Projektovo orientované vyučovanie ako praktická motivačná podpora pre štúdium nemčiny
| Title in English | Project-based teaching as practical stimulation of motivation for acquisition of the German language. |
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| Authors | |
| Year of publication | 2018 |
| Type | Appeared in Conference without Proceedings |
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| Citation | |
| Description | For Czech students the significance of acquiring German as a foreign language (GfL) for career perspectives remains often rather abstract and with little relevance to their current interests and needs. Together with the lack of opportunities to actively use the L2, school lessons in German can unexpectedly turn into a theoretical subject. What are the means of conveying the natural closeness of the German language to students’ everyday life and how can they become aware of career prospects which open up thanks to German as L2? This paper constitutes a study which intends to contribute to research into L2 teaching methodology, with particular emphasis on project-based work. For the purposes of this case study, a project week "Vocational Orientation Week: Linguistic Places" took place in the spring of 2018 for Czech high school students. It was developed in cooperation with students of GfL from the Czech Republic and Austria and their tutors, and funded by the Czech Republic-Austria Action. The aim of this project week was to offer students from both countries a practice-oriented, internationally promoted opportunity for cooperation, as well as to offer young people who are at the transition from school to training a direct experience of the applicability of the German language. In the course of the project lessons, the high school students were dealing with their career expectations and wishes. Together they developed interview guides at school for subsequent field trips to "linguistic places" in their environment where German is spoken in different professional contexts. The occupational field exploration enabled complex learning: Both individual and cooperative learning in authentic contexts was promoted and the students had the opportunity to take responsibility for their own learning process and build competence in learning autonomy. In this paper we present the experiences from the project week and demonstrate that project-based teaching and learning offers and ideal possibility to meet the demands of complex learning. |