Lernen an Stationen im DaF-Unterricht an der Universität: Zirkeltraining für das Gehirn - eine alternative Arbeitsform

The author focuses on the “circuit training” method, which implies a very realistic communicative situation that can involve the students emotionally. The biggest benefits from such a choice are the opportunity to cope with different learning styles thanks to different forms of materials used, a collaborative context which improves the emotional aspect of learning and the simultaneous availability of activities at different levels

ДИДАКТИЧНА ГРА (ІНОЗЕМНОЮ МОВОЮ) ЯК ЗАСІБ АКТИВІЗАЦІЇ КОГНІТИВНОЇ СКЛАДОВОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНЦІЇ МОЛОДШИХ ШКОЛЯРІВ

The article touches upon the issue of the pedagogical terms of use of didactic games in classes in foreign languages as means of motivation development and cognition of the junior pupils. It gives a detailed analysis of the scientific perspectives of famous scientists on the didactic power of the game in the educational process in the primary school and their interpretability according to main provisions of the concept of the New Ukrainian School, which main motive is childcentrism in teaching. The central challenge of the New Ukrainian School is realization of main public obligations by teachers and targeting the research of forms, teaching approaches, methods, establishing author programs, diversification of the teaching technologies. Much attention is given to the ways of forming of both classic competences (communicative, cognitive etc.) and new, modern abilities, that create all-round developed personality: leadership, enterprise, foreign language communication, economic literacy, striving on self-expression in education and culture, technical, natural, intercultural, informational, civil-society competence etc. It is investigated that exactly in the age when the primary school student goes through the major phases of personal development, the didactic game is able to create enabling environment for this and to help to overcome the communication barrier in foreign language class. It is spoken in detail about the value of paying attention to the development of the cognitive component of the communicative competence as soon as possible, because a child should know how to take interest in knowledge and to aim for knowledge, which happens through the game. The following conclusions are drawn: the game is called a specific socialization school for children, because on the one hand it is a manifestation of culture of conduct, culture of communication, raising children outside of the game, and on the other hand interesting content of games, representation of teamwork, noble deeds promotes the development of friendship and it’s used to bind the group. Such unity of gaming and real interactions helps to establish the moral rectitude of the children’s behavior. Didactic games develop children’s speech skills, enrich and form mental lexicon.Key words: didactic games; communicative competence; cognition; foreign languages; New Ukrainian School.В статье уточняются педагогические условия использования дидактических игр на уроке иностранного языка как средства развития мотивации и когнитивных способностей младших школьников. В частности проанализированы научные взгляды известных ученых на дидактический потенциал игры в процессе обучения в младшей школе и возможности их интерпретации в соответствии с принципами концепции Новой украинской школы. Особое внимание обращается пути формирования как классических компетентностей (коммуникативной, познавательной и т.д.), так и новых, современных умений, формирующих всесторонне развитую личность, - инициативность и предприимчивость, общение на иностранном языке, экономическая грамотность, стремление к самовыражению и другие. Выяснено, что именно в возрасте, когда младший школьник проходит основные стадии личностного развития, дидактическая игра способна создать благоприятные условия для этого, а на уроке иностранного языка помочь преодолеть барьер в общении.Ключевые слова: дидактическая игра; коммуникативная компетентность; когнитивное развитие; иностранные языки; Новая украинская школа.У статті з’ясовано й уточнено педагогічні умови використання дидактичних ігор на уроках з іноземної мови як засобу розвитку мотивації та когнітивних здібностей молодших школярів. Зокрема проаналізовано наукові погляди відомих учених на дидактичну потужність гри у процесі навчання в молодшій школі та можливості їх інтерпретації у відповідності до основних засад концепції Нової української школи. Окрема увага звертається до шляхів формування як класичних компетентностей (комунікативної, пізнавальної тощо), так і нових, сучасних умінь, що створюють усебічно розвинену особистість, – ініціативність та підприємливість, спілкування іноземними мовами, економічна грамотність, прагнення до самовираження та інші. З’ясовано, що саме в тому віці, коли молодший школяр проходить основні стадії особистісного розвитку, дидактична гра здатна створити сприятливі умови для цього, а на уроці іноземної мови допомогти подолати бар’єр у спілкуванні.   Ключові слова: дидактична гра; комунікативна компетенція; когнітивний розвиток; іноземні мови; Нова українська школа

PENERAPAN MODEL BERBAGI PENGALAMAN UNTUK MENINGKATKAN KETERAMPILAN BERBICARA SISWA KELAS XI IPA 6 SMA NEGERI 16 SURABAYA

Speaking is one of the skills that are important in language learning. Therefore, educators need toimplement various learning models in order to increase the student competence. One model of students inspeaking skill learning that can be applied is the Experience Sharing Model. The study is entitled:"Implementation Experience Sharing Model to improve students' speaking skills XI IPA 6 SMAN 16Surabaya".The problem in this research is: How are the results of class XI science 6 student SMAN 16 Surabaya byapplying Active Learning Strategies Experience Sharing Model in speaking skills?. While the goal of thisresearch are: Knowing the results of class XI science 6 student SMAN 16 Surabaya after ImplementingActive Learning Strategies Experience Sharing Model in speaking skills.This research uses descriptive qualitative method. The study was conducted over five sessions. At the firstmeeting held pre-test without the use of Active Learning Strategies Experience Sharing Model. Thesecond meeting, third, fourth and fifth of the learning process takes place by using the Active LearningStrategies Experience Sharing Model. At the fifth meeting held post-test.From the results of the study indicated that the application of this model can improve students' speakingskills. The research data is a Pre-Test (before treatment) und Post-Test (after treatment). Later found thedata from the Pre-Test and Post-Test with an average grade (Pre-Test) of 55.83 and an average class(Post-Test) by 90. So it can be assumed that effective at Experience Sharing Model used in teachingspeaking skills.From the results of this study suggest researchers should teachers use innovative learning models such asthe Model Experience Sharing or other learning models

Eigenkulturelle Reflexion im Fremdsprachenunterricht. Zur Stellung und zu den Möglichkeiten der Bewusstmachung eigenkultureller Prägungen der Fremd-sprachenlernenden im Kontext der Förderung ihrer interkulturellen Kompetenz

Eigenkulturelle Reflexion im Fremdsprachenunterricht. Zur Stellung und zu den Möglichkeiten der Bewusstmachung eigenkultureller Prägungen der Fremd-sprachenlernenden im Kontext der Förderung ihrer interkulturellen Kompeten

CLILiG a nauczanie języka biznesu

This article presents proposals for didactic solutions related to business language teaching, using the current CLILiG approach. According to the assumptions of CLIL, teaching the subject should correspond with the teaching of a foreign language. This assumption generates some problems, i.e. the participation of a teacher who should teach the content in a foreign language, his or her education, the selection of appropriate tools in the form of appropriate exercises, the needs of target groups, the linguistic specificity, the insufficient number of textbooks in which appropriate material has been developed etc. All these problems are added in a wider social and communication context. It is important to be aware that while learning the business language, you acquire professional competence at the same time

"Mind mapping" w nauczaniu i uczeniu się języka obcego

Mind mapping, developed 1972 by Tony Buzan, is a graphic way of representing ideas and concepts. The article shows the possibilities and benefits of using mind mapping in foreign language learning and teaching. Additionally, the article describes some of the computer applications which can be used to draw a mind map

Wir werden uns wiederfinden – didaktische Anregungen zur kreativen Behandlung des Themas Vertreibung.

Dieser Artikel befasst sich mit dem Thema „Vertreibung aus dem Sudetenland“ in der deutschsprachigen Kinder- und Jugendliteratur. Anhand des Buches Wir werden uns wiederfinden von Annelies Schwarz wurde diese Thematik einer Gruppe von Deutschlernern an der Universität mit einigen Aktivitäten des handlungs- und produktionsorientierten Unterrichts im Zusammenhang mit dem kreativen Schreiben präsentiert. Mit Absicht wurden aber die politischen Fakten nicht gestreift. In den Unterrichtseinheiten wurde vielmehr auf die emotionale Seite der menschlichen Handlungen, die in dem ausgewählten Buch dargestellt oder auch ausgelassen wurden, Wert gelegt. Bei einem solchen Umgang mit einem literarischen Text ist die gesamte Aufmerksamkeit auf die Kreativität und auf die Stärkung der Empathie gerichtet.This article deals with the topic of displacement from Sudetenland in the German children and juvenile literature. Based on the book Wir werden uns wiederfinden by Annelies Schwarz, this theme will be presented through project-oriented teaching and creative writing activities. Political facts are intentionally not described. While interpreting the book, I focus on the emotional tension and the human side of the events which is depicted or missed out by the book. While dealing with the text, the attention is focused on creativity and empathy

PENERAPAN MODEL BERBAGI PENGALAMAN UNTUK MENINGKATKAN KETERAMPILAN BERBICARA SISWA KELAS XI IPA 6 SMA NEGERI 16 SURABAYA

Speaking is one of the skills that are important in language learning. Therefore, educators need toimplement various learning models in order to increase the student competence. One model of students inspeaking skill learning that can be applied is the Experience Sharing Model. The study is entitled:"Implementation Experience Sharing Model to improve students' speaking skills XI IPA 6 SMAN 16Surabaya".The problem in this research is: How are the results of class XI science 6 student SMAN 16 Surabaya byapplying Active Learning Strategies Experience Sharing Model in speaking skills?. While the goal of thisresearch are: Knowing the results of class XI science 6 student SMAN 16 Surabaya after ImplementingActive Learning Strategies Experience Sharing Model in speaking skills.This research uses descriptive qualitative method. The study was conducted over five sessions. At the firstmeeting held pre-test without the use of Active Learning Strategies Experience Sharing Model. Thesecond meeting, third, fourth and fifth of the learning process takes place by using the Active LearningStrategies Experience Sharing Model. At the fifth meeting held post-test.From the results of the study indicated that the application of this model can improve students' speakingskills. The research data is a Pre-Test (before treatment) und Post-Test (after treatment). Later found thedata from the Pre-Test and Post-Test with an average grade (Pre-Test) of 55.83 and an average class(Post-Test) by 90. So it can be assumed that effective at Experience Sharing Model used in teachingspeaking skills.From the results of this study suggest researchers should teachers use innovative learning models such asthe Model Experience Sharing or other learning models

Wortschatzlehren und -lernen mit Hilfe von Web 2.0 : Werkzeugen

Lexical knowledge seems to be one of the most important factors in the development of communicative skills. However, teaching and learning vocabulary is a diffi cult issue in foreign language didactics because of a great number of items foreign language learners should acquire in the process (estimated minimum second language vocabulary is 2-6 thousand words, depending of the level). One of the possible solutions, which could help learners to develop their lexical knowledge, is the application of Web 2.0-tools during a foreign language lesson. The implementation of IT may also signifi cantly increase learners autonomy and contribute to the development of learners media competence. The paper discusses the use of the following Web 2.0-tools: online-dictionaries, text-to-speech-systems, voice recording services, whiteboards, mind mapping tools and word cloud generators