Sprachenporträts als Mittel, im Unterricht Deutsch als zweite Fremdsprache die (Lern)motivation zu erhöhen
| Název česky | Jazykový portrét jako prostředek podpory učení se němčině jako druhému cizímu jazyku |
|---|---|
| Autoři | |
| Rok publikování | 2016 |
| Druh | Článek v odborném periodiku |
| Časopis / Zdroj | Lingua Viva |
| Fakulta / Pracoviště MU | |
| Citace | |
| Obor | Pedagogika a školství |
| Klíčová slova | motivation; language portrait; German as a second foreign language; pilot study |
| Popis | This paper presents a pilot study which focuses on the issue of motivation in the area of learning and teaching the tertiary language. The issue of motivation to learn tertiary languages is examined in the specific cultural context and language constellation at Czech primary schools. In the Czech Republic, due to curricular presettings of the Ministry of Education stated in the revised Framework Education Programme 2013/14, German as a foreign language (GFL) is most often learned as a second foreign language after English. This constellation requires new methodological concepts and thus, opens a new area of research on learning and teaching of languages. A brief introduction to the subject, which outlines the current state of affairs with regard to language policy, curriculum and language teaching methodology focusing on the construct of motivation in the context of tertiary language learning, is followed by (1) the contextual definition of the “language portrait” both as a research technique and teaching method, and by (2) selected results of a pilot study which examines to what extent the language portrait can help learners of German as a second foreign language (L3) after English (L2) in Czech schools understand language diversity, and give voice to their views of the relevance of the ability to speak more languages. |
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