Learning scenarios in German as a foreign language
Teaching takes mostly place in heterogeneous classes, as the abilities and capabilities of students in the classroom differ from each other. It is necessary to consider each and every individual in the classroom, so they are able to achieve their learning goals. This can be achieved through internal differentiation. One of the teaching methods that build on internal differentiation and puts each student at the forefront is script didactics.
The first part of the master's thesis presents the characteristics and individual phases of script didactics. In the second part of the master's thesis, even shorter research was conducted. This research deals with questions regarding the applicability, practical implementation, and the very acceptance of script didactics among the users of this method. More specifically, the central question of the research is: how do students evaluate the method of learning scenarios for learning a foreign language? The results of the whole analysis show that the participants in the research are divided regarding the use and effectiveness of script didactics. Although, on the one hand, they believe that learning scenarios motivate students to work, on the other hand, they also believe that learning scenarios, according to them, should not be effective for integrated foreign language learning. Some experts have a different opinion, e.g. Piepho, Hölscher and Roche, who deal with the enforcement of script didactics. Through their research, discussions, scientific articles, and examples of teaching materials, they want to bring script didactics closer to teachers and students as a method of integrated foreign language teaching.
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