"L'Allemand, c'est pas du francais!": Enjeux et paradoxes de l'apprentissage de l'allemand ("German Isn't Like French!": Stakes and Paradoxes in the Teaching of German).

Sonst. Personen	Muller, Nathalie (Hrsg.)
Institution	Institut de Recherche et de Documentation Pedagogique, Neuchatel (Switzerland).
Titel	"L'Allemand, c'est pas du francais!": Enjeux et paradoxes de l'apprentissage de l'allemand ("German Isn't Like French!": Stakes and Paradoxes in the Teaching of German).
Quelle	(1998), (140 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Class Activities; Classroom Techniques; Foreign Countries; German; Identification (Psychology); Language Attitudes; Language Research; Learning Theories; Linguistic Theory; Questionnaires; Second Language Instruction; Second Languages; Secondary Education; Student Attitudes; Switzerland + Suchen Sie Ihr Suchwort? Klassenführung; Ausland; Deutscher; Sprachverhalten; Sprachforschung; Learning theory; Lerntheorie; Linguistische Theorie; Fragebogen; Fremdsprachenunterricht; Second language; Zweitsprache; Sekundarbereich; Schülerverhalten; Schweiz
Abstract	Based on the concept that language learning uses not only cognitive competencies but also attitudes about the language to be learned, self-concept, and group identity, the book examines psychosocial issues in the teaching of German to native French speakers in Switzerland. The first part discusses the psychosocial approach to second language learning, drawing on recent research and theory. The second and third sections detail the study, conducted in a Swiss secondary school, which had the dual objectives of examining the relationship between self-concepts and instruction and investigating the effectiveness of a series of classroom techniques designed to support self-concept and identity issues in language learning. The second section provides background information and theoretical foundations for the study, and the third section analyzes the results of implementation of the class activities. A concluding section summarizes findings and examines implications for classroom teaching. Appended materials include data from factor analysis of the study's results and the questionnaire used to survey students about self-concept and identity in language learning. Contains 62 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC