Unit:
Κατεύθυνση Διεπαφές Γλωσσολογίας και ΔιδακτικήςLibrary of the School of Philosophy
Supervisors info:
Μάριος Χρύσου, Καθηγητής, Τμήμα Γερμανικής Γλώσσας και Φιλολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Ευδοκία Μπαλάση, Αναπληρώτρια Καθηγήτρια, Τμήμα Γερμανικής Γλώσσας και Φιλολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Joachim Theisen, Επίκουρος Καθηγητής, Τμήμα Γερμανικής Γλώσσας και Φιλολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Differenzierter DaF-Unterricht unter Einsatz aufgabenorientierter Lernaktivitäten und digitaler Medien
Translated title:
Differentiated German lesson using task-oriented learning activities and digital media
Summary:
Modern foreign language teaching is always challenging, complex and more heterogeneous than ever before. The approach to the heterogeneous learning group from teachers should be able to create a learning environment in which all learners can have equal access to the target language, to foreign language lessons and to the promotion of language skills as far as possible. Therefore, the development of differentiated teaching is necessary, the principles of which relate to the differentiation of learning content, learning processes, learning products and learning environment and take into account learners' willingness to learn, motivation, interests, learning profiles and learning autonomy.
Differentiated German as a foreign language lessons can be seen in the context of constructive lessons, in which open teaching forms, such as projects, workshop lessons and learning stations, and open teaching techniques, such as blended learning and flipped classroom, are used and implemented. Differentiated teaching also benefits from task-oriented approaches and the use of digital media, which can complement and enrich traditional and analogue teaching. Children, teenagers and young adults in particular seem to be extremely fascinated by the digital world. Very often do we see students of any age engaging in digital media in their free time with extreme focus and motivation. The question now is how this concentration, attention, motivation and enthusiasm for digital media can also be promoted and used in the classroom, and how media skills can be integrated into everyday learning processes.
This thesis examines the extent to which task-oriented learning activities, open teaching forms and technology-supported tools can support and enrich differentiated German as a foreign language teaching.
Main subject category:
Language – Literature
Keywords:
differentiated teaching, german lessons, task-oriented learning activities, digital media, projects, blended learning, flipped classroom
