), such as the pc for the projection of slides, videos etc., and the interactive whiteboard. Furthermore, for the communication with the students social media are used.
Additionally, the moodle platform is used for the following:
a) To make announcements concerning all the participants
b) To upload any additional material the lecturers use with the students in conventional or in powerpoint form
c) To send group electronic messages to sub-groups
d) To upload scientific papers that need to be studied
e) To give directions regarding the writing of the papers and the final written exam
f) To receive the in-between papers, which the lecturers correct and return with their remarks to the students
g) To check students’ papers for plagiarism
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Seminars | 78 | 3.1 | |||
| Reading Assigment | 32 | 1.3 | ✓ | ||
| Internship | |||||
| Project | 20 | 0.8 | ✓ | ||
| Written assigments | 80 | 3.2 | |||
| Exams | 20 | 0.8 | ✓ | ||
| Total | 230 | 9.2 |
Student Assessment
Description
The final grade is composed as follows:
• attendace and active participation in the seminar (1/6 of the grade)
• microteaching of the workgroup (1/6 of the grade)
• written exam at the end of the semester (2/6 of the grade)
• written paper in the field of Language Teaching Methodology of German as a Foreign Language at the end of the semester (2/6 of the grade)
A minimum grade of 6 must be achieved in every part.
Student Assessment methods
- Written Assignment (Summative)
- Performance / Staging (Formative, Summative)
- Written Exam with Problem Solving (Summative)
Bibliography
Additional bibliography for study
Bimmel, Peter/Kast, Bernd/Neuner, Gerd (2011). Deutschunterricht planen. Neu. Berlin [u.a.]: Langenscheidt.
Dahlhaus, Barbara (1994). Fertigkeit Hören. Berlin [u.a.]: Langenscheidt.
Ende, Karin/Grotjahn, Rüdiger/Kleppin, Karin/Mohr, Imke (2013). Curriculare Vorgaben und Unterrichtsplanung. München: Klett-Langenscheidt.
Funk, Hermann/Koenig, Michael (1991). Grammatik lehren und lernen. Berlin [u.a.]: Langenscheidt.
Funk, Hermann/Kuhn, Christina/Skiba, Dirk/Spaniel-Weise, Dorothea/Wicke, Rainer E. (2014). Aufgaben, Übungen, Interaktion. München: Klett-Langenscheidt.
Gudjons, Herbert (2007). Frontalunterricht – neu entdeckt. Integration in offene Unterrichtsformen. Bad Heilbrunn: Klinkhardt.
Henrici, Gert/Riemer, Claudia (Hrsg.) (2001). Einführung in die Didaktik des Unterrichts Deutsch als Fremdsprache mit Videobeispielen. Baltmannsweiler: Schneider-Verl. Hohengehren.
Meyer, Hilbert (2008). Was ist guter Unterricht. Berlin: Cornelsen Scriptor.
Petersen, Jörg/Sommer, Hartmut (1999). Die Lehrerfrage im Unterricht. Donauwörth: Auer.
Rösler, Dietmar/Würffel, Nicola (2014). Lernmaterialien und Medien. München: Klett-Langenscheidt.
Schart, Michael/Legutke, Michael (2012). Lehrkompetenz und Unterrichtsgestaltung. München: Klett-Langenscheidt.
Storch, Günther (1999). Deutsch als Fremdsprache – Eine Didaktik. München: W. Fink.
Last Update
22-03-2016
