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Kultur – Kommunikation – Kreativität – Reflexivität

Beiträge zum universitären Fremdsprachenunterricht

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Edited By Sylwia Adamczak-Krysztofowicz and Anna Szczepaniak-Kozak

Dieser Band setzt sich zum Ziel, praktische Erfahrungen und Reflexionen aus der universitären Fremdsprachendidaktik zu diskutieren und Einblicke in wesentliche Trends einer (breit gefassten) modernen angewandten Sprachwissenschaft zu vermitteln. Er präsentiert vierzehn empirisch gestützte wie auch innovativ-theoretische Beiträge zu vier aktuellen Schwerpunkten der Diskussion um die Fremdsprachendidaktik an der Hochschule: Kultur, Kommunikation, Kreativität und Reflexivität. Sie richten sich an einen breiten Kreis von Forschenden, Lehrenden und Studierenden aus verschiedenen Ländern und sollen Anstoß zu grenz- und sprachübergreifenden Kooperationen geben.
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Aspects of the learner-oriented and discourse-based teaching of speaking – from the theoretical and students’ perspectives

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Magdalena Aleksandrzak

The article presents the idea of the practical teaching of speaking through identifying and developing subskills that may be differentiated within the general concept of speaking ability. It also discusses some selected aspects of teaching interaction and argues in favour of a discourse-based methodology in teaching oral communication. Special emphasis is put on recognizing the individual dimension of developing speaking skills and the complex nature of the process. The theoretical reflections are illustrated with a report from an action research project which focused on examining students’ current problems in speaking, their perception of the effectiveness of particular speaking activities and readiness to define learning objectives.

Introduction

Speaking is generally considered to be the most fundamental language skill to acquire and, at the same time, the most difficult one to develop in classroom conditions, where the exposure to authentic discourse and opportunities for meaningful and contextualized language practice are much restricted in comparison to real-life conditions. Yet, in spite of all the difficulties involved in the process of developing speaking abilities and a widespread conviction that native-like competence is rather an unattainable or unrealistic goal, a great majority of language teachers would probably claim that their general teaching aim is to prepare learners for successful, unassisted and autonomous language use in natural communicative settings. The complex nature of spoken language and the multiplicity of problems involved in instructed acquisition of speaking are also reflected in the abundance of theories, hypotheses and...

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