1. A Model of Foreign Language Teaching (RÜSCHOFF & WOLFF 1999)
    1. Language Awareness
      1. discovering
      2. experimenting
      3. doing research
    2. communicative competence
      1. language learning in communicative activities
        1. components of communicative competence (SAVIGNON 201)
          1. sociocultural
          2. strategic
          3. discourse
          4. grammatical
          5. mediation
    3. Language learning awareness
      1. learning to learn
      2. learning experience
    4. premise: language learning is using language!
      1. What is appropriate language?
        1. CHOMSKY: ideal native speaker
        2. HYMES: social appropriateness, not only formal (grammatical etc.)
  2. Electronic literacy
    1. skills (Shetzer & Warschauer 2000)
      1. Communication (e-mail, net-meetings, learning management systems etc.)
        1. share information/contacting individuals & groups
        2. collaborative projects, communication networks
        3. asynchronous technologies
        4. synchronous technologies
        5. Understanding implications
          1. privacy
          2. safety
          3. nettiquette
      2. Construction (authoring tools like ‘hot potatoes’, HTML Editors,Powerpoint, …)
        1. ability to create web pages/sites, hypertexts & logical navigation
        2. skills to store, maintain, and manage Web sites
        3. marketing of Web sites & encourage communication
        4. selecting appropriate web technologies and using them
        5. understanding implications
          1. copyright
          2. intellectual property
          3. safety
          4. censorship
        6. presentation
          1. give sources
      3. Research (concordances, web quests, …)
        1. find information
          1. how to search
          2. develop ideas, mapping,categorizing, effective questioning etc.
          3. finding information (search engines etc.)
          4. ability to navigate hypertexts
          5. skim / scan
        2. analyzing and evaluating
          1. determine authority and expertise
          2. identifying rhetorical techniques of persuasion
        3. Understanding implications
          1. corporate advertising
          2. theft/crime issues
          3. copyright issues
          4. quality issues
          5. privacy
          6. authority
  3. interrelated
  4. Information literacy
  5. intercultural competence (ICC)
    1. main goal of foreign language learning (Common European Framework)
    2. background: sociocultural approach by VYGOTSKY (1978)
      1. (sociocultural) mediation
    3. Model of teaching ICC (BYRAM 1997)--->5 competencies
    4. applications in classroom
      1. creative tasks when dealing with literary texts, multiperspectives
      2. project forms /simulations from diff. cult. view point
      3. games provoking change of perspectives (role plays)
      4. using brainstorming to arouse curiosity/interest
      5. using authentic texts
      6. intercultural projects
      7. school exchange
      8. discuss foreign cultural identities
      9. reflect on own cultural identity
  6. Authenticity
    1. Authentic task
      1. concrete, real-world problem
    2. Authentic context
      1. reflect online information structure
        1. complex & interconnected
        2. dynamic
        3. immediate
        4. media rich
        5. co-operative
      2. reintegrate the classroom into society
    3. Authentic assessment
  7. learner autonomy
    1. to enable life-long learning
  8. learning environment
    1. 4 components
      1. (study) content
      2. individual learner pre-conditions
      3. classroom applications
        1. explorative forms
          1. simulations
          2. micro worlds
      4. technologies
    2. teaching-learning paradigm (historical, learning theories)
      1. Behaviorism
        1. def.:learning as a receptive, conditioned process of habit formation
          1. communication achieved by 4 skills
          2. listening
          3. speaking
          4. reading
          5. writing
        2. programmed instruction
        3. teaching machines
        4. problem: inert knowledge
      2. Cognitive approach
        1. def.: Learning as information processing , receptive, guided and explorative process
        2. more complex programs, tutor systems
      3. Constructivist approach
        1. def.:Learning as construction of knowledge, autonomous and explorative process, creative process
        2. communicative language teaching (CLT)
          1. negotiating and interpreting meaning
          2. 1960s/70s
        3. Situatedness of knowledge
        4. how should learning environment look like?
          1. complex tasks/problems
          2. situatedness of knowledge, authenticity
          3. multiple perspectives
          4. learning as a social exchange/communication
          5. different models
          6. Cognitive apprenticeship (CA)
          7. Anchored Instruction
          8. Case-based learning
          9. Goal-Based Scenario (GBS)
    3. principles
      1. multimedia principle
      2. contiguity principle
      3. Principle of temporal proximity
      4. Principle of coherence
      5. Modality principle
      6. Redundancy principle
      7. Personalization principle
    4. hypermedia learning environments
      1. advantages
        1. gather information according to personal interests
        2. acquire knowledge according to current state of knowledge
        3. change of perspectives
        4. adaption of hypertext to user’s needs
        5. Serendipity effect
        6. Autonomous learning (cognitive flexibility theory)
        7. many conversations can be stored electronically for analysis and evaluation!
      2. disadvantages
        1. Lost-in-hypertext effect
        2. cognitive loading
          1. no argumentative/ semantic coherence within small coherent information units
        3. distraction from real task!
        4. gain highly dependent on individual learner
  9. media and tools