eJournals

(Fortsetzung umseitig) Themenschwerpunkt: Ta s k s r e vi s it e d Koordination: W OLFGANG H ALLET , M ICHAEL K. L EGUTKE W OLFGANG H ALLET , M ICHAEL K. L EGUTKE Tasks re-visited. Introducing the special issue ......................................................... 3 D AVID N UNAN The task approach to language teaching ................................................................... 10 S TEFAN K ELLER The future of the task concept - a look outside the box ............................................ 28 D IETMAR R ÖSLER Erfüllen Aufgaben ihre Aufgabe? Ein Blick in den akademischen Diskurs ............. 41 K ATRIN B IEBIGHÄUSER Fremdsprachenlernen in virtuellen Welten. Aufgabengestaltung in komplexen multimodalen Lernumgebungen ............................................................ 55 T HOMAS R AITH Task-based teaching competences in individual learning environments. Foreign language learning between standards and discourse .................................... 71 A NDREAS M ÜLLER -H ARTMANN , M ARITA S CHOCKER Developing teachers’ intercultural communicative competences for task-supported language classrooms ......................................................................... 85 H ÉLÈNE M ARTINEZ From standards to tasks and vice versa. Challenges in foreign language teaching and learning ................................................................................................ 99 42. Jahrgang (2013) 2 Herausgeber: Claus G NUTZMANN (Braunschweig), Frank G. K ÖNIGS (Marburg), Lutz K ÜSTER (Berlin) © 2013 Narr Francke Attempto Verlag http: / / www.flul-online.de 2 42 (2013 2 4 Ni c ht-t h e m a ti s c h e r T e il H OLGER S CHMITT Teaching the T RAP vowel to speakers with a German-language background ........... 115 Üb u n g e n s t a tt Auf g a b e n ! 1 Ü P r o u n d C o ntra : Dietmar R ÖSLER : Deutsch als Fremdsprache. Eine Einführung. Stuttgart, Weimar: J.B. Metzler 2012 (A NTJE S TORK ) .......................................................................................... 132 Gabriele B LELL , Christiane L ÜTGE (Hrsg.): Fremdsprachendidaktik und Lehrerbildung. Konzepte, Impulse, Perspektiven. Berlin: Lit Verlag 2012 (B ÄRBEL D IEHR ) ......................... 134 Bärbel D IEHR , Lars S CHMELTER (Hrsg.): Bilingualen Unterricht weiterdenken. Programme, Positionen, Perspektiven. Frankfurt/ M.: Lang 2012 (J OSEF L EISEN ) ...................................... 137 Engelbert T HALER : Englisch unterrichten. Grundlagen - Kompetenzen - Methoden. Berlin: Cornelsen 2012 (C ARMEN B ECKER ) ..................................................................... 139 Sabine D OFF (Hrsg.): Fremdsprachenunterricht empirisch erforschen. Grundlagen - Methoden - Anwendung. Tübingen: Narr 2012 (K ARIN A GUADO ) ......................................... 141 144 29 42 (2013 2 © 2013 Narr 4 W OLFGANG H ALLET , M ICHAEL K. L EGUTKE * Tasks re-visited Introducing the special issue 1. Definitions of tasks and task cultures ! ! ! -" ! # $ ! ! # ! ! # # ! % # & ' *+' $ 6 '*+' / $ ; < + / N ORRIS 2009; S >@* Q$ ; < + 2008: 1-XY[ & @ ! \ % \ ! " ! # ! & ]] ! ! ! # ! ! ! " ! # # ! - # % ! # # ! ! \ ! N @' ' ! ! - ^ ! # # _ ! ! ! ! ! ` # # " ! ! # ! # ! # ! % #` \ ! ! # ! - # & #\ \ ! ! " ! # j % #! ! # # ! ! ! & > q +6 - 6 > '' / S y {+6 ! & ' *+' $ R '*+' |! ! ! ! X} # ! # ! ]] ! ! ! ' *+' $ 6 '*+' 2006: 4- & € # \ # ! #  ! " ! ! ! ! ! ^ ! " % ! % # # # ! ! ` ! " % - ! # ! # ! \ & & # ! # ! ! # ! \ - # - ! % # # ! & - * Addresses for correspondence: ƒ & * & Wolfgang H ALLET \ „ ! ! - " -@ ! † < ‡ \ € ! - ˆ ! \ * # # ! \ y -$ - ‡ X‰ $\ *-35394 G €+‡+' & E-Mail: % & @ ! & - ! ! &# Research areas: ! # ! \ # € # \ j ! ! & ƒ & * & Michael K. L EGUTKE „ ! ! - " -@ ! † < ‡ \ € ! ˆ ! \ * # # - ! \ y -$ - ‡ X‰ $\ *-35394 G €+‡+' & E-Mail: & & ‹ ! & - ! ! &# Research areas: # \ + ! ! \ j & T a s k s r e v i s i t e d 4 Wolfgang Hallet, Michael K. Legutke 42 (2013 2 4 \ ! % ! _ ! #! " ! #- # #\ ! \ ! # ! & € ! ! \ ! ! ! ! " # ! ! # +<@ {+ Q y> 1991: 33-YŒ` ! & + 2011: 145-XY % ! ! ! % ! ^ X ! ! j ! ! # # ! ! ! # & & \ \ j ! & [ ƒ - ! ! ! # # % # #! # & ! ! _ ! ! ! ! " ! # j ! ! % & Y ! ! # ! | j- % ! & ! # ! ! % ! #! # ! " ! & ! ! ! \ ! \ ! " \ ! # - ! ! ! & Œ € ! # ! ! # # - ! | # # ! \ ! ! _ # ! ! \ ] ! ! \ ! - ! ! ! ! \ # ! " ! # # ! ! & - % ! ! #! ! - ! \ > q +6 - 6 > '' / S y {+6 - & * € - @6 ! _ ! ! ! Ž ! ! &&&‘&  ‘ ! #! % ! ! - ! ! # % % ’ [‰XX^ [[ & € ! ! ! ! % ! & € ! ! ! \ j ! ! Ž ! ! # # ! \ & & % #! ’ " #&^ [Y & € # ! # ! \ # " % task-based $ # task-supported ! " # # & > q +6 - 6 > '' / S y {+6 - & * € @6 2011: 23-[ & € $ ! ! Ž " ! ! ’ + € [‰‰Y^ Y‰ & € \ " ! \ ! ! # j ! ! \ ! \ ! # " ! " ! & @! “ ! ! " ! ! | '* €' X”Œ ! # ! ! \ +<@ {+ Q y> X””X # ! ! ! % ! # ! + # # $ ! X”}‰! \ ! # - ! # ! j ! & 1 € ! # ! \ ! ! ! ! " j # ! ! ! & + 2011: 136-142): (1) # ! ! ! # " & # $ ! ! \ " # " ! ! # ! & (2) > ! ! ! " ] # ! -" ! # ! ! & # " ! _ ! # ! ! \ " # - ! \ ! & & ! ! ! # # " % ! ! & & %- ! ! j ! & & j # % & % ! ! ! ! _ # # # # #! 1 6 ! ! " ! ! \ # '* €' X”Œ^ Y• \ % ! ! ! " ! | ! # ! ! & ! ! # ! ! ! # # # # ! \ ! ! ! \ ! # j ! & Tasks re-visited. Introducing the special issue 5 42 (2013 2 4 " ! \ “ ! | +<@ {+ Q y> X””X^ X•} & ! ! ^ # # ! ! # \ % ! ! ! \ # ! " ! # & (3) # ! ! j " ! # ^ # ! # " # % " # # ! & y \ ! ! ! _ ! ! % ! " ! " - ! ! ` ! # # " \ - ! # # ! \ ! ! # ! ! ! & ! ! ! ! ! ! ` # " ! ! “ ! | S 6 [‰‰^ Œ” & 2. Towards outcome-oriented task-based learning: the complex task € " ! ! ! _ ! ! ! % #& ! # # % \ ! \ ! ! # ` # ! \ ! ! # " ! ! ! ! ! # # # " j # # #` # j ! ! ! # ! " # j ! \ # ! ! ` #\ ! " ! \ # ! # ! | % # \ # # # % # #! # ! % # & I # % # % # ! \ _ ! ! " ! " & € < # ! ! + \ # ! " #\ Common European Framework of Reference for Languages + 6 ! # " ! % \ j ! # - % % ! % ! ! " # ! # ! " ! #& * ! # " # ! < ` & & & $ @  &‘ 2005; y< [‰XX + 6|! # ! - ! # ! ! # ! ! ! ! # # ! ! ! & € ! " # ! ! ! # ! " # + 6 ! ! & ! \ - ! " ! # - \ % ! \ ! % & +<@ {+ [‰‰ \ ! " ! # ! ! # ! " ! # # ] # ! " ! ! ` “ - ! | # # # ! ! ! “ ! | # & > j # ! " ! # - # ! ! ! # % # # - # #! ## ! ! #& \ - ! \ ! # # " & Z ; * €‡ 2010: 62 - # ! ! j ! ! - \ \ & # ! - % & ! ! ! # ! # "! " # # % \ ! ! ! % # ! 6 Wolfgang Hallet, Michael K. Legutke 42 (2013 2 4 " # # # " # ! # # # ! # ! ! “Bildungsziele| & ! % # " # # ! # # |! " # ! -# # # " ! # # ! ! ! “# ! ! - |` & + [‰‰ & \ - # ! ! # - j ! # ! ! ! ! % # ! ! & ! # ! " ! ! ! % \ #\ - # ! ! ! ! - % ! j \ j # \ % ! \ #\ # ! " # ! ! " & # j ! + 2011: 143-X}•\ + [‰X[\ + [‰XY\ $ €+$€< –@ +6 ! ) ! ! # ! ! # ! ! # ! ! ! % j \ -% # # ! ! ! ` # # -# ! ! # " ! % _ ! # \ ! # # ] # & 3. The task agenda j ! ! # ! ! " ! ! ! ! ! # % & ! ! ! ! ## ! ! # # ! # ! & Practice makes perfect^ ! # ! ! ! -" ! # # ! ! _ ! \ ! ! ! ! # - ] #\ ! ! # " # # % # ! & { €ƒƒ+ [‰XY & R — +6 ! ! ! ! ! % ! ! % ! - - ! ! ! - # ! ! _ ! & j ! # ! ! ! #! ! ! ! & % \ % ! ! ! " # ! # ! ! # # ! ! # ! ! & Complex language tasks for all learners^ ! # ! ! ! ! _ ! % j ! ! ! ! # - ! & ! " $ ! ! #! j \ % ! ! ! ! # & Task assessment and evaluation: ! ! ! ! ! -" ! # % # ! # ! & ! # ! - \ ! ! # # ! ! ! % ! & € ! \ ! ! ! # ! ! " # ! " # # ! - ! ! ! ! " # ! & # # ] # ! ! # j ! # ! # ! ! ! ! ! Tasks re-visited. Introducing the special issue } 42 (2013 2 4 ! & > 6 €'+˜ ! & \ ! ! ! - # # ! # # ! ! ! ! ! ! % \ #\ #  ! j ! | ! # - ! ! # % \ #\ ! % # #! ! # # ] # ! ! ! & N @' ' ! & Tasks and the new classroom^ ! # # # & $ €+$€< –@ +6 ! \ ! ! ! " - - ] # ! # ! ! # ! ! % # ! ! % # ! # " ! " #& ! ! j ! % ! #! j & Tasks in teacher education^ y ! ! % - $ & R € ! \ % % % ^ Task-design^ ! # " # # ! j ! ! % \ #\ # #! ! # % \ #\ # #! # # ! # #! & Planning and improvising^ task-as-workpla j " ! \ |! # ! # " ! task-in-process ($ 6++' X”} \ ! # # % ' €+6 X””• ! “ # ! | # ! & # # # ! - # - ! ! # ! ! ! # & ! \ % \ " " ! # ! ! ! # ! ! & Dual cultural focus^ € - # ! ! # % # ! " ! ! ! - ! ! \ ! # ! ! ! ! % ! # " \ - ! # ! ! ! % #! ! ! ! \ #\ ! ! # _ \ ! ! ! # # ! ! ! % * ! & y % ! % " ! # # % ] # % " -! # ! ! # ! ! & + [‰‰" & Task-cultures across the curriculum^ " -! ! ! ! # ! ! ! & \ - ! # ! ! ! " "! # ! ! ! \ # ! ! & { + +6 ! & * ! - ! % -! # - ! | " ! ! ! ! " ! & Classroom-based research^ ! > q +6 - 6 > '' / S y {+6 # ! \ ! ! ! ! # j ! ! ! #! " # ! # ! % ! ! - ! # ! & € # ! # " # ! # # ! ! ! ! % % ! " ! \ _ - ! # ! ! ! #\ # # % ! ! ! 8 Wolfgang Hallet, Michael K. Legutke 42 (2013 2 4 ! # ! ! ! ! - \ ! \ - \ - ! ! ! ! ! # # & S 6 [‰‰ & € ! ! ! % ! ! ! ! ! # ! ! ! \ ! ! " # ! % ! # ! j ! \ # # ! & \ i ! # % % " ! # # # # & " ! ! " # ! ! ! ! # \ " # ! j ! # ! \ # ! # # #! # _ ! " "! # # j ! # ! & Literature $ @ \ { -6 # / $ @6™€ ˜ -> + ˜+6 \ + / { ÖNIGS \ Frank <& / { 6@>> \ ! -„ˆ #! & (2005): Bildungsstandards für den Fremdsprachenunterricht auf dem Prüfstand . ˆ" ^ ' & $ 6++' \ > X”} ^ Ž " ! ! # ! ’& In: '* €' \ ! / > @6ƒ ; \ * ! # #! & ^ Language Learning Tasks& + % # ! ^ ƒ € \ [Y-Œ•& '* €' \ ! X”Œ ^ Ž " ! # ! ! ! ! ’& € ^ $ 6@> € \ ! #& ^ General English Syllabus Design. Curriculum and Syllabus Design for the General English Classroom& yj #^ ƒ & + € \ 6 # [‰‰Y ^ Task-based Language Learning and Teaching& yj #^ yj # @ ! ƒ ! ! & + \ ™ [‰‰ ^ Ž* ! ! † & * * ! ! " ƒ ! # { ] # ! ] †‡ ™ % ˆ # #! # - # ’& € ^ +<@ {+ #& \ }•-”•& + \ ™ [‰‰" ^ Ž* # ! { ] ^ { ] # > # ˆ # ƒ ! ! - ! # ! " # ’& € ^ $ @6™€ ˜ -> + ˜+6 \ + Q + \ ™ Q +<@ {+ \ > - Q > +€‡'+6 \ ]-„ ! Q > @{ +6„++ \ „ " #! & ^ Sprachen lernen - Menschen bilden. $ ! % ^ # \ [ŒY-[& + \ ™ [‰XX ^ Lernen fördern: Englisch. Kompetenzorientierter Unterricht in der Sekundarstufe I. ] ^ { { & + \ ™ [‰X[ : Ž* j { ] " & #! * ! ! † ! " # @ ! j ! ’& € ^ + \ ™ / { 6–>+6 \ @ #! & ^ Kompetenzaufgaben im Englischunterricht. Grundlagen und Unterrichtsbeispiele. ] ^ { { - \ -X”& + \ ™ [‰XY : Ž* j { ] " ’& Der fremdsprachliche Unterricht Englisch Œ} (124)\ [-& { €ƒƒ+ \ # [‰XY ^ Žq" # > ! - practice makes perfect^ # % - ! # ! ! ’& € ^ Fremdsprachen Lehren und Lernen 42&X\ Y-Œ”& +<@ {+ \ > {& #& [‰‰ ^ Kommunikative Kompetenz als fremdsprachendidaktische Vision& ˆ" ^ ' & +<@ {+ \ > Q y> \ % # X””X` 4 1999): Process and Experience in the Language Classroom. # ^ & > q +6 - 6 > '' \ # ! / S y {+6 - y' * € @6 \ > [‰XX ^ Teaching English: Task- Supported Language Learning& ƒ # " ^ š & Tasks re-visited. Introducing the special issue 9 42 (2013 2 4 S >@* \ / $ ; < + \ > [‰‰ ^ Tasks in Second Language Learning& # ! \ $ ! ! ^ ƒ > > & S 6 \ > [‰‰ ^ Ž™ ! $ - ! \ › ! - ! " < ! ! ’& € ^ + {+6 \ „ ! Q S €+{> '' \ " #! & (2008): Task-based Language Learning and Teaching& Q>&^ \ Œ}-••& ' *+' $ 6 '*+' \ { ! [‰‰• ^ Ž€ # ^ ! -" ! # ! ’& € ^ ' *+' $ 6 '*+' \ { ! #& ^ Task-Based Language Education: From Theory to Practice& - " # ^ @ƒ\ X-X•& ' *+' $ 6 '*+' \ { ! / $ ; < + \ > / N ORRIS \ „ #! & [‰‰” ^ Task-Based Language Teaching. A Reader& ! # ^ „ $  ! & ' €+6 \ X””• ^ Interaction in the Language Curriculum. Awareness, Autonomy, and Authenticity& # ^ & y< \ { [‰XX : Fremdsprachliche Kompetenzprofile. Entwicklung und Abgleichung von GeR- Deskriptoren für Fremdsprachenlernen mit einer beruflichen Anwendungsorientierung& ˆ" ^ ' & Z ; * €‡ \ ™ [‰X‰ ^ Ž{ ] # #! ’& € ^ + \ ™ Q { ÖNIGS \ <& #! & ^ Handbuch Fremdsprachendidaktik. ] ^ { { & ”-•Y& © 2013 Narr Francke Attempto Verlag 42 (2013 2 4 D AVID N UNAN * The task approach to language teaching Abstract. ! ! ! # # the task approach to & € ! € ! % ! -" ! # - $ ! ! ! \ # ! \ # ! & € ! j ! ! ! # ! # j # ! \ - " ! # ! \ " # ! ! \ # -" ! # ! ! ! ! & € ! \ € ! ! #! ! e # & 1. Background € ! ! \ € % ! ! " # task-" ! # $ )& € # ! \ € % ! ! # ! #- # & € % ! ! % % ! ! # - ! ! ! # ! # _ ! \ % # ! ! - ! ! ! ! % ! # ! \ # \ ! ! \ “ ! | % ! “ #| # % # & 1.1 Historical background ƒ X”‰! \ ! \ % ! # ! ! % # % ! “" ! #| & X”•‰! X”‰! \ ! ! -! # j ! ! ! # ! % # ! # “ #! | # " & ! ! % # ! # - ! & ! ! # ! % % ! “" " j| ! " ! # pre- # ! - j # ! ! ! \ " # ! - ! ! ! ! ! # “" " j| ! \ ! ! ! & € % ! ! ! " ! ! ! # ! & ! # X”[ % " " S WAFFAR / A RENS / M ORGAN ! # % ! #! \ # ! # * Address for correspondence: ƒ & * & D AVID N UNAN \ @ ! \ -ƒ ! # # ! \ * \ < # +# \ X[Œ‰ & $ #&\ A ' +€> \ ”[‰•- X‰ @ & E-Mail: # # ‹ & Research areas: # ! \ ! ! - # ! \ # # & The task approach to language teaching 11 42 (2013 2 4 # _ ! < ! & S WAFFAR [ &] # # ! ! # \ # % " # j - ! ! ! & ! ! # ! \ % " # ! ! # ! # & # # ^ Ž> # " ! ! ! # ! \ ! ! \ \ " - ! ! ! ! % ! ! #& # !  # ! " # # \ ! ! # the tasks ” (S WAFFAR / A RENS / M ORGAN X”[^ YX & S WAFFAR [ &] % ! \ # ! \ #\ % ! ! " # " # & ! % ! % -# #\ % # % ! % - & € ! # # ! " % # $ € % & € ! % \ + + -M @6 € [‰‰X"^ - # ! ! & % A ' y'; X”•Y \ ! # ! ! " # ! # % ! % ! ! # ! " ! & #! # # ! # ! - # ! ] & ! # ! " # " + + -M @6 € ^ - ! \ # \ # \ # ! # - ' \ -! # $ \ \ - ! \ ! -" ! #\ # & ! ! ! \ ! # ! # ! & ! \ # ! % ! ! & > ! " % " \ # ! " # ! ! ! # \ ! \ ! ! $ & ! # ! ! - ! % # -" ! # %! & & _ ! - # % ! " ! ] " # -" ! # % %! ! #Q _ ! ! ! ! _ ! ! & ™ ! ! ! "- ! ! ! ! #! \ % #! # % ! ! ! ! \ % # # ! ! " & - ; >+ X”••\ X”}[ 1 ! _ # # ! ! \ ! - # ! & * ! ! ! # % " # # % j ! # # ! # % j ! ! # ! # % #! # ! ! & ! ! ! ! # ! # ! ^ " ! - % % ! % % % & ! " “ |! ! | ! & ' \ ! ! # speaker has 1 % ! ! # # " ; >+ X”••\ " _ # " # # & 12 David Nunan 42 (2013 2 4 % # # ! & " " # % ! ! ! ! ! % # ! ! & 2 y ! ! \ # ! # ! ! # # & @ X”}‰! \ ! # # " % # - " ! #& 3 \ " \ # ! \ $ #& - # " ! ! # " # ! X”}‰! \ # # " “ | # ! # # & ! ! j # ! % \ # ! ! " #- ! ! & ! ! „ & € % ! X””‰! „ ! > ! +# \ # ! # Ž " ! + ‘ # ! # ! | " # ! # # j ! ! them- ! ! ` ! ! # ! | ! # ! % #! \ # ! # \ ! # - # ! # ’ W * X””Œ^ X & \ { \ X”””\ > ! +# # ^ “The task-" ! #  % + ! ! " ‘ ! # ! ! j % # j " ! # % language through act ! # ! # ! \ # ! ! ! & ! # # ! % # ! ! ! & -‘ \ ! -" ! # ! ! # ! ! " ! ! ’ ( * X”””^ ŒX & ! € # # # % + + -M @6 € [‰‰X" \ ! " # \ ! # & ! \ ! ] # ! ! " ! # - # ! & ! # ! # # ] ! $ % ! # ! ! !  -" ! # # -" ! # ! - & € j ! \ € % # # # $ ! % ! ! ! ! ! & € $ ! “ # ] | “ #|\ " ! #! ! ! ™ \ ! # \ # ƒ ! - 6 ! ! \ % - ! ! # ! # ! " ! # 2 ! # ! ! " # \ # - \ ! S €<'y' [‰‰X & 3 € ! # ] # ! & % # " ! ! - " ! #\ “ | % ! \ ! "! # ! # ! \ ! \ # # # # j \ # % # & The task approach to language teaching 13 42 (2013 2 4 ! # \ $ ! " ! \ % % ! ! ! \ j \ E € [‰‰Y` S {+ ' X”” & ! ! \ ! ! ! % " % # #& ! ! -" ! # ! \ ! ! \ ! ! # ! " # % ! ! ! ! & ! # ! ! - _ \ " % ! # # & € % # ! \ # # ! ! \ # ng „ # { \ # ! ! " " ! " " % ! # ! ! & € ! _ ! ! ! # ! " # " + + -M @6 € [‰‰X" \ - ! # # ! \ # % ! ! ! # % #& ! \ € # ! ! - + ! ! " # ! ! ! -ƒ & € # # ! # % \ ! \ ! ! ! # ! # $ ^ Ž-‘ ! ! # % # ! ! # # & ƒ + ! ! ! ! ! % ! # _ # \ ! ! " \ ! ! ! ! ’ (N @' ' [‰‰Œ^ •‰ & 1.2 Defining TBLT ! ! " # # ! % ! & y ! # ! % ! # " ONG X”^ ” ^ Ž-‘ % # ! ! \ ! % #& ! j ! ! ! # \ # ! ! #\ \ " ! ! \ ! \ " % " " \ # ! \ \ % \ ! ! \ ! \ % _ \ # ! # ! # ! ! ! #& € % #! \ " “ ! | ! # # # ! # # \ % \ \ # " % &’ ! ! j % € # “ -% #| “ | ! \ ! - ! ! # ! ! & 4 ! ! # ! ! ! # # ! ! & € % _ \ j \ j ! # # ! # ! ! ! & Ž-‘ % ! # ! ! ! ! # ! # & & ! ! ! & j \ # % % ! \ ! ! # # " # ! ! ! & ! ! # & ! ! _ ! ! % % " # # ! ! ! ! ! & ! # #! 4 ! \ € # % “ -% #|\ ! # ! ! ! ! ! % ! “ |& ! ! \ ! ! ! & ! ! ! % & % \ € % % # ! " - ! ! % #& 14 David Nunan 42 (2013 2 4 ! ! ! ! # -‘ ! # ! ! ! ! % ! " # ! % ! ’ R € 6* / P / W +$+6 X”•^ [” & € [‰‰Œ " $ \ € # ! ! \ ! ! % ! Ž ! ! % ! ! # \ \ # % ! ! # - " ] % # # j ! ! \ # % ! ’ N @' ' [‰‰Œ^ Œ & € ! # ! # ! ! ! ! & € % #! \ % % # " # ! ! # ! _ \ " " ! # ! % \ % " \ ## # #& ' % ! # # - ! \ ! ! ! ! ! # ! ! ! ! ! & € % #! \ ! # ! ! # " " ! % ! ! # ! ! - # " # # ! # ! ! & S {+ ' X”” \ # % " % ! \ ! ! - ! ! & ! ! |! ! ! ! ! " -% # ! ! ! ! ! ! ! ! ! ! ! & 1.3 Principles € ! ! \ € ! # " # ! " ! # $ (N @' ' [‰XY ^ Œ} & ! ! ! # ! ! % " # " # & 1.3.1 The point of departure for developing courses and materials is an inventory of learner needs rather than an inventory of phonological, lexical and grammatical items Tra# ! ! " ! # ! “ #|& # ! " ! " ! # ! _ \ j # ! ! " ! ! # ! # ! # & $ \ #\ ! “ ce #|\ # ! " ! % ! ! #! ! ! ! % # & ! ! # # ! # % ! ! & 1.3.2 Learners develop the ability to communicate in a language principally through using the language rather than memorizing discrete linguistic items # ! -" ! # % # -" ! #& - ! _ ! ! " ! ! ! ! ! ] " The task approach to language teaching 15 42 (2013 2 4 # ! & ! # ! # j - ! & ! € % # ! j ! \ j # ! ! ! # % $ & 1.3.3 Personal experience forms the departure point for the learning ! ! # j ! - ! ! " ! % % ! # %& ! ! ! " # " # ! " % % # %& ' % % # # ! ! # j ! % # # ! ! % ! ! #& % " - ! % ! # # ! \ P € <+ X” # # ! ! ! # # & # % ! # % # # ! ! % % # - j ! % # ! ! & ™ j % # " # j ! ! ! \ ! ! # % % # & 1.3.4 Learning process and strategies are as important as language content ! % \ " ! ! ! ] # e processes # ! ! # & ! ! # ! ! & ! # - ! ! ! ! # # _ # ! & ! ! ! ! ! $ \ # ! ! ## ! ! ! & ! % " ! ! ! ! "! " ! ! ! # # # % " ! ! j \ ! % ! ! ] \ # # \ $ & # \ j ! ! ! # # ! ! % \ \ # # \ # - ! # ! ! & 1.3.5 There is a systematic link between the pedagogical world and the experiential world outside the classroom ƒ # ! ! " # “ ! | ! ! \ ! ! & ! ! ! ! % \ ! " ! ! ! \ ! ! \ ! ! \ #! ! ! % # ! # ! ! & ™ “ | ! ! \ " % ! ! ! # ! ! ! ! # & 6 # ! ! ! % ! " ! ! " % - ! ! ! ! # ! ! ! # be clear to the tea #\ # # # \ ! # & X• David Nunan 42 (2013 2 4 2. Theoretical roots 2.1 Constructivism and experiential language learning # % # ! # ! " % ! ! ! # ! ! Q j # ! & ! ! ! # ! ! # " ! # ! “ ! | % e % & ! # ! # % % # -" ! # # # ! % & ! ! Q j # ! \ #\ ! # ! ] ! lea ! _ % # # ! ! Q ! ! & € ! # % # # -" ! # & € ! ! ! ! ! ! \ ! # ! " " #& € j ! ! ! \ " str #\ # ! - ] # ! & ! % # ! j ! & 6 j ! & ! - ! # % # # ! # ] & ! ! ! ! ! j - ! " ## # % \  ! ! j ! ! ! ! ! ! ! & +j ! " # # " # ! ! # ! ! \ ! # \ # # # ! & € # \ ! ! ! ! - # % ! ! * # K y $ % ! # ! ! # & € ! # K y $ X”Œ \ ! % # % # # % % # # ! ! & # ! " ! ! ! # j # " # # j ! ! # ! (N @' ' [‰‰Œ^ X[ & ! # # \ ! ! ! ! # % ! ! Q j # ! K y y'+' X””[ & € [‰‰Œ " $ \ € ! ] # ! ! ! Q j ! j ! # # ! # $ & These are as %! ^ + ! % # % ! ! ! % # & + ! ! \ " ! & + " ! # % #! ! " ! \ ! # # & + ! ] ! ! # \ - %-to- \ ! - _ \ ! # ! ! & + ! -# # -# # & ƒ ! j ! & The task approach to language teaching X} 42 (2013 2 4 ! ! & € { |! % % #! ^ Ž+j # ! " ! ! % ! - ! % & ! " " ! ! -# # # ! ! " ! % & ! ! ! ! # ! \ " ! " ! # j ! & € ! # ! ! ! # ! # #! " \ ! - ! ! % ’ K y y'+' X””[^ X} & +<@ {+ / T y> X””X ! # " ! ! # & " ! # % ! \ " ! ! " \ # ! # ! \ # ! % ! ! “ # ! | ! #& 6 ! " \ € % ! ! " # ! " ! # \ # ! ! & +<@ {+ # T y> " % % # ! # # % ! \ % \ % ! " % % \ ! ! “ # #| # \ ! & { % # -" ! # # ! ! ! # % ! % #& ! " ! # " ! ! ! ! & ! ! " \ ! " % & ! ! # % # ! & # # \ Ž* ! € ! \ ! # ’ # % " # ! #& % % ! ! ! ! & ! ! # ! ! % #\ % ! ! + ! ! ! ! # # ! j - ! ! # ! | % & ! # ! ! ! ! ! ! # ! ! ! \ % ! #! " ! " # # ! ! \ # % ! j ! “ ! |& 2.2 Synthetic versus analytical learning € #-X”}‰! \ ! " # % ! ! % # ! & " % ! Notional Syllabuses " * # W € {€' (W € {€' X”}• & ™ % # ! " ! ! # ! ! # ! ! \ W € {€' # ! # " - # % ! & ! " ! ! ! #& # ! " ! # ! ! " # % ! "! ! ! ! #! \ % #! # ! & ! ! ! ! ! # ! ! " “! ! ] | & ! " ! ! " ! \ " & # ! " ! # ! ! ! #! ! ! % # % & " ! ! ! “ | " ! ! - X David Nunan 42 (2013 2 4 # % ! ! # ! ! ! ! ! ! & ! W € {€' ^ Žƒ ! ! ! ! ! # ! ! ! ! ! # # ! ! ! ! -‘ ! ‘ ] # ! ! ! % # #! ! ! ! ! ! ’ " #&^ XY & ! " ! ! ! ! # ! ^ ! -" ! # \ content-" ! # ! \ ! " ! ! \ # j -" ! # ! " ! ! " ! " # & * ! # ! \ ! # ! ! ! ! ! "! ! ! & ! ! ! ! ! #- # & 2.3 Mastery versus ‘organic’ learning > ! % ! # ! # # ! " $  - $ yy> X”•‰! ! $ yy> X”•` X” & " ! ! " # - ! ! ! % " j ] # " # ! " # % ! " ! ! ! ! & ! ! _ # # # - # " ! " \ # ! ! # " & y" ! # " ! \ # ! % # - # j # ! # ! # ! & € ! \ _ ! \ ! ! ! - " % ! # ! " # # ! & # - ! ! ! ! ! " ! # ! # - the ! ! & > ! # ! " % ! " ! # ! ! - # ! _ \ # ! # ! j ! ! " # & € # \ ! ! " ] # ! " ! " ! ! \ # #! % ! ! " # & ™ % ! " % ! " ! ! ! ! % ! - ! #\ # ! % ! % _ ! & € ! ! " % $ & " ! # ! ! ! on a m # ! _ ! & ! ! % € ! % # n ! \ % # ! ! # -" - & " ! learners # _ \ ! ! - ! ! & + ! % N @' ' X””” \ € # “ | - ! & # “ | ! - The task approach to language teaching X” 42 (2013 2 4 # ! # _ ! # ! & ™ ! ! \ # ! # # ! ! ! ! ¡ ¡ % " # \ ! % # ! # # ! ! j ! % & ! ! ! # _ ! % # " # % & ! ! \ ! # \ " ! ! ! ! # & - ! % ! # ! \ # % ! & % \ \ " % % & # ! # # # " j ! N @' ' X”””^ X‰” & 2.4 Learning processes ! " \ " “ ! " # | % ! # _ % ] & € ## ! " # " ! #\ ! ! ! # ! " # # # & € % #! \ ! ! ! ! % ! # & € # \ ! #\ # ! ! # % \ # # " #\ # \ " ! ! " ! # & € \ ! " % ! " ! # ! ! # ! _ # # ! # ! _ j ! ! ! # - ! ! $ REEN X”} & 3. Empirical basis € ! ! \ € ! ! ! ! # $ & € " % ! ! ! # ! ! " ! & 3.1 Learning styles and strategies ! # ! ! $ ! ! " ! ! & € ! \ ! € # # #\ # ! ! " # ! Y‰ ! \ $ ! ! ! ! # % #& e ! ! ! \ ! % ! # j ! " # # ! ! ! ! ! ! & # \ ! # ! ! ! \ # ! $ ! ! " % ! ! % # # j % #\ # # # - # j % #& # \ % % ! ! # # " # #! ! # ! er! # & j \ % % % ! ! ! ! # ! #\ ! ! ! # ! ! ! ! ! ! & 20 David Nunan 42 (2013 2 4 ! ! " # # ! # # ! ! ! # # ! N @' ' X””” & ! ! \ #\ ! ! ! j " # " ! & € ! \ _ ! ! ## ! ! # " ! ! ! # ! " % ! ! # ! # _ ! # % ^ X ™ ! ! " % ! ! # - ! ! ! ! # \ " #\ # ! › [ * ! ! ! ! › Y ™ ! ! ! › 3.1.1 The relationship between learning strategy preferences and other learner characteristics  ! ! " ! ! ! " ! " % ! ! # " ! ! ! ! ! " #\ \ # # & y ! ! ! ! ! % ! - # _ % ! % " W € €'< X” & * % # X} ! _ ! # %& " # ! # ! # & ! ! ! ! % ! " - " ! ! # # % ! ! & ! ! - # ! # % ! ! ! \ ! ! ! ! % ! #\ ! ! \ % " - ! "- " #&^ X‰-XX & 3.1.2 The characteristics of the ‘effective’ language learner “ #| “ | ! " ! ! ! ! % % % # ! # \ % ! % ! & y ! ! ! ! ! ! ! ! # ! ! " ! & ! \ \ # ! ! ! ! ! # ! ! W ONG / N @' ' 20XX & ! ! ! ! ! ! ! ! - ! ! ! % “ |\ ! ! - - ! ! ! ! ! ! \ #  languages a # & 3.1.3 Strategy training and task performance ™ " ! ! # ! ! ! - \ ! ! ! % #& G REEN / O ¢ y6* X”” # ! ! " % ! ! # ! ! ! & ! # ! # % ! ! - ! ! ! & N @' ' X””} # \ ! - # The task approach to language teaching 21 42 (2013 2 4 ! - " ! ! # ! # ! ! ! ! ! \ # # " ! ! " % ! # ! ! + ! & € ' j \ y +' [ &] X”” # y +' X””• ! # # ! - ! ! # ! & € j \ j ! # ! - " ! ! % ! ! ! j ! & \ ! # # N @' ' X””” \ ! # " " ! ! ! # ! ! & % \ ! ! % % # " ! ! ! ! & 3.2 Psycholinguistic mechanisms ! ! + # ' ! ! $ \ € % # ! ! # \ ! $ #\ % ! ! ' ! ! ! ! ! # _ ! & € X”‰! \ ! ! % ! # \ ! # ! ! " % ! - ! ! \ # _ ! & 6 ! ! % ! # # % % K 6 +' X”X` X”[ % ! ! " ! ! # # % & K 6 +' ! # % ! ! ! ! # lan- _ ! ^ ! ! # ! " ! ! _ ! & € # ! \ ! ! # % # " ! " ! ! _ #& ! _ ! % ! ! " & € % #! \ ! _ # % # ! # ! ! ! & ! ! # ! % ! ! ! & Ž™ #! ! ! # # ! ! " ›’ ! ! ! "! _ ! #& T ! % ! # " Ž ! ! ! j ] # ! ! % ! % ! # # ! # ! - ! &’ ONG X” # ! " % ! # ! ! # _ ! % ! # \ ! " ! # - " & % ! ! %! ^ # ! ! # ! ! ! # " ! - ! " ! & ! has # ! ! ! " & € ! " ! " # _ ! \ %! ! # ! ! _ ! & S ™ €' X”` X”” # % ! " ! ! ! \ ! ! _ ! & ! ! # ! # - & ! ! - - " Ž ! " ! ! ’& \ # ! ! # ! ! & # ! ! ! ^ 22 David Nunan 42 (2013 2 4 Ž ! _ # ! ! & ! ! ! ! ! % j ! “ " # |& _ ! % " j ] # % ! ! ! “push| ! ’ N @' ' X”””^ X & 3.3 Communicative competence # # " # # $ & @ X”}‰! \ % ! # ! ! & € % #! % ! ! ! ! ! ! ! ! ^ \ j \ # ! & ! % ! % ! \ % ! # # " ! ! * ; >+ X”••` X”}[ & ; >+ # ## ! ! ! ! ! \ ! ! ! # # % % ! # j % % % & * % \ # # # ! ! ! # ! " % ! - & € X”‰\ ' + # S ™ €' " # % ; >+ \ # " ] # ! ! ! "! # - ! ^ \ ! # ! ! & \ \ # ! ! \ % ! ## #& < - # # % " " ] ! % # & ! - # " ! ! ^ % ! % % % # % & # # % " “ | ! ! # ! ! # - % % # # % ! \ % % ! # ! & * ! ! peten # " ! ! “ |\ ! \ % ! ! # ! ! ! \ % - ! ! -! & 4. Key Issues and trends € ! ! \ € ! ! ! # ! ! % # # ! $ & ! ! ! ! - \ -" ! # ! \ " # ! ! \ # - " ! # ! ! ! ! ! & 4.1 Authenticity: text and task “ | " " ]] % # # ! & € \ # \ ! ! # # j ! ! # % & > \ ! ! ! " & € ! ! € ! # % " ! & The task approach to language teaching 23 42 (2013 2 4 j ! ! ! # % # ! " % % # # ! & ! % # j ! % # # ! # & - ! & j ! ! ! ! “# - #| # \ # ! j # ! % ! ! % " # # ! % & $ ROWN / M +' + X””Y Q - # ! ! ! # j ! " # “ | # # ! ! # “ Q # | # % ! # & 4.2 Content-based instruction -" ! # ! $€ ! # # ! % & %- \ ! ! ! ! % $ \ % ! % € # # ! ! & € $€\ ! ! # % ! " ! ! & * ! ! ! "! # # $€ " \ ! Ž! ! ! " # j ! ’ * € y' / W € € > [‰‰X^ } & 5 ! € # # " \ # # ! $€& S NOW (2013) spells out # ! # ' j ^ - ! # \ -" ! # # \ # ! # # & ! # ! # ! % ! # ! # ! ! ! \ ! # ! ! #  ! ! - \ ! \ ! # ! -! # \ # # % ! ! ! & ! # # # j ! \ ! ! # ! # ! # ! ! #& -" ! # # % ! ! # # - j ! % ! # ! # ! " # # % ! # ! # ! # ! # & ! # # " # " ! # # j ! % ! # # ! -! # ! # ! ! ! % " ! # ! # ! & Ž sheltered # ! # |! # " ! [ ! # ! ! ! - ! ! ! ’ " #&^ ŒŒX & $€ # $ " ! # \ ! ! ! | - #! ! ! \ ! \ j ! ! ! & ! ! ! & 5 -$ ! # € ! $€ # -$ ! # $ # ! ! ' & > + \ # # € # € ! " ! % ! # _ la ! % + @ & 24 David Nunan 42 (2013 2 4 4.3 Beyond the classroom % # # ! " # ! ! - ! # ! & ! # ! " ! # " + ! ! " \ # # # " # " " _ & # ! ! ! # ! -" ! # ! j ! & € \ # " # + ! \ - ! \ ! \ < \ \ #\ ! \ % # - ! # ! ! ! „ ! # { \ ! # " " ] # -scale # ! # ! ! ! ! \ ! “! #| # “ | " ! " & € ! # \ N @' ' [‰XY ` " % ! " # ! # ! ! ! % ! ! ! " j ! \ { # % # ! ! + ! " # ! ! - \ # + ! ! \ % ! + ! ! ! ! ! + ! % ! + ! ! ! ! ! # # @ # ! & 4.4 Performance-based assessment # ! ! ! ! ! ! ! of ! ! ! ! for & % ! \ ! " ! # # ! ! ! ! \ % ! " ! % ! & € # ! ! ! ! ! # ! ! ! ! - \ ! \ # ] j ! ! & ! # " ! # # # # " \ % ! # ! ! ! ! ! - # & j \ ! ! # ! ! # \ ! ! # ! ! ! # # \ ! \ " " # ! ! & # # ! ! ! ! ! % ! % # \ ! - " & ; % ! ! ! ! # ! ! % ! # ! ! ! ! & * ! ! ! ! ! ! \ # #\ " " - ! " & * ! ! ! ! ! ! # ! & ! ! ! - \ ! ! ! ! " % % ! _ # # ! ! ! ! ! \ # % % " _ # # ! # ! ! & ## \ # ! " # ! ! ! ! ! % ##  # \ #" ! \ # _ ! _ # ! # # \ % ! ! ! # ! & The task approach to language teaching 25 42 (2013 2 4 5. Conclusion € ! \ € ! ! ! - -the- ! -" ! # & € # ! $ j \ ! ! ! # \ ! % ! ! # ! at # X”•‰! \ # % ! X”}‰! & € ! # # ! % ! ! ! ! # ! ! $ & € X”‰! \ € % % € " " ! " - $ (N @' ' X”” & € ! ! \ " ! \ ! \ # # ! ! ! \ # - ! ! $ " #& * ! ! \ ! ! % # ! # ! #\ # ! ! % " e class- & ™ ! # " ! ! # ! & ! # ! # # ! # ! % #! ! " " # S +' y@ + X”} & ! ! % ! ! ! %\ ! ! # ! \ # ! % " # # j & € ! ! " # |! ! ! & € ! \ € # ! ! ! " j # ! \ -" ! # ! \ " # ! ! \ # - -" ! # ! ! ! ! ! & € ! " ! ! ! ! ! ! ! % " $ ! " & Literature A ' y'; \ +#% # >& X”•Y ^ Ž \ # # _ ’& € ^ English Language Teaching X}\ •Y-}& $ yy> \ $  X”• ^ ! & € ^ Evaluation Comment X\ [\ X-& $ yy> \ $  #& X” ^ Developing Talent in Young People. ' % ; ^ $ $ ! \ X- X[& $ REEN \ > X”} ^ Ž " ! ! # ! ’& € ^ '* €' / M @6ƒ ; #! & \ [Y-Œ•& $ ROWN \ Q M +' + \ & X””Y ^ “ ! * ! ”& ƒ ! # + y \ < \ > X””Y& ' + \ > Q S ™ €' \ > X”‰ ^ Ž " ! ! ! ! # # ! ’& € ^ Applied Linguistics X\ X-Œ}& '* €' \ ! topher / M @6ƒ ; \ * #! & X”} ^ Language Learning Tasks& + % # ! '„^ ƒ - & * X””” ^ Syllabuses for Secondary Schools: English Language Secondary 1-5. { ^ - * \ > ! +# & + + -M @6 € \ > #& [‰‰X ^ Teaching English as a Second or Foreign Language. # # & $ ! > ^ £ & + + -M @6 € \ > [‰‰X" ^ Ž ! ^ %’& € ^ + + - M @6 € #& [‰‰X \ Y-XX& + + -M @6 € \ > Q $ 6€' y' \ * Q S NOW \ > #! & [‰XY ^ Teaching English as a Second or Foreign Language. $ ! ^ ' < Q & [• David Nunan 42 (2013 2 4 y +' \ # % X””• ^ “ ! ! ! # ! ”& € “”• - ! \ #\ ! X””•& y +' \ # % Q W EAVER \ ! Q € \ Tao-; X”” ^ “ ! ! -" ! # ! ! ”& 6 ! 6 \ ' 6 ! \ @ - ! > ! & * € y' \ ! Q W € € > \ [‰‰X ^ Ž€ # ^ @ ! # ! ! ! ’& € ^ M y ' \ $ # Q +@'< \ ! Q * € y' \ ! #! & ^ English as a Second Language in the Mainstream: Teaching, Learning and Identity. %\ @&{&^ \ X-}‰& E € \ 6 # [‰‰Y ^ Task-Based Language Learning and Teaching. yj #^ yj # @ ! ƒ ! ! & G REEN \ „ >& Q O ¢ y6* \ 6 " X”” ^ “ ! ! ! \ [ \ # # ”& € ^ TESOL Quarterly [”&[\ [•X-[”}& ; >+S \ * X”•• ^ Ž % ! ! ’& € ^ $ 6€< \ ™ #& ^ Sociolinguistics& ^ > \ XXŒ-X& ; >+ \ * X”}[ ^ Žy ’& € ^ P 6€*+ \ „ Q y >+ \ „ #! & ^ Sociolinguistics: Selected Readings& #! % ^ ƒ \ [•”-[”Y& K y y'+' \ X””[ ^ Ž+j ^ ! # ! # ’& € ^ N @' ' \ * # #& ^ Collaborative Language Learning and Teaching& " # ^ " # @ ! ƒ ! ! \ XŒ-Y”& K y $ \ * # X”Œ ^ Experiential Learning: Experience as the Source of Learning and Development& + % # '&„&^ ƒ - & K 6 +' \ X”X ^ Second Language Acquisition and Second Language Learning& yj #^ ƒ ƒ ! ! & K RA +' \ X”[ ^ Principles and Practice in Second Language Acquisition& yj #^ ƒ - ƒ ! ! & +<@ {+ \ > Q T y> \ % # X””X ^ Process and Experience in the Language Classroom& # ^ & ONG \ > X” ^ Ž€ # ! # _ ! ’& € ^ G ASS \ ! Q M **+' \ #! & ^ Input in Second Language Acquisition& 6 % > ! ! &^ ' %" ! \ Y}}-Y”Y& N @' ' \ * # X”” ^ Designing Tasks for the Communicative Classroom& " # ^ " # @ ! ƒ ! ! & N @' ' \ * # X””} ^ Ž* ! ! # ›’ € ^ RELC Journal\ * - " X””}\ •-X& N @' ' \ * # X””” ^ Second Language Teaching and Learning& $ ! ^ £ & N @' ' \ * # [‰‰Œ ^ Task-Based Language Teaching. " # ^ " # @ ! ƒ ! ! & N @' ' \ * # [‰XY ^ Ž ! -" ! # # ’& € ^ + + -M @6 € Q$ 6€' y' / S NOW #! & \ Œ-Œ}‰& N @' ' \ * # [‰XY" ^ Žy ! " " ! - # ! ’& TESOL International Association Annual Conference\ * ! \ j ! \ > [‰XY& P € <+ \ „ X” ^ The Language and Thought of the Child. # ^ 6 # # { ƒ & R € 6* \ „ / P \ „ Q W +$+6 \ # X”• ^ Longman Dictionary of Applied Linguistics. # ^ & S €<'y' \ # [‰‰X ^ Ž % - ! ’& € ^ + + -M @6 € #& [‰‰X \ XY-[& S {+ ' \ ƒ X”” ^ A Cognitive Approach to Language Learning. yj #^ yj # @ ! ƒ ! ! & The task approach to language teaching [} 42 (2013 2 4 S NOW \ > & [‰XY ^ Ž -" ! # # ! # ! ! #Q ’& € ^ + + -M @6 € Q$ 6€' y' / S NOW #! & \ ŒY-ŒŒ& S +' y@ + \ % X”} ^ An Introduction to Curriculum Research and development. # ^ & S WAFFAR \ „ / A RENS \ { / M ORGAN \ > X”[ ^ Ž ! ! ! ^ 6 # - # ! ! ’& € ^ Modern Language Journal ••\ [Œ-YY& S ™ €' \ > X” ^ Ž ^ ! ! " # - ! " ! # ’& € ^ G ASS \ ! Q M **+' \ #! & ^ Input in Second Language Acquisition& 6 % > ! ! &^ ' %" ! \ [Y-[• S ™ €' \ Mer X”” ^ Ž ! ! # ’& € ^ OOK \ < Q S +€* y +6 \ $ " #! & ^ Principles and Practice in Applied Linguistics: Studies in Honour of H.G. Widdowson& yj #^ yj # @ ! ƒ ! ! \ X[-XŒŒ& W * \ > #& X””Œ ^ The Course of Study for Senior High School. Foreign Languages [Eng- ! ! ‘& ^ { # & W € {€' \ * # X”}• ^ Notional Syllabuses. yj #^ yj # @ ! ƒ ! ! & W € €'< \ { X” ^ Learning Styles in Adult Migrant Education& # # \ ! ^ ' 6 ! & W ONG \ Q N @' ' \ * # [‰XX ^ “ ! ! # ! ! ers”& € ^ System Y”&[\ XXŒ-X•Y& © 2013 Narr Francke Attempto Verlag 42 (2013 2 4 S TEFAN K ELLER * The future of the task concept - a look outside the box Abstract. In this chapter € # ! " % ! ! ! # # ! # + & 6 # ! ! " ! ! ! ' ! # > \ ! \ ! ! ! ! ! # + & € # ! ! ! ! # ! # “ ! ! | # # " - ! # % ^ ! ! \ % # j ! \ " ! # ! ! ! ! & 1. Introduction Ž ! # " j’ ! ! ! " ! ! ] ! ! " ! # j ! ! \ " # # ! # ! # " ! % & An # # ! " ! # ! j # #! and across social #! # " ! - # % -contexts ( & 6 ; +' / < '€{ [‰‰Y^  & ™ # ! ! - ! ! " -! # \ ! rning # " ! & +# is a case in point^ _ ! \ ! # ! # " Q _ # " # j ! ` " ! % ! ghts are applied to real- ! ! ` ! ! \ # ! ! # # ! # ! ! ` ! # ! " ! % # # ! ! # \ # % ! ! ! # ! ` ! # ! ! % % # " ! ! % # %\ # ! # # " ` ! # ! ! \ # & D € y' [‰X[^ ”}-” * Address for correspondence^ ƒ & * & Stefan D. K ELLER @ ! # ! ' % ! - % ] #\ + ! # \ +# \ ! ‡ }\ - 4‰ B + & E-Mail: s & ‹ %& Research areas: * ! # ! j ! \ ! # -centred assessment ! & The future of the task concept - a look outside the box [” 42 (2013 2 4 ! ! ! ! ! % ! # ! | actions and to ] ! | ! & > q +6 - 6 - > '' / y {+6 ! & ! ! % learning % learning ! ! ! \ # ! ! " ! ! _ ! ! ! ! # # & ! Ž ! ! - # ! # ’ +<@ {+ Q y> X””X^ Œ # " Ž ’ # < €6>+ [‰‰Œ^ •” & < # ! ! ! # ! ! ! \ # ! # # ! dent competences and also serve ! ! ! ! ] { + +6 / B +'*+6 [‰X[ & € % # ! ! ! ! ! ! ! ! ] ! # ! ! - ! & 2. Focus on holistic concepts of competence ! % # ! ! ! \ # ! ! # " % # # j ! #\ # ! “ ! |\ # ! -scale ! ! ! " ! ! ! \ # ! “! ! | “ " ! |& ' ! # # ! ! " manities # ! ! ! ^ ! ! ! # " ! " ! \ \ # ! & € ' ! \ ! # to % es # ! # ! & Instead Ž ! " ’\ % ! ! # Ž j ! ! - ! # ! # -‘ ! # ! % ! - ] ! ’ B ; $++ [‰X[^ X & $ ! # ! ! \ % ! ! # ! ! % # eloped involving ! ! ! ! ! \ ! ! \  ! \ " % m ! & $ ! ! " ! # ! ! \ ! % # Ž! ! ! ! ! ’\ ! ! Ž ! ! ! ! " ! % ! ’ * +6 [‰‰Œ^ XY & ! inside + ! % % # ! - ^ ™ ! # ! ! # ! ! ! and on # ! ! ! # _ ! ! & P €+ƒ y [‰‰Y^ •‰ & € € ! _ " ! % ! ! ! ! ! ! ! \ ! tasks ! # % # & > q +6 - 6 - > '' / y {+6 ! & € ! ! # ! \ _ ! ! ! # # ! q # ! \ ! # ! & % ! ! dents| " # Ž% ! " % #’ + [‰XX^ ”} & ! \ ! ! ! ! & ! means that learning tasks _ \ ! \ # % ! # " \ j & 30 Stefan Keller 42 (2013 2 4 ! ! ! # ! ! # ! ! a j % ole that ! ! ! ! \ # # ! ! ! ! ! ! ! ! & ! % ! # ! # # " ™ +€'+6 [‰‰X \ % # " ! ! ! # #! < -! ! & € \ ! ! # ! % ! # # " ! ! ! # ! ! # #! \ ! ! # % - ! ! # ! % ! ! " & % % # ! ! # ^ ! ! ! # ! ! # ! " # # ! # #! % ! " " ## j ! ! & #\ ! % ! # ! " ! ! % ! ! - ! & ƒ ! \ ! ! ! # % " ! " # # % " ! & ! -" ! # ! _ ! ! # % ! # ! " % ! \ # ! # ! ! " & € € ! ! _ ! \ ! ! ! # " % % ! & > q +6 - 6 > '' Q y {+6 ! & # ! ! # ! j- ! ! # \ # ] # ! # ! & ! # # them in j % ! # j ! & ! # + % ! ! ! Ž " ! ’ ! ! ! ! ! +<@ {+ Q y> X””X^ X & ™ % ! ! ! # # % ners " ! ! ^ % # \ j ! % # # \ - ! # # ! & ! Y & #\ % ! # " % ! ! ! ! # ! ! _ \ _ ! " - ! # ! # ! ! ! % # \ # % ! # ! # ! ! -! & * +6 X””^ X[[ & ! # # ! ! # # ! ! ! \ ! ! \ ! ! & # ! ! ! ! # ! ! & ! ! ! # " # ! ! % ! # ! | # # ! \ # ! # ! ! \ & & ! ! % ! # " ! & # # ] # ! ! ! ! ! - # # ! ! - ! & ! Œ & 3. Focus on meaningful contexts and real-world situations < # ! ! ! # ! # ! _ ! ! % # # ! # j % # # \ # # ! ! \ # ! # ! # & € ' s\ j \ Ž ’ ! " ! j \ " ! # # % & Corre- The future of the task concept - a look outside the box 31 42 (2013 2 4 ! # ! ! _ ! # ! ! ! #! _ ! ! # # ! ! ^ Ž ! ! ! ! \ # " ! ! # " ! ! # ! ! ! %! # - ! ! & ! " ! " # # j # _ ! % # & $ # " ] # ! ! \ ! " # # " ! " % # ’ „ +' +' X””^ Y[• & < # ! ! % ! % - ! ! % ! " " % ! # ! | # ! # # ! ! # ! # ! ! ! & ! ! _ Ž j *' ’ +€ ˜> '' 2011) is a ! & € ! ! ! ! ! % % ! # ! "! *' ! # ! ! # ! & ! % ^ 6 #- " # j # # # % # ! # ! ! # # "! the experiment # j # ! "! ! indeed DNA ! " ! # - # # Ž ! ’ % ! ! ! # " % # ! # ! # % # & j ! %! % ! # ! ! % hin a real- - j # ! " ! ! & ! ! # ! # ! % ! ! _ ^ ! ! \ # ! ! ! ! \ ! ! ! ! etc& ! ! savoir faire is then re-inserted in a ! j % ! # ! ! # # _ ! ! # ! ! & ™ - ! # ! \ ! "- ! ! ! # ! " # ! ! ! ! % # ! ! & ! ! ! - " ! % ! ! ! ! " # " ! - # #\ j -! #& ! # ! ! ! _ ! # “ % #| ! ! ! \ " ! # ! # ! # #! ! ! ! ! ! # ! ! tent-! % # \ ! ! & € $ \ ! ! ! ! ! # " # #& N UNAN (200Œ^  proposes three ! ! ! ! ^ ! & & # " ! \ \ ! ! ` ! ! & & j \ j \ # ` # j ! \ & & ! ! ! ! # " expanded and # ^ ™ #! " ! # ! # ! # ! ! ! \ # % ! % _ " % › # ! " # % j ! ! # ! ! % " # tested& € ! ! # ! j " ! % # % e “ ! | # " ! # # _ ! ! & An example + ! ! # " { + +6 [‰XY" \ % ! # ! ! # % # # Ž # ! ’ + ! & ! ! ! # #! ! % # # ! #\ ! # ! ! % ! ! ! # ! ! \ ! ! -image as speakers and " % ! 32 Stefan Keller 42 (2013 2 4 % & $ ! # ! ! ! \ ! ! _ % ! # # % ! # ! ! % # # # # ! " ! ! ! # #& ! # # ! ! " j ! > { €'< \ Barack y $ > ! ! # ! & \ # # ! ! \ # eer and teacher #" # delivered their speech in ! ! & ! ! ! _ ! # ! # ! | - ! " ! # ! ! # ! % had " “ # | ! % ! ! & \ ! # ! ! ! # ! ! " - ! ! + ^ First\ " ! - ! ! " ! # " ! " ! "- ! \ ! ! # " # sequences ! ! & A ! ! Ž! ’ ! ! ! # % #! j # ! ! \ ! # & P I+ƒ y [‰‰Y^ ” & ! ! # " # % ! # # # -goals& 6 ! goals in- ! # ! " ! # ! | ! % # # ! ! making& Second\ ! ! ! ! # ! dling ! ! - % ! ! ! ! \ ! - ! ! ! _ ! " ! ! j & 6 \ ! # " # ! ! " # # % j " ! ! ! # % ! ^ ## ! ! #! \ % ! # ! " ! " & ™ addressing a pot \ # # % # j \ ! # # ! % " # # ! ! ! & j _ ! #\ ! " \ ! ! # \ ! ! " & ! ! ! ! ! # [- - & Third\ % % # # ! - ! % # #& € \ all l ! ! ! \ ! % \ ! ! " # # ! % # " ! & # ! ! % # # ! # " # % ccept the pre-! ! ! # ! ! ^ ƒ # ! \ ! \ ! # ! ` \ \ ! # # #! & ! # ! ! #|! # \ ! # ! " ! ! " [ ! ! \ so ! ! % # ! % ! & Fourth\ ! ! - #\ " ! ! \ ! # # ! # ! ! [ # ! ! ! # ! & < ! ! ] # % ! ! s # % ! ticipating and meeting relevant # j ! ( & ; '* [‰‰}^ XŒ” & " ! ! The future of the task concept - a look outside the box 33 42 (2013 2 4 inc # ] ! \ organizational # # ! ! " ! ! ! # % & ! # " ! # ! # ! # the ! j ! ! ! these ! # ! % ! & Fifth\ ! % # ! ! # ! ! ! % #! ! “ | # % #& > " " % # " ! # # % ! & +! itera j ! ! # ! # ! & ! # ! ! ! % # # ! - ! # ! # # ! # & ! d long tradi- ! ! + \ ! # ! # ! | % j ! ! ] # N q''€'< / @6{ >ƒ [‰‰• & ! # ! " ! % ] # % ! # # ] # ! # ! # " " " into the & ! # % ! “ | # “ | # ! \ ! # & are among the " ! # ! ! ! # & 4. Focus on learner potential and contributions ! ! # ! ! ^ ! # ! ! ! ! " ! " ! \ as active sense- ! # ! % " % # ! \ ! # % #- %s to the classroom ( & +<@ {+ / y> X””X^ X & ! " % + # ' ! & € ! " ! # ! ! ! #^ ! | ! # ! # ! ! ! % ` provide ! % j ! # ! % ! # " % ! " ` % " % ` # ! ! # ! ` " " ! # # ! ! ! # ! % ! # j ! ` # - #" D € y' [‰X[^ ” & + ! # ! ! ! ! ! ! ! # ' ! & * +6 [‰‰Œ^ X ! % # ! # ! | ! - ! ! ! ! & & # # ! # % - ! ! \ % ! ! ! ! ! #\ # " -than-expecte# ! & # ! ! ! # ! ! # ! ! ! ! ! # ! | % ! ! ! j ! " % " ! ! ! # % ! & \ ! to # ! % + & ' ! # ! ! " # % #! # -% # ! \ ! # ! ! # ! ! ! % personal & Ž ! ! ! ! ’ are a case in 34 Stefan Keller 42 (2013 2 4 point\ % ! # ! ! % ! ! % % on (thematic ! # % ! ! # ! & ! ! ! # take ! - # ! | needs and interests \ " ! ! and creative potential& ! " ! _ ! " # ! # # ¥ ! % ! & P €+ƒ y 2003^ Œ & $ ! # ! ! ! % \ ! ! # j ! ! dent ag \ ! # ! & " ! ! - ! " ! % ! # ! # ! " ! ! ! & ! j ! \ # ! # ! ! learning can lead to increased intrinsic motivation ( & D + € / 6 YAN X” & \ ! # ! | j ! % # ! ! # ! % " ! # “ | % # & € ! #! # ! teachers # # % ! ! Ž # ’ & * ! ! ! # " ! # " # ! # ! & + [‰XX^ }Y & It ! ! ! # ! | ! ! # ! \ their striking ideas\ % ( & { + +6 [‰XY ^ [X & " ! - % # ! # ! " ! # # ! ^ ! ! ! ! ! ## " ! X X‰‰\ ! ! # _ & > ! \ " % ! % ! ! % & # ! # ! ! % ! \ % ! ! % # ## ! \ ! ! & ! # X§[§Y§Œ &\ ## # X § X‰‰\ [ § ””\ Y § ”\ &\ % ‰ j X‰X ¨ ‰‰& " % ! - # < ! ! & ! # " " \ ! ! ! " ! #^ ! ! ! # ! # ! % ! ! # - " ! # # ! ! ! \ ! % # ! & ! % ! ideas ! ! ! " < ! ! \ % # ! % j ! ! ! ! " # in the ! & * ! ! ! ! - ! ! ! % # ! |! # - ! % ! # # ] # & y # ! ! \ \ ! % ! # ! ! # ! \ # - % ! " ! # # # " #& ! Ž j ’ > +6 +6 / € + y' 20‰}^ ” % ! " ! % |! # ! & |! ! ! # ! # % ! # ! \ ! % # % # " # ! ! " # " % # # # - # % ! & " #&^ X & ! -" ! # + ! # " " ! # ! ! % ! ! ! \ ! \ ! # # ologies thr ! ! ! j # & > q +6 - 6 >ANN / y {+6 ! & ™ # ! ! + % # ] ! " ! to % ! " # ! ! " & ! ! ! # " The future of the task concept - a look outside the box Y 42 (2013 2 4 # ! \ ! ! # % ! ! - # ! # ! ! & {+ ' / F y6 +6 [‰‰X^ XY & ! ! ! # " " " ! ! # |! # _ % ! ! ! % # - # & 5. Focus on assessment ! ! ! ! ! ! ! # raditional aspects & € + \ ! ! ! # " ! ! & + >{+  &‘ [‰‰^ Y}Y & ! \ ! % # # ! ! ! ! ! ! ! # % & { + +6 [‰XY ^ XX & ! ! # ! ! %! + ! ! # # ! ! # ! ! ! ! ! # ! # # \ # # ! # ! & % \ he alignment " % # ! ! ! ! ! # ! # ! ! & # # ] # ! ! ! " ! # ! % ! " ! # # ! ! ! ! ! " " & # - \ % \ ! % ! # # # ! ! m realities& are ! " # ! # ! ^ ! ! ! % ! ! - " % ! #! ` ! ! ! ! ! % j # ! % ! ] ! \ -orderi ! & # # ! \ \ ! ! ! & $ ! # " #% # ! "- " % ! ^ ™ ! # " # # % tences that “do no |› € \ j \ # ! ! # ! ! Ž # ’ # % ! " ^ & YX \ " ! ! ! ! # ! - ! $ & € " # # ! % ! " # ! # ! ! ! ! ment- #\ % # ! % ! ! ! ! ! to complement the tests& P s are one example\ # # ! s ! ! # ! % ! "! # # # % # - ! # ! & ƒ ! # task-" ! # " ! - can accommodate # ! # ! ! ! ess ! \ ! \ ! ! \ d % ! ! ! % "! ! \ " ! \ # ! \ # ! & ` % % # ! " # #\ # " # ! ` ! % context % % ` # \ ! # % ! # ! ! # #" % ` Y• Stefan Keller 42 (2013 2 4 % ! # ! ! % ! % " % % % ! \ % % % #! # % % " ! ! ! ! # ! # ! ` % ! " # % j ! # ! ! " % # # \ ! \ ! # j ! \ & ( & { + +6 [‰XY ^ XY} & $ ! # # ! # ! ! ! ! \ % seeking a read- ! | j # # - ! ! ! ! & ! ! ! ! ! # # ! # ! \ " # ! # ! & # !  # % ! ! # #! % ! # ! \ " ! ! # #! ! " ! ! # ^ ™ #! ! " # " › $ ! ! \ ! ! ! ! # for ! # ! \  ! " & €<<€' [‰‰ & € ! " # ! ! ! ! ! ! \ % \ % _ ! ! ! " ! ^ Planning and Context Communication Organization Are there clear and ! ! › ! ! ! # # ! # # # # › # ! # # ! # # ! # " ! # ! ! ! › Can learners take ! ! " ! › Is there # " # › ! ! # assessment and appreciated % # j › €! ! ! #› Is there on- #" " ! ! # _ ! › ! _ ! ! "! _ › Table 1^ ! ! ! ! ! ! # ! ! ! ! " ! # €NP 2010) ™ ! j ! - # \ ! % # _ ! % ! ! ! ! % ! ! \ # & y #\ % % % ! # - ! & y \ % % # ! # ! | ! \ % & " ! % # % ! # ! ! ! # #! % j ! % ! ! ! & < # ! # #! # - " ! \ " ! \ # # " the v " # ! ! ! ! !  # ! mance& ! ! ! # ! ! \ ertain ! ! _ " ! # ! ( & * +6 X”” & € % “ # ! ! |\ these # ! The future of the task concept - a look outside the box Y} 42 (2013 2 4 linking # ! " % ! ! % ] \ ! # - ! ! # " ! " j ! ! ! # - |! #! & { + +6 [‰XY" & ! ! " ! ! ! ! ! " ! % #\ % ! ! ! # #! \ ] # # # ! # " # # ! ! " % # ! _ - & €<<€' [‰‰^ X}Y & y ! # ! ! ! ! \ these criter " ! j # ! ! ! ! ! # # % # tain ! # #! " & + ! ! ! ! ! ! " \ % \ ! # ! j # # ! ! & ™ ! # ! % j " ! # \ % " ! \ ! % ! " " \ \ & $ % j \ ! !  “ # ! ! | _ # # ! # ! ! ! " & * j ! \ ! # ! # ! # ! % ! ! ! ! # " # #& ! ! # " " # % # j # ^ \ ! # ! & y ! \ % \ # ^ ! % ! ! \ ! # " ! \ % % ! ! ! & € ! ! ! ! ! # ! # |! % ! " ! ! j # " \ ! ! ! ! ! \ # ! ! # |! ! -  % # # #& ! ! " ! " all ! ! " ! \ ! ! ! ! ! ! " # # " ! \ & & " ! ! ! % are # # &  # ! % ! \ ! ! " \ ! % are Ž - " ’ # ! appraisal ( & * +6 X””^ XYŒ & 6 cards or grading sheets ! # % ! ! ^ y % #! % ! # #! " \ # % ! # j # ! ! # # & { + +6 [‰XY ^ X[ & ! ! ! ! ! # ! ! ! that certain contex- ! # " & € # #\ j " ! # _ ! ! ! ! & € ! \ ! ! # # # " # ! % ## % # ! # ! ! ! % & # _ # ! # " ! # ! \ % \ ! ! ! ! ! ! ! & ! - ! # ! # % ! ! \ # ! interpretations ! " # ! " # % & > y X””Œ^ X‰ & ! ! ! ! ! # ! % ! % # " " j % ! ! ! ! ! # " % ! " ! # # j # j # & j- % # " ! ! % ! ! that  # ! ! ! \  ! - Y Stefan Keller 42 (2013 2 4 % ! & * +6 X””^ XY & # ! _ # ! ! \ # # ! ! ! ! ! # ! # ! ! " _ & ! # ! \ % \ # ! ! ! ! ! ! ! “! " |\ ! % # ! j & € \ ! ! ! # |! " ! ]] " ! # " ! ! " # & > y X””Œ^ X[ & € # ! # ! # ! ! # \ # - " \ # # # ! # # " ! ! \ ! ! # # ! "! _ actions a  ! #& 6. Outlook ! % # ! " # ! % % ! # ! ! ! % ! ! & * +6 [‰‰Œ & > \ ! ! ! the chance to discover % # ! ! r % ! ! # ! & > q +6 - 6 > '' / y {+6 ! & ! ! - ! # ! \ ! " ! # ! # ! " ! ! % ! ! # ment ( & { + +6 [‰XY" & ™ -# # # # # competence mod- ! # ! ! # " ! # # ! # ! appropriate ! ! learning and assessment& # ! ! ! ! a " ! ! assessment " ! ! # ! | % & € j \ % # ! # ! # % ! % ! ! # ! ! j % ! % ! ! ! & < " ! ! ! “% “ or “speaking|\ # # j \ j # ! ! ! ! % & € ! #\ % # ! ! ! ng and seek to # ! # % ! ! % ! # ! | ! ! # j ! # ! ! & € ! % ! j ] # _ ! ! % ! " % " ! ! ! # ! _ ! j ! ! ! “! |\ “% | “ |& \ ! # ! ! ! % \ % # # " \ ! ! # ! ! & ! # # \ " ! # ! # ! % % ! ! - al- - % # ! ! " # ! ! # ! ! - ! & ! ! # "! ! # ! ! % % ! ! ! \ " ! ! ! ! ] & Innovation in the # ! # ! ! # ! ! \  ! ! ! ! # & > q +6 - 6 > '' / y {+6 (in ! # ! action-research settings % " ! _ j %! ! ! " ! - The future of the task concept - a look outside the box Y” 42 (2013 2 4 ing- & y ! ! ! # # # ! ! - ! ! " ! #\ ! ! ! ! & ! # " "  # % # #! ! ! ! ! # ! # # ! ! ! % ! ! ! # _ ! ! & +_ \ ! ! ! ! ! # " # ! ! # " % ! | # ! # ! |  ! ! " \ # - ! ! & # # ! # ! # % ! ! ! # # ! \ ! ! ! # ! ! ! " ! # “ |  ! & ! ! % # ! % traine ! % ! ! ! ! ! % #! % ! % ! " " # % #& ! ! % ! ! # ! # #! \ % # -made ! # # ] # ! & € ! % # # ^ ! # # ! ! \ # ! # ! ! \ ! # % & Literature B ; $++ \ 6 ™& [‰X[ ^ Ž # # ’& € ^ < 6 $+6 - { ; $@6˜ / ˜ +; +6 #! & \ Œ”-••& D + € \ +#% # & Q 6 YAN \ 6 # >& X” ^ Intrinsic Motivation and Self-Determinaton in Human Behaviour& ' % ; ^ ƒ & D € y' \ „& [‰X[ ^ Ž ! \ + # +# ^ % #! 6 ! > € # # ! ’& € ^ < 6 $+6 -{ ; $@6˜ Q˜ +; +6 #! & \ }-X‰[& < €6>+ \ 6 [‰‰Œ ^ [Sich] Aufgaben stellen& ] ^ { & < 6 $+6 -{ ; $@6˜ \ 6 Q ˜ +; +6 \ " #! & ^ Science, Environment, Health. Towards a Renewed Pedagogy for Science Education& * # \ # " ^ & + \ ™ [‰XX ^ Lernen fördern Englisch. Kompetenzorientierter Unterricht auf der Sekundarstufe 1. ] ^ { & +€ ˜> '' \ [‰XX ^ Ž " % ! ! ! - ! @ ’& € ^ { + +6 / B +'*+6 #! &)\ [[•-[ŒY& + >{+ \ # ! Q + >{+ \ Q 6 *+6 \ # -™ Q ™ <'+6 \ ™ Q N y * \ <ˆ er / 6—*+6 \ { # [‰‰ ^ ŽAlltagspraxis des + ! ! ’& € ^ *+ € { y' y6 €@> #& ^ Unterricht und Kompetenzerwerb in Deutsch und Englisch. ™ ^ $ ]\ Y}X-YX& ; '* \ { [‰‰} ^ Ž< # ^ \ # [ % ! ’& € ^ Journal of Second Language Writing 1•\ XŒ-X•Œ& I NP - I ' +6' €y' + N + ˜™+6{ P y6 y €y 6$+€ [‰X‰ ^ Was gehört zu guter Portfolioarbeit? €'ƒ^ $ & „ +' +' \ $ X”” ^ Ž # % # ’& € ^ C y ª@ y@' \ *& / < y ˜ \ {& Q ++ ' \ >& / > 6 \ $& #! & ^ The Proceedings of the Inaugural National Health Promoting Schools Conference& < ^ * @ ! & { + +6 \ [‰XY ^ Kompetenzorientierter Englischunterricht. $ ^ ! & 40 Stefan Keller 42 (2013 2 4 { + +6 \ [‰XY" ^ Integrative Schreibdidaktik Englisch für die Sekundarstufe. Theorie, Prozessgestaltung, Empirie& ˆ" ^ ' & { + +6 \ Q B +'*+6 \ @ #! & [‰X[ ^ Aufgabenkulturen. Fachliche Lernprozesse herausfordern, begleiten, reflektieren& ] ^ { Q{ & +<@ {+ \ > Q y> \ % # X””X ^ Process and Experience in the Language Classroom. # ^ ƒ ! & > +6 +6 \ ' Q € + y' \ { [‰‰}): Dialogue and the Development of Children’s Thinking& # ^ 6 # & > y \ ƒ X””Œ ^ Ž " # % " ›’ € ^ Educational Research 23&[\ - 12& N UNAN \ * # [‰‰Œ ^ Task-based Language Teaching& " # ^ " # @ ! ƒ ! ! & N q''€'< \ ! Q @6{ >ƒ \ [‰‰• ^ Englische Literatur unterrichten: Grundlagen und Methoden& ] ^ { & P €+ƒ y \ ! -+" # [‰‰Y ^ Ž # q" ! - # " ] ] # # - es ! % ! % ’& € ^ +<@ {+ \ > {& Q y {+6 - V & D € @6 \ > #! & ^ Kommunikativer Englischunterricht: Rückblick nach vorn& ˆ" ^ ' \ ”-•& 6 ; +' \ * _ & Q < '€{ \ [‰‰Y ^ Ž ! # ’& € ^ 6 ; +' \ * _ & Q < '€{ \ #! & ^ Key Competencies for a Successful Life and a Well- Functioning Society. <š ^ £ " \ ŒX-•[& * +6 \ 6 *& X”” ^ Ž ! ! ! ! # # ! ! ! ! ! ’& € ^ Instructional Science & X\ XX”-XŒŒ& * +6 \ *& [‰‰Œ ^ Ž€ ! # ! ! ! ! ! ^ % ! ’& € ^ Journal of research in science teaching 41&\ XY-Y•& {+ ' \ ƒ Q F y +6 \ ƒ [‰‰X ^ Ž # ! ! ’& € ^ 6 y$€' y' \ ƒ #& ^ Cognition and Second Language Acquisition& " # ^ " # @ ! ƒ ! ! \ XY-[‰& €<<€' \ 6 [‰‰ ^ Student Involved Assessment Learning& " ! ^ ƒ ! & ™ +€'+6 \ ] +& [‰‰X ^ Ž & ’& € ^ 6 ; +' \ * _ & Q < '€{ \ #! & ^ Defining and Selecting Key Competencies. <š ^ £ " \ Œ-•& 42 (2013 2 © 2013 ' 4 D IETMAR R ÖSLER * Erfüllen Aufgaben ihre Aufgabe? Ein Blick in den akademischen Diskurs Abstract. * ! ! ! › € ! " ! ! " ! # $ % % ! # ! " ! # ! \ ! # ! ! ! ! $ |! ! ! “ ! | # “ ! | # % # ! % ! ! # # “ j ! | % " #& # - ! ! " - # ! # # " ! # # ! # ! " ! \ ! \ ! # ! - ! ! ! % # - _ ! ! " ! # " # % ! j ! ! \ ! \ ! ! ! \ ! ! # ! ! % ! _ & #! " ! ! ! % ! " " $ % # % \ # ! ! # # % % ! & \ _ ! ! ! # % $ " " ! % ! # - # # # ! # j ! \ ! # " " # % % # ! # ! & 1. Erfüllen Aufgaben ihre Aufgabe? + % # ^ „ & € " # " ˆ #  " " \ # # # \ % ! ] ] M q +6 - 6 > '' / S y {+6 - y' D € @6 [‰XY ] ! ! ! # % # ! #\ ˆ & * # # ! ] \ # ! ! ˆ { ˆ ! ˆ! ! \ # " ! ˆ ] š ^ « ! # X \ j [ \ ! ! ! " # ! Y \ # # # # - " - ! ! ! Œ \ # ! _ ! ! ! # " ! # # # ! !  “ "#&^ • & " ! # ˆ # " # ! ! ! # " \ % ! # ! ƒ - ] " \ # # " # ! " ] % \ " # * Korrespondenzadresse^ ƒ & * & Dietmar R ÖSLER , „ ! ! - " -@ ! † < ‡ \ " * ! ! #! \ y -$ - ‡ X‰ $\ *-YY”Œ < €+ +' & E-Mail: # & ! ‹ ! & - ! ! &# Arbeitsbereiche: #! # > # \ < \ ! - & 42 Dietmar Rösler 42 (2013 2 4 ! ] ˜% % # \ # ˆ ! «% % Ž "#&^ •} ! #& - " # ƒ ! # # ! # ˆ! ! " # " # # « j # ! # ! ! % ! #“ ( "#& " % % # & * " " ! ! \ # # " ! ! + " ] ! ! ^ „ ! ! ! ! # ! ! “ " # - ! # ! % # ! ! ! ! ! j ! ! " ! - ! | % ! E *™ 6* / W € € [‰‰^ Œ “ "#& & ' " \ % ! " % #\ # ! ! " # - ! & ! %ˆ # ]&$& * # € €€ „ [‰‰\ ] ˜ ! \ ] # # " ! † ! ] # # { - ] # #! # # % # ! 1 \ + # # ] \ ! " % ! ! ! š # # " " # ] ˆ! ! \ # ! ! ! " { ! ! ] % # ] † \ # # ! % ! ! # # " \ ˆ! ! ^ « ! # % ! ! ! # ! ! ! \ " ! #\ # ! # ! " # ! % # # ! j ! ! & \ ! ! ! " # ! ! # # % ! Ž (€ €€ [‰‰^ XY• & ™ „ [‰‰ + # ! # # Conclusion ˆ # ƒ j ! + % # ! " " ! # % #\ # # # ! ! ! ! † ˜ ! ! " " ! % #\ # ! ! # # #! # # † ] # ƒ † - # @ ] # + % ] & > ! ! ! ] † ! ! \ # ! ! ! ] š # ! ! \ ! - # " # ! - ! # $ # # " ] -q" % # “ " ! { j # # < -q" ! ] -> # -ƒ j ! - ] % ! \ # ] % ! ! ! * ! ! ! "! ! 6 j ˆ" š ! "! † # # " # # # - " # < \ # ! ! # " ] " > # % #\ ] ˆ & * ! ! ! ] ! ƒ " # $ ! † " \ # ! # #! # # # # * # & 2 * @ ] # + % % # # ! % 6 ! & 1 M q +6 - 6 > '' / S y {+6 - & D € @6 [‰XY ! # ! " # " " ˆ # # # ] + % ! ! " ! ! # ƒ ! # $ # ! - \ # % "! ! # # @ ! ! & "#&^ •} & 2 ™ ! ]&$& # * ! ! ! # # # # ! - # # ! @ ! \ # ! % # %ˆ # ! ! ]\ " š # ! "! † # - # $ ! # ! # ] > \ ! ] # - ! * ! ! ! # # ! ! ! ] ! ! ! # ˆ ] ! # ! ] †! ! j & Erfüllen Aufgaben ihre Aufgabe? Ein Blick in den akademischen Diskurs 43 42 (2013 2 4 # ! ! ! $ ] ! 6 j # ! š ! # - " ! % # \ " ] # \ % % " # - " # € " # - ˆ ! & * ! $ # # # ^ ˜ - † ! % # j ! $ ! ! # ! ! ] - " ! ! ] # # ] ! ! ! # j ! # ! \ % $ ! † # # ! ! # & * % # # \ # ˜ # # ! # $ ! † # " - " ! % ! # ! & @ # ! ‡ % # # \ % % ! ! ! ! { ] " ! " > # ! % # # % ' " % # - ! ! † # ! # ] š & 2. Focus on Form in der empirischen Forschung S >@* / $ ; < + [‰‰ " q" " ˆ" ! # ! # $ " ! & * ! ]% ! X””‰ # [‰‰ # ˆ # % # ! %† \ # ! ! ! # ! " # # 6 % - †! \ # ! ] " ] " \ ! % " ] # " # < ! † # ! # % # > # & ™ ! ! # " # # ! # < ! #› ! # ""& 1 ( & ŒŒ % # " " ! q" " ˆ" # ! # # # # ˜ ‡ j " ˜ ! ! ! \ š \ # " # ! 6 ^ « ! # ! ## ! ! % ! ! & ! # % # ! ! ! ! # \ j ! ! ! ! ! % " # " ! # ! # % ` ! ® ! # ! ! ! ! # ! # #& ! % ! ! ! # ! \ ! ! \ ! ! # # \ # ! ! | ! ! Ž "#&^ XYY & Focus on form # Focus on language " # ! ! ! & ! # " # \ # " ]% ! # - # ‡ j ! % " ! " { % ecological issues\ process issues\ development issues # teacher-learner issues language focus issues, # ]% ] ^ « ! ! ! ! ^ # ! ! ! ! % j ! ! ! # # ` % _ ! ! > ` ! \ # j ; # + ! ` # ! ` #> “ "#&^ XY} & 44 Dietmar Rösler 42 (2013 2 4 Abb. 1^ " ! q" " ˆ" ! # ] " ! S >@* / $ ; < + [‰‰^ XYŒ Erfüllen Aufgaben ihre Aufgabe? Ein Blick in den akademischen Diskurs Œ 42 (2013 2 4 +! ! ! ] † ! ! ] \ # ! ! # $ ! ! ] # < ! † - # š \ # ˜ ! ! ! ! ! & ! # # # $ ! " # ] # \ # ! ] # ! # $ ! ! ! ƒ † ! % # # # ] ƒ ! # $ ! † { ! ! ] & ‡ ! " # $ ! " # S >@* (2001) 3 \ " # ! ! ! # \ # ! ! > # † % " ! \ ] * ! # " ^ „* ! # ! # \ " % # ! \ ! " ! ! “ ( "#&^ XŒX & @ ! # % # " # ! # * ]% ! j ] # - ] ! & € ] % ! # j ] # > # " \ # ! # ] \ " # ] ! ! % # # ! - # ! # ˆ # * " \ " ! ! ^ „ ! ! ! # ! ! ! " % % ! ! - # j - ! % # ! "- ! ! % ! # ! % # ! % ! ! & € ! \ ! \ ! # # ! j ! ! # " ! " ! “ % | j ! ! ! ! # - ! ! ! % # % & € ! #\ j - ! \ " ! # # ! ! ! ! ! ! “ "#&^ XŒ[ & ! ! # # % # # ! $ ! " ! \ # ! ! # j ] $ ! † - # -" “ & € # # $ ! " # Discussion % # # " ] # " $ ! † # ] ! ! ! ! ! @ ! ! _ ] # & + # % # % # # < # # ! " ! ^ +! ! # + - ˆ # q" ! ƒ † ! ! ` # " # ! \ % ! # ! ! # ƒ ! # # ! % ! ^ „ ! # ! ! ! % ! % ! # ! | ! % ! ! # ! ! ! ! ! ! ! & ™ ! ! ! # " ! # ! # ! ! ƒƒƒ ! # ! ! ! # ! - ! #" # ! \ ! ! - ! |! ! ! #- # ! \ " ! ! " #& > # \ ! ! ! # ! ! ! ! ! ! ! ! # \ # ! % ! - # ! #& % \ ! ! # # # " ! ! # ! # ! | -" - #\ ! " ! % ! # & € ! \ ! # ! ! # ! ! ! ! ! ! ! ! ! & ! # ! ! # ! ! # ! ! ! “ "#&^ XŒŒ & 3 * #  % ! !  \ ! # # $ ! " # ! ! !  ˜ ! ! ! ! # ! ] \ # ! # S >@* / $ ; < + ([‰‰) ] j ] ! ! ! & Œ• Dietmar Rösler 42 (2013 2 4 " # ˜ ! ! ! # # # ! # $ † # - \ # ! ! # ! ! # $ # # # " - " # $ ! # # † ] " # ! † \ # - #& $ ] # ] + % ! ^ „€ ! ! ! ! “ " ! _ ! ! \ ! # ! # ! # ! ! " # ! # ! ! # " ! | ! ! \ ! ! \ j " #& ! \ \ ! ! # ! ! ! # ! " ! " j # “ "#&^ X•[ & * " † # $ ! † # ! # % # # # y 6 +< ([‰‰) 4 ! ^ „ \ ! ! % ! # ! ! ! ! " #  ! ! # - ! ! " % ! # ! & y |! # ! ! _ ! " ! # ! ! ^ % ! ! % " ! #! ` % \ # # ! % & y \ y ! |! ! # ! ! % ! # % " # #“ "#&^ X}Œ & * ! ! # ' ! X # [ " # # š‡ % - # % # ! " # # ' ! $[ # X\ ! # ] ! ! ! ! # ˆ ] š \ ! \ " ! \ ! # & # ! ! # ! " ] š‡ ! # " @ ! { # ] # "! ! † ] ! ] ! ! ! # # ! # ! # " ! ˆ \ #ˆ " ! & $ ] # ] ˆ! ! ! ! # # ƒ " # ! † ! ! ! ˆ! ! # { % ! # ' % # # ! $ ] ! - ^ „™ ! ! ! # ! ! ! ! ! › ! \ ! ! ! ! # ! # # ! & + % " \ % " ! & € ! \ ! j # " # " ! # ! # " % % ! & € # \ ! # % # " & > \ ! ^ " ! ! # \ # " % ` # " ! % ! ! _ ! j \ # ! ! " j & % % ! # ! - # ! " \ " \ ! ! # ! # " ` # % % # ! ! ! ! # \" ““ "#&^ X•} & * # ! " ! # # # # ™ ! \ % ˆ" ! - ! % #\ ] \ % % " # " ] $ 4 ‡ Y& Erfüllen Aufgaben ihre Aufgabe? Ein Blick in den akademischen Diskurs Œ} 42 (2013 2 4 # ! [X& „ # ! # " ] ] - #" #“ ƒƒƒ # # ] ! ƒ † ! # ! % ! ! & > # ! ] ! > # X”}‰ „ # " ! # ! # " # #! ! @ # ! # \ # ! # $ ! " # ! # ! % #^ > ] ! # " ƒ ! \ # # # # # \ # € ]% ! \ # { - ] \ # # # " ˆ! ! \ # # \ # # # % " ! & * ! { ] " ] ! $ \ # # $ ] ! % ! - ! ! % ƒ†# # ƒ! " # % # & > # ! ! % ! < ! #! " ! ! ! # #! ! \ ! \ - ! - % # ! “ # # % # - \ % ! # X”•‰ „ ! \ # { j † # ! ! # ! #! ] ! ! & * ! % # ] # ] ! ! " ƒ ! †! ! ! € # ] ! \ # \ # { ] % ]&$& # ˆ  ! ] ] + - ! # ! #! ! %† \ # \ # ! ! # ' ! ! % % " # ! ! ˆ * ! ! #! - Deutsch lehren lernen - # ! < -€ ! ! - $ # ˆ" # # " & S 6 Q +<@ {+ [‰X[ # # € ! ] ! ! + ˆ # " \ " # " ™ \ # ! ! # # " ! † % M q +6 - 6 > '' / S y {+6 - y' D € @6 [‰XX \ ] ! ! \ % ! # task process > ! ] { - ] \ ] \ ] { j † # " & +! ! # #! ! ! \ ˆ" # " # { j † # ! ! \ # " # # "! " ! # # ! # ! ˜ # ! # # - ! “ # ! * ! ! ! ] ˆ \ % ! ! † # \ $ # # # ] ! # ] ! " ! ! % ! % ! - & ™ ! " # ! ˆ # y ! # # ! " # - # \ % # ! ! † ! ! ! " ! < ! † # \ ! ! ! - # # ! # \ # # › 3. Focus on language und Focus on form W € € / W € € [‰‰} ! # ]% ! language focus\ " # # # %† # # " " # \ # form focus\ % ! " ! ! ! \ " # ! # # # " % ! ! % # # " & ""& [ ( & Œ ]† ! % # ! # - † \ # # ! n " # $ š & Œ Dietmar Rösler 42 (2013 2 4 Abb. 2^ ! q" " ˆ" language focus # form focus ! W € € / W € € [‰‰}^ XYY & Erfüllen Aufgaben ihre Aufgabe? Ein Blick in den akademischen Diskurs Œ” 42 (2013 2 4 < ! % # # language focus % ^ „€ ! \ % % # ! \ " ! \ ! & " # ! ! ! \ " ! # # % & € ! # - " \ # ! % ! & $ ! ! ! ! \ # # ! ! " ! ! ! & € ! ! \ ! \ % # # % ! # % Ž "#&^ XY[ & "! " ! " ! \ " # ™š " # < - ! % # #ˆ - ! # ! ! # € ! ! # # # - ! “ ! # " # " %† ! # ! 6 - & * # form focus^ „ ! - ! # ! & ! " # ! - ! \ ! # ! ! _ & # ! ! ! j j ! # #! % ! ! ! " # - " & ! " ! # # % #! # ! ! ! ! # % ! \ # ! % #! # ! & y ! " #\ " " % ! - " j # # - ! " ! - ! - j ! ! & € ! ! ! - ! % # j " ! % ] \ ! % # j j ! & " ! \ % j ! ! ! \ ! ! ! # ! ! _ ! ! ! ! _ ! \ " ! # ! ! # ! ! _ ! “ "#& & + ! š @ ! # \ š & ! ! % # % ! ! & ! < % \ " # % - j ] + ˆ ! ! ƒ † ! % \ # - ! ! ! ! ! ! †! # ˆ" % # ! ! & # q" " 6 — +6 [‰X[^ YY-40)\ ! # ! -€ ! " “ ˆ # # ƒ ! ! " " " ! ! % ! & " ! ! ! ! # ! ] ˜ \ # # ƒ  " ˆ ! "! ! † # # # ! < " % " \ % # ! @ ] # ] % ! ] % # ! › ™ ! ! # ! # ! ! ƒ ! # ! language focus # ! # ! form focus› ™ < * ! # " " ! "! " ! > # " † # # ! ! j # # ƒ ! ƒ †! ! -- “ ! \ # # # ! # " * # # # % ! ^ «€ ! ! \ ! \ % # # % ! # % “ ( "#& & " % # - ! \ ! 6 ! \ # ! ! ƒ " ] † \ † ! # # ™ # ƒ ! † #ˆ % -* ! > # " ! # -loser“& # ! - “ # # ƒ ! “› ™† # $ ‰ Dietmar Rösler 42 (2013 2 4 # # # ! ! ƒ ! # # ! "! " ! @ # % ! \ # " %† < ! ] ] # ! › ! - ! ˆ! ! # ! " "  # " % \ ! ! ! % \ # ! ! # < ] # ! % #\ % € # ! # ! "! " ! $ " " " - # ` ! ! % ! % \ # ! ! # ƒ " ! ! ! # # ! ! % # \ " ˆ † ƒ j ! %ˆ # # % # # ! @ ! # < ˆ" ! - \ # " # ! ! ! ! ! ! š & 4. An welcher Stelle findet die Arbeit an welchen Formen statt? + š 6 † 6 # " - \ # ! ! ] † ! # pre-tasks # # # " " \ # ! ! # # task cycle\ # # # # " # ˆ # + # + " ! ! †! \ # # # ! # % #\ " # # # #  ! > ! # ˆ" \ # ! %† # # " ˆ ! ! % ! " & ! " W € € / W € € [‰‰} ] $ ! # ! task cycle^ « # ! ! ! % " # #! ! ! ! & ! ! % ! ! ! ! ! # ! % " ! & ! ! % # j ! ! % \ # - % # ! & y ! % # ! # ! \ " # ! % & ! ! % ! ! \ " % % ! ! " ! \ # ! ! # \ % % % ! % % ! % & ! \ \ ! # # % \ " ! " ! \ ! j ! - % #! # ! ! - " % ! \ ! ! ! _ & % " ! ! # ! ! _ % ! ! ! \ " ! # % ! # ! ! & ™ ! \ ! “ % ! % % # " % \ # # & # ! ! ! & ! ! # ! - & ! ! % ! ! ! ! # # " ! % ! ! ! # j Ž "#&^ XXY & ™† # 6 ! \ % # ! ] # ! - ! % ! \ # ! ! $ ! † # # ! # \ % ! ! ! # † # # ! # $ # - " & * ! ]&$& " # " # -" “ & € \ # % # * ! # # " # ! # ] Erfüllen Aufgaben ihre Aufgabe? Ein Blick in den akademischen Diskurs X 42 (2013 2 4 % # " ] & # ] ! ˆ 6 — +6 X””” % # ! # ! # ! ! # ! # ˜ - š! # ! ] % # # # † ^ ' % # ! # # # ! ! " " ! ! ƒ † " ] - \ # ]% ] # ˜ \ % ! ˆ € # # # ˆ " " " # { ˆ ] ! ! ! \ # $ ! # ! > ! \ # ! # € # # ! ! † š & ƒ " ! ! # # ™ # " # " - # # ™ ! & +! % # # ! \ # ! ! # ! % # - \ # " # % # \ „# #! j ! # ! ! # j ! “ (W € € / W € € [‰‰}^ XX} & * ! ! " # ! ! ] ! ! # ! < ! ] ! q" ƒ † # 6 ƒ †! ! ƒ † ! \ q" # ! ƒ † ! \ ! # ! ƒ † ! " ! & ™ # + ˆ " ! % ! - % # % \ # ! # ˜ ! ! # ƒ ! ! ! - ! % # # ! " " " † - € ! ! # # "] š! \ % ! ! # * - ! ] # " # # ! ! › ™ % #\  ! ! # + " # $ ! † # #  % Task, " # ! ] ! ! %† ! \ # ! ! ƒ † \ # ! ! ! ! $ # ! ! ! ! % # \ ! † # @ ‡ › ˜ $ # $ ! ˆ ! \ # ! !  # ! ! < \ " ! ! # - ! \ ª # # ! { ! ! < ] - # ] \ $ # ! * ! ! #! ! _ ! ] + # # $ 6{y™ {€ X”[ & +! %† # { ! † # > ! ! ! † # \ " # # ! < ! ! # ' - ! X-$X ! ! š €# ^ * ! ƒ † ‡ ! ˆ - ! #! ! " ! "! \ # ! %& \ ! # ! !  # ! ! ƒ † { j " # % # \ # - ˆ “ ] # ! < † ! ! & ' # ! ˜ # - % ! ] # y ! #! \ # ! ! # ! ˜ # ! % % š ! " # # ] ˜ ! ! ! \ % ! ! ! ^ > # ! ! " ! ! * \ # ] " ] " % # \ ! < ! \ # % ƒ ] " ! š ! † j ! \ # ƒ ! # - # & € " # ! ! ] ! \ # \ % † # # y - ! ˆ" # < -q" ! ] -> # \ ! \ # ! $ ] < # { ] - # ! % ! ] ! & € " #ˆ # ! " \ [ Dietmar Rösler 42 (2013 2 4 ! \ % ! š ! \ # % # "! " - ! # # ! % #\ # 6 ] ˆ " # { ˆ " # ! ! %&\ # % \ # ! ! # # # ! # " ! ƒ † " * ˆ # " % # \ ! "! % ! \ # ! ˆ" " ! \ # ! ! # j ! - # \ ] & > ! ! ! # ! \ %  ! ! # € - # " # " " # ˆ ! % #\ # ! ! - ! # ! # ˆ" # ! € ! " # - ] ! ! ! ! ! #& * ! ! ƒ " ! ƒ " # " \ ! &+& ! † ] ] \ " # € ! ! # + ! % # # ! ! - ! ˆ # ! # # y ! # ] ! ! ! % # & * ! ˆ # " ! # " # X”•‰ # }‰ „ # ! % ! † \ # # + ! % # > ! - % # \ " ! % ˆ ! † ! ! ! > - # % # ! counselling learning& + † ! ƒ " &+& # 6 j + " # " # \ # ] ˆ # \ # ! # ! # † ! \ ] š \ ! # ! \ ˆ" # ! + # # 6 j # + ! # € - ! ! # # # ! -$ ! † ! \ †# - ! # < ! † # ] " & % # 6 ! " " \ " ! ! # ˜ ! # ˜ # " ! ! % # # ! ™ ! # ! # # & * ! ! ! " ! " # # " " #- ! ` ! ! # # ] " \ š # " ! † # ! j < ! # ! #! ! ! † # # < " & * ! %† "! \ # # - " % # # '† " > # & 6 — +6 [‰X[^ • ) ˆ %ˆ # # " ! ' " % ˆ # ƒ j ! \ # ! - ! "! † # # > # " & 5. Wie universal ist die Aufgabenorientierung? # " † # # " " # ! # { j \ # ! ! # \ S 6 ([‰‰) % ! ^ « ! € ! # $ \ ! ! # ! " # " # ! % ! " " # # _ ! & > % # ! % % ! ! ! # " # ! - " ! # ! ! ! & ™ ! #\ ! # ! ! Erfüllen Aufgaben ihre Aufgabe? Ein Blick in den akademischen Diskurs Y 42 (2013 2 4 " " # $ ! ! ! & ! # " % ! ! ! # ! " \ # \ # ! _ ! ! \ # ! # ! _ - # ! & ! % [‰‰ ! # \ # ! " ! # ! \ $ ! ! " # # # # - ! ! ! " ! ! # ! ! $ ! ! ! \ ! ! # ! ! # ! " # # j % ! ! Ž "#&^ •Œ & „ ! † † ] ˆ" # " " ] - #% ! ! # #! # # % # #  % # ] # - # \ ] # # ! { j ] % # \ # ] \ # ! š‡ ! # " - %† < \ # ! ! ! # " ! % ! % - " > # “ % #& + $ ] ˆ # + % # > # # ! ! ! ! & € " # ! ! ] ! \ # ! ! # X”}‰ „ ! # - # ! ] # #! # # ! 6 # ! ! < -q" ! ] -> # # ] ! ] " \ " ! ! # * ! ! ! ! ! † % \ # " ! ! # ! ! ] ! ! - ˆ % ! # ! ! ! ] ! ˆ" % # # q" & * ] š # ! ! # * †# % " # ! ] & # + # 6 — +6 [‰X[^ ”X-”Œ \ # ] š " * # " & $ # ! ! \ # ! ! ! ! "! † # # ! - ! ] ! \ % ! $ ! # 6 ! - ] # ! #\ ! " ! { ] ! ] \ # ! # # ! ] ! ! # ! #! ! ! # # # - # " ! \ # ! ! " " ! \ ] $ # ! ! ! " ! - " # ˆ ˆ! ! & * " ! ! # # # ] " \ † # # ] - & ! š ! ! # % # % # \ # " ! " ! % " ] " \ " ! ! # # - # ! ! ƒ ! \ # # #! # \ ! % # & ˆ # ! € ! - # " ! % ] < ! ] # ! ! $ # ! ! - # # † ˆ + % "! ! \ " # € " ! € ! % # \ # ! ! # ! ! ! ! - # € ] % # š \ # " ! # < - †! ! { ! ! & „ ! † # " # < # ! "! † # ! % ! # # ' % # ! \ # ! ] - \ # ! $ # #! ! # ] \ # ! % † ! < \ ] " > #   * ! ! ! # " ] " > # % \ "%  # % ‡\ # ! ! - " > # ] ˆ # ! #\ ! # ! ! ! ] ! ‡ & > % ‡ ]% ! # X”}‰ „ # # % ' E +{ Qy { 6 y' (X”}) # S >€ (X”}‰)\ # ! ! # # Œ Dietmar Rösler 42 (2013 2 4 ] % # # ! ! #! # # ! + ˆ < ! " # " > # ˆ ] % # \ % ! ! # X”}‰ „ # < -q" ! ] -> # % # ! & * # ! † # - " % # & Literatur $ 6{y™ {€ \ ! X”[ ^ Kommunikative Grammatik und Deutschlernen mit ausländischen Arbeitern& {š ! Q ! &^ & € €€ \ * # [‰‰ ^ „ # - ! ^ ! ! ! ! - ! " “& € ^ E {+6 \ „ ! Q S €+{> '' \ " ! & [‰‰ ^ Task-based Language Learning and Teaching& / M&^ \ XX”-142& { @> 6 *€ + @ \ $ ! " [‰‰• ^ Understanding Language Teaching: from Method to Post-Method& > % \ ' % „ ! Q # ^ + " & M q +6 - 6 > 'N \ # ! Q S y {+6 - y' D € @6 \ > [‰XX ^ Teaching English: Task- Supported Language Learning& ƒ # " ^ š & M q +6 - 6 > '' \ # ! Q S y {+6 - y' D € @6 \ > [‰XY ^ „ ! -" ! # # ! ! ! ! “& € ^ $ ; 6 > \ > / \ # # ! & ^ Routledge Encyclopedia of Language Teaching and Learning& # ^ 6 # \ •}-•”[& 6 — +6 \ * X””” ^ «[X ] + % { j # ' > # “& € ^ $ @ \ { -6 # / C 6€ \ " Q { —'€< \ <& Q { 6@>> \ ! -„ˆ ! & ^ Die Erforschung von Lehr- und Lernmaterialien im Kontext des Lehrens und Lernens fremder Sprachen& ˆ" ^ ' \ X”-X”•& 6 — +6 \ * [‰X[ ^ Deutsch als Fremdsprache - Eine Einführung& ^ > ] & S >@* \ Q $ ; < + \ > [‰‰ ^ Tasks in Second Language Learning& $ ! ! ^ ƒ - M & S 6 \ > [‰‰ ^ „™ ! $ - ! \ › ! - ! " < ! ! “& € ^ E {+6 \ „ ! Q S €+{> '' \ " ! & [‰‰ ^ Task-based Language Learning and Teaching& Q>&^ \ Œ}-••& S 6 \ > Q +<@ {+ \ > {& [‰X[ ^ Lehrkompetenz und Unterrichtsgestaltung& $ ^ ! # & S >€ \ ƒ *& X”}‰ ^ A Comparison of the Cognitive and Audiolingual Approaches to Foreign Language Instruction. The Pennsylvania Foreign Language Project& ƒ # ^ * & ' E +{ \ " / y { 6 y' \ > ! X”} ^ Comparative Method Experiments in Foreign Language Teaching& <š " < " ‘^ * +# 6 ! \ +# \ % # & W € € \ * Q W € € \ „ [‰‰} ^ Doing Task-Based Teaching& yj #^ yj # @ ! ƒ ! ! & - “ > # ! ! ! ! ! \ " # ! ! # * ! ! ! # - “ ! ] " # ] " & ™ ! ! ! ! ] † \ # ! ! „ ] ! † $ \ # ! - ! - #“ # # q" % # # " > # ! { @> 6 *€ + @ [‰‰• ! # ! % ! ' ! # ™ ! " ] % #& ! # ! # ! $ #ˆ ! ! ] " ! \ % ! ! \ # ! ! ˆ 6 ] - j ! ! ! ! ! š & 42 (2013 2 © 2013 ' 4 K ATRIN B IEBIGHÄUSER * Fremdsprachenlernen in virtuellen Welten Aufgabengestaltung in komplexen multimodalen Lernumgebungen Abstract. % #! ! ! ! -# ! ! & " ! ! % ! & \ ! ! - ! ! & @! % #! ! j \ ! # ! " ! ! ! % j # ! & ! ! ! ! # ! ! # ! ! ! % " [&‰ # \ ! ! ! # % #! ! #& ! ! % % ! ! j # - ! " # ! # # ! ! - & 1. Einleitung " ˆ! ! #! ] ! ! ] & $ ! # # ! ! ! # \ # ! ! ˜ # ! † # # > # #- ! \ ] ] # # " # ! ™ " [&‰\ " š - % ! # % # ˆ! ! \ # " ! ! # # \ # ! " " % # \ ! ! % # ˆ! ! & € # ! # ! ! % ! ˆ % # \ # ] † ! ] # " " # # ! Task-based Language Learning % #& € ! ! ! % # # ! q" †] ! # ˜ ! # #! # > # \ ™ " [&‰\ # ! & * ! " # # ! ˆ ] " ! $ €+$€< –@ +6 / ˜ €$+ €@ / >€* [‰X[ ] ˆ \ " { # ! ! # " ! ™ \ " ! # ! j # > # \ # ! - % #& ˆ % # ™ ] † ! ! \ ! ! ! % # ! % % " ! ! † ] # " ! - ™ ˆ \ ] "! ! ! ] ! # ! ! ] \ % ! ˆ # < ! " j # > # ] " ! & * Korrespondenzadresse: Katrin B IEBIGHÄUSER , ™ ! ! & > " „ ! ! - " -@ ! † < ‡ \ * ! ! #- # ˜% ! \ y -$ - ‡ X‰ $\ YY”Œ < €+ +' & E-Mail: &" " ! ‹ ! & - ! ! &# Arbeitsbereiche: #! # > # \ € ! \ " ! & • Katrin Biebighäuser 42 (2013 2 4 2. Der Aufgabenbegriff und Task-based Language Learning " ! \ # Task-based Language Learning 1 , ! #` ! ! # ˜ # ! #! ! # % # " \ # n " ! % " ] ˆ # # " \ # % # # #! ! ! " & " # " ! ] & ! { ! # # ! " ˜ ! ! ! ! " # # ! ^ " ! # # ] \ ] " \ # ! ‡ \ # % # # #! % # " š \ # " ] š! & ]&$& L +<@ {+ X””}^ X‰• & * ˆ" ! ! # % # ! ! \ ! # % # # « % " Ž ! - ! % ‡ " & ]&$& { 6+'' [‰‰}^ X % " # ! { ! ! ] ! & L +<@ {+ [‰‰•^ }X & " ! # "] \ # ! ! # # ! ! {š ! - ! š # # # " ! % ! % & "#& & " ! - # # Task-based Language Learning ] # $ %† ! ƒ " ! "\ ! ! # ! " ! & ƒ 6 $ @ X”}: [Œ & * " ! ! " % # \ # ! ! # + " ! - # € ! # - " ! ! # # % # ! ! ‡ ` < - ^ < " ! % focus on meaning % focus on form, # ! { # † ‡ ] & ƒ €+ƒ y X””•^ Y‰ & ! # " ! " { " ! \ # ! ! # ! #- ! # # ! % # & * ! ! ! ! % \ # ! ! # ] ƒ ! š % % # # !  " - ! # >š # " " " # ! # š! ! - % " & > q +6 - 6 > '' / y {+6 - y' * € @6 [‰‰•^ 3 ` # % # " ! "! " # ! \ # # # ! # " # # q" % " ! & ' *+' $ 6 '*+' [‰‰•^ ” & " \ # # ! { ! \ " ] + [‰X[ ! j { ] " & + " ! " # ! ! «> # ƒ " ! Ž "#&^ XX \ # « # " # " ! % ! # ! ! j € - # ! # ! ] ! ! { ! ! ]  ‘Ž "#& & $ ]ˆ # ! " " ! ! ! ! ! ! # ƒ ! \ # # " - ] # " \ " % ! ! ! \ # ! ! # r # « š! Ž ]% ! † # ! 6 ! # # ! & ] ! ! ˆ ] \ ]% ! task as workplan # task in process ($ 6++' X”} # ™ 6€< X”} ] 1 # # ! ! * ! ! ! % # # ! ! $ ] ˆ " ! % # " ] \ & ]&$& E {+6 (2003) # > q +6 - 6 > '' / y {+6 - y' * € - @6 [‰‰• & Fremdsprachenlernen in virtuellen Welten } 42 (2013 2 4 ! # ^ > task as workplan " ] # " \ % ! - " ! # % \ %† # task in process #  % ! @ ! ] # ! " # # # ! & Task as workplan # task in process š " # "% & * < ˆ # ˆ ! # † & ˜ - " ! " E {+6 [‰‰Y^ [Y \ # ! ! # ! # ! ] # ! # # " ! € ] ! ! & * " " ! ! # - # # # ! % ! \ # ! " ! %ˆ ! % # \ # # ! "! " ! ! # " \ # ! $ ! ! ! ! % ! ! ! # ! # & * ! ! ! E {+6 # ] \ # 6 \ # ! š ™ \ #  % - \ # # # " " % # ! % # { j \ # # " " " ! # & "% ]% ! task as workplan # task in process š ] # # # " " ˆ # \ " # # ! > # " ˆ ! % # \ # # " ! % # ! ` # ! % # - # % Œ& † ! ˆ & 3. Aufgaben und Aufgabenmedien für das Fremdsprachenlernen im Web 2.0 " % # > # ! ` " # > # " # # & + " ! ] " š " ! # 6 ! - ! \ ! # ! ! ! " " \ # " ! > # # - ˆ " ! #\ n a # " & @ # > # \ # ! ! #  % " # ! > # ] ! % #& ' ] ] ! # # # # # j \ # + ! ! # " ! ! ˆ" š & 3.1 Zur Bedeutung des Settings für die Aufgabenstellung ˜% ! # \ ! ! #! ! # " ! ] # ! " ] \ ™ # ˆ" % # " # # ! ‡ ! ! { j # " " ! #! \ % ! # # ! ! # y # ] ™ " # & * " " " ƒ †! ] # ! # ! % - # ^ * # š ! ˆ # † ‡ \ % # < ! † - " # < # ! ! ] $ † % 6 ! & š < # ! # 6 & >ˆ # – ‡ š ! % - ! # ! ! † # 6 # " † & ' " # ˆ # " " " š " ! " " % # \ # < \ ! # " ! " † # š & +! š -  Katrin Biebighäuser 42 (2013 2 4 j \ $ # \ š " ! # ! ] % # & * # š { ! ! € ` ! " ! # & +! % # # \ # ! ! ƒ †! ] ‡ # š ! \ ] # š # > # ! # j " † % # & * "% # ! # # \ # ] " ! " ] ! † ]- ] ƒ †! ] ] % # # # ! " ! ƒ # # " † # " # ! #! # ! ! ! š \ % # # < ! ! ] ! ! ! & * $ # # ! > # ˆ ] $ ! † # $ ! # - \ # " # { ] " " ˆ ! % # ˆ! ! & >ƒ+ [‰‰•^ X‰• ! ! # ! @ ! # # ] ! ^ « ‘ # ! ! ! # ! ! ! # - - ! # ! # ! #! ! Ž& ™ ! # ! # " ! " ! ! \ % # # \ % "! " : + % ! # # ! # ! \ # ! ! ! ] # ! " ] ! #- " ˆ! ! \ # # ! ƒ # " \ ! # " - ! 6ˆ # # ! ! ! & * # † ‡ # ! " ! ˆ! ! \ ! # " "! † ! ! ! ! - ! q" % ˆ j \ ˜ # ! ˆ" - # > - - ! ! & „ # j # " ! % #\ # ! ! " % # # ! # \ % # # - ! #" ! š % #& ! > ! š! š # # # ] ˆ ! % # & 6 — +6 2003 & # 6 ! – ‡ !  % # > # - ! # # ! ! " # " ] " # % # & € ! - ! ! " ! ! % ! % # # $ † ! # "! # ! & * # š { ! ! † # % " % # \ % ! ˆ ˆ" ' ] ] ƒ " " # 6 - ! # ] < ! † ! ! † ˆ & ˜ # # ] \ ] $ † "] ! # \ ƒ †! ] ] # ! & # % - # ] ! ! \ % ! # 6 ! # ! < ! † ! ] ! † ] ! % & ™ # # # ! { j % # \ ! ! # ! " ˆ ! % # & { j % # # š # - ! > # # # ! % % # & + >š # ! # # ! ! ! \ ! # ! > # - ] ! ] \ # 6 # # # # < ! † & # % # # < ! % # ! # < ! † \ % ! † $ - † ] ' ] š & ƒ +' 2001: •” & € < ! ] ] # " # ! "! ! # ! # # # c { # € ]% ! ' ] ! & ˆ " ] " # # ! \ # ! ! - Fremdsprachenlernen in virtuellen Welten ” 42 (2013 2 4 { # ™ ! ! ! ! ! # # " " " ]% ! # š \ # ! ! # y " # & * # ! { " ! # \ ˆ! ! " \ # { ! # " " % # \ ! ! ! \ # ! ! # ! ! ]% - ! # # % # ! \ # " ] " " & * ! % # \ # # # ! # ! % ! ! " - # # ! ™ ! ! $ % # ! \ # " ! " " ] š & * " # $ ! # "! ! # \ # ! ! - " # > # \ # ! ! # \ ! ! ! ˆ! ! ` ! # ! > # # ] \ % ! # ! ] # " "]%& - " ! _ ] ! ˆ ] & ! # "! ! # " - ! % # & > # ™ % # ! € ! ] «™ " [&‰Ž " ! ] > # % \ # ! š \ # ! ! ' ] ! # ! "! € ! # € ] ˆ ! \ " ! ! % ! j $ ! # # - # # " † ƒ #- ! ! & # * ! " € ! # # ! € ! # % # ! ! š & * ƒ % # # -ƒ Youtube š € # ] ™ ] † % # \ # š ! " > ! ! ] ˆ ! % # & 2 * " % # # ˆ ]% ! ] { ! # > # ! \ ! # ! ! # > # \ # $ # # j \ < ! " ! # < ! ! \ € ! ] # € # " - \ ! "! ! † # ! #& 3.2 Anforderungen an Aufgaben in digitalen Medien ƒ ] ˆ " # > # # <ˆ % ˆ ! ! ! " \ % ! [& # % # & # ! % ! ] \ # $ # ˆ! ! & ] $ €+$€< –@ +6 / ˜ €$+ €@ / >€* [‰X[^ Y• & ! # ! " ! % " ] ! # # ] † # ! " # ! ! " " # > # # \ # ! ! # ! > # ! « ! ] ™ Ž # # # " ! % # # " & * % # # # ™ ! ! #! # # ! & ' " # + " ! ! # ! { ! " % # \ % # # š ˆ # # $ # # ] % - 2 * ! # ˆ ! ! # ! ] # # š - # # & * + ! # ˆ ! ! " % ! ! # # ] { ! ! - % # ` # ! š ƒ " ! # % $ ! # ƒ # ! ! ƒ ! ! % ! ˆ! ! % # \ ! # ! ! ! %† ˜ ˜ ] & •‰ Katrin Biebighäuser 42 (2013 2 4 #ˆ \ # ! ˆ ! ! "! ! " \ ! # ˆ !  ! ! # ! { ! ! ] ! ] † ƒ # ! & ™ ! ! ! " ˆ! ! " # > # ! # ™ ! ! ! ! # # # ! ! & ˜ ! † ] ! ! # ! # - - ! > # ] # # " ˆ ! % # ^ >š - % ! ˆ! ! # ˆ ! # ' ] # ! > # ! % ! % # ` ! % # — # ! € ! # ƒ " # $ " - € ! # ' ] ! " š % # & ƒ ] š # ! % " % j - " ! _ ] " ! ] ] ƒ  ™ " [&‰- % # ˆ & @ ! ˆ ] % # # ! \ # ! # # ! € ! # ˜ ] ] € & " ! ] # > ‡ # { j † _ ] # " % \ # # # # " ] " & € # ! ˜ ! % ! $ +6+6 [‰‰}^ ”[ # š - $ ! ˆ # „ # \ # # > # † # # ! ] 6 # ' ] " ˆ # & > q +6 - 6 > '' / 6 € [‰‰^  % ! # \ # ! ! # " " ! ™ " [&‰ # ! > " ! " ˆ! ! & € " ! ! # \ «! † ] ! \ # ] # ] ! \ task- _ ] ] % # task support ] " Ž "#& & „ j > # ! \ # ! ! ˆ! ! # # " ! ! & + $ ! ˆ # # > # ! # ™ & ' # ! ™ ] † ! " ! " % # \ ! # ! ! - ! ! ! ™ ! " ] # # ! % # š & 4. Virtuelle Welten als multimodale Medienformen ™ ! # % # \ # # ' ] # + # # # - ! n @ " ! \ # ! \ # ! - \ " % & * ! ! # # ' ] ! " \ ! # ! ! < ! \ - # " \ < š‡ \ { # # % > # # ! % # š & ' " ! ! ! ! š \ 6 " # ƒ ! ! % # \ # # ' ] ! # # @ " " % & * ! @ " ! & +! " ! ™ \ # # ' ] ! ! % ! \ # ! " ! - ^ ™ " # # 6 \ # ' ] ˜ š & + ™ " # ˆ" ! # >š \ # ! ! # ' ] ! ! # # # ! ! ! ™ˆ ! - ! \ ! «˜ ! Ž ˆ ! ] - " ] # € & + ! ' ] ! " Fremdsprachenlernen in virtuellen Welten •X 42 (2013 2 4 ™ ! Second Life\ % # „ [‰‰}Q[‰‰ # ! * ! ! ! # > # #! & ]&$& C €  &‘ [‰‰} ! # & * ! % # " \ % % ! > ! # # ! ! " ! «]% " ! Ž # # # 6 † # ! ] & € # ] „ ! ! % ! ! # ™ % # \ # # ' ] ] ! # # ! & € # !  Second Life " > ! # ™ " ! \ # ' ] ! < ! † ] - \ " # & * @ ! # " ! - # ! # \ # ! ! # ' ] † ' " ! # # # ] { j ! " † & € ™ š - ' ] ! % j % # { \ ! # ! ! ! ! ! ] # ! { - # # _ ! # # ! 6 ] \ ] # % # # { # ! # " +" & * j ! ]% % %† % # \ # ! % # # ' ] " ˆ € "! ! # ! < ! † ! ! ! ! % > ! & % # & 3 * ! # ! { ] ! " ' ] % " ] # ' ] > 6 ] \ † % # ! # † ] " " % & * # ˆ" ! " - ™ % ' ] ! š \ # ! ˆ # ! #- ! ! ! & * % # ™ \ # ˆ j ! ! ! ! ! #\ ! ! ! # % Serious Content ] ! ! - ! & @ ! # € ! \ y ! # †# " * # Second Life & " ! # ' " ! - ! ! ! < ‡! †# % " ! ! % ! >ˆ # $ \ " 6 # „ # # \ # % †# ! # ˆ " & 4 +! " y \ # ! ˆ" # #! † ] ! % † y ! # # ! < ! † ` " ! ! % ! † < € ! & +! " > ! \ # - ! ! " \ % % # ! ! ! ]ˆ % # ! # " % +j ! ! & * ˆ" ! " ! y \ # \ ! # # $ # ! ! % # & * ! ! † ! ! ! ! ! - ! † ] š ˆ # \ \ ƒ  ! † # # # ! % ƒ # ! ! 6 ! \ # # - # ˆ † ] & š " ! # \ " ] ! - ! ! # ™ ] ! 3 ˆ # ! ! ! # † # < ! † ! ! # & $ €+$€< –@ +6 / > 6ª@+ - – +6 [‰‰” & 4 # ! ! ! # % # \ # ! ! ! # ! ! ! y " \ # ]% % " < ‡! †# ‡ \ # ! " ! # ! < ! " & •[ Katrin Biebighäuser 42 (2013 2 4 \ @ ! # ! † "] & * ˆ" ! " ! # " %† " y ! \ \ †# & ˆ 6 " # # ! ! & 6 € [‰‰ & ' - # ! n " ! ] †! ! ™ - ! # ! # " ! # ! % # & 5. Aufgabenformen für das Fremdsprachenlernen in virtuellen Welten 5.1 Sprachkurse in virtuellen Welten +! " ] ! \ # Second Life { ! ˆ # ! # ! #! " & * " ! # { ] # ! ! ! - ! # & + " ! ! ! @ ! ! # ˆ" # ! # ™ ^ +! " { ! \ # ! & * ! # { ! ! ƒ \ ! 6ˆ " # ! - # ƒ  ! † \ # # "]%& # ! ] ƒ # < ! { ! & * ! # ! † # ™ ! ]% % # \ % # " # %ˆ ! \ # ! ! % ! ! & * ! ! # ! ! " ! † \ # € " ! ! ^ - ™ ! # % ˆ ! ! ! @ \ % ƒ †! ] ! - ! ] ! # \ ^ +! " ! ! % # " # ™ ! # † >š \ ! ˆ ] ! ! ` # ! ! Notecards ! # ]% † ] " ] \ # " † # % # \ ! š $ # ] ˆ % # & @ %ˆ # # ™ >š ! ] \ %  # ' ] ˆ ! j ! \ # ˆ %ˆ # $ \ $ # # j > # ! & ! # - ™ ! š # ! ˆ # @ - # > # ! # - # ! ! & " ! # # ] @ ! ! # % " & + $ ! ˆ # ! ! Languagelab\ y - ! \ # @ - ! ! ‡ Second Life " & ˆ Languagelab # \ # # $ %† ! # < ! † ! ! # - ! # @ " % r#& +! " ] ] % - \ > ! # $ ! \ # ! # # " % & € # ! ] - # ] { ! ! & * # " > # " # % # # " " %† " # - & ! ! " ! ! % ! \ % & * >š \ # ] % # \ # ! " š % #\ ! ‡ \ # ™ " \ # ! † >š ˆ ! ! " ] ! " & ˜ ! † ] # ™ ! > - Fremdsprachenlernen in virtuellen Welten •Y 42 (2013 2 4 # ^ * # š ! ˆ" # ! \ % ! ! # ! \ ! ! \ ! # ! ! # # ! ‡ % " ! ] & * # " € \ # ! ] š! # " " š - \ ! # ˆ! ! # ! € ! † # # @ " & * ˆ # ! # # @ " ]% % { r " : # ! #! # # ! ] # ™ " # $ " # " ] ! ! & ˜ # # - # @ " # 6 ] # " ˆ # # # - \ # ! % # ! j ! & Abb. 1^ ™ " # ! " ˆ # ! + ! ª ^ ^QQ%%%& "& Q % % ! Q ! ¯ Q 5.2 Aufgaben zum interkulturellen Lernen bei Tandemprojekten in virtuellen Welten € ! !  " ! \ % # ™ # # ! " " %† & ˆ " ! - # ! # # ! \ " ! # ! # # # ! > ! ! # ! * ! ! #! # „ ! ! - " -@ ! † < ‡ \ < ! ! # # ! ! $ ! Qƒ Second Life # ! " ] «* ! # * ! ™ # Ž " & •Œ Katrin Biebighäuser 42 (2013 2 4 +! # < ! & € ! ! # # ! { # < # # ! ` ] # # ' # ™ ˆ" % # \ # # - Second Life & * ! ]% " ! # ] # \ # ! ! # < ! ! ! ! ! \ % ! ! " ] # **6 # ! † # ! \ ! < ] ƒ †! ] ] ! \ % ! # " "! ‡ # - ] †! & ˜ # % # " # ! ! ] ! ! « ™ Ž \ # # ! > " $ - \ € ! j # $ # ! > ! ! & € # # < ] # # ' - " ! $ ] ! ! $ -> ] „ X”}•\ # ] ! # # ! ˜ ! # 6 " ! ! # ƒ # ƒ †! ! & * % ! ! \ # # ™ ! { - ! # ] % # \ "\ # * # ™ " ! % # \ # ! ! ! "! ! > # \ ˆ" # ! ! # < # ! ! & * # " " # \ # # @ " "]%& ! - ! " ! % # \ # ! " ! \ ! # # @ " ] # ! # ˆ" ! ] ! \ % ! ! ! \ # ! ] # ! - # $ ]ˆ ] # ] ! & * y # " ! % ! " % ! ! %† \ # # ! # j ! # š ! + ! ! # ] ! \ % # # # ™ # & $ # ! % # < ! ! % # \ # ! ! # ! ! # ! # ] ! { ! - # < # % # ! ^ * { # # " # \ # ! ! ! # > ! ! # # ' " # **6-™ ! # " " \ % ! " # \ " # # # ! ! ‡ # # ! & * ! % # \ ! ‡ ! !  # ! > ] % # & ""& [ & • Fremdsprachenlernen in virtuellen Welten • 42 (2013 2 4 Abb. 2^ # # # @ ! † < ‡ # # ! ! $ ! ! ! ! ] $ > \ # ! > "! ! % # +! % # " # ˆ" ! # \ # ! ! # # # > \ # ! # ™ > ‡ # % # - % # # ! # # > # † # ] ! ˆ # \ \ # € ! j \ # # - @ " ] ! ! - # " ! " & " " % # \ # ! ! # < † ! # # ! ! \ ! # # ! ! ! # > # ] # # ! " % # ! %† ## ! ! # ! ! \ ! # # ! j + # # $ ! & * " ! \ # ˆ # ] " % \ % # ! ! ] ™ "  " $ ! & % ] " " \ # ! ! # # # " $ ]% ! - # ! % % # \ #  % ] - # ! ! ! # ! # \ # ™ \ # " - ! †! & ! # # # " ! # # ™ ! % # \ ! # $ ˆ ! # " - ! š & +! ! ! ] \ # ! ! # ! > # # " ! 6 ˆ # 6 ] # # ! ` % ! # ! q" ! # ! > # ! •• Katrin Biebighäuser 42 (2013 2 4 " ! # " ! # " ] ! & * " ! ! # ! ! \ # ! # \ ! # ! ! ! # - # > \ % ! # \ # " ! - # ! ] & ™† # # # " \ # ! # > # ] \ ! †! \ % # " ! \ # # ™ " % # \ † & $ # ] # $ -> ] " # " ! \ # ! ! # < " ! < "† # # # ! ! \ ˆ" # ! ] # & ] < ] ˜ @ ! # ˆ" \ % - < "† # ! # ! & % # # \ # ! ! ! ! - # " j # " % ! & ! # " ˆ # ] # %† # ! @ # " " ! % ! \ % # # # " " % # š & * ! @ " ! _ ] " ˆ ! # British Council\ # ! € ! Second Life # ! # Language Learning Quests ] ! # ! ™ ˆ + ! # " † ^ ] # ™ ! ! \ ] > ! % ] 6 " #& 5.3 Language Learning Quests als immersive Aufgabensequenzen + Quest ! \ ]  #& X”” % # $ * y*<+ # > 6 # ! { ] # ! WebQuests ! " ˆ # - ! ˆ ] @ % & > 6 [‰‰Y \ " # # " ! j " " %† ! & # Quests # ! British Council ] # ! ƒ ] # ]  #\ # # ] ] \ ! # ˜ ! ! # ] ! ] & # ! " ! ! \ # # # # @ - " # # ! ™ # % ! # " ! \ # ! ! # ™ ] # ! #\ % # - " \ # ˆ" # " š! ] š & ""& Y & •} Fremdsprachenlernen in virtuellen Welten •} 42 (2013 2 4 Abb. 3^ ˜ # ! > -Quests # ! British Councils ! ! \ +j " ! # ] ] & * " \ # ˆ š! n ! ! \ % # # ! † \ # # @ " " ! # „ %† Quest % # " den Language Learning Quests # ! British Council # ™ ! $ ! "]%& ! ! ] & > ! ! > ! ! ˆ \ # ! ˆ" # " & $ > " ! # ! # \ # ! % +j " ! # ] ] & @ # ! ! ˆ" # ˜ ] - \ ! ! š! ! % # \ % ! ! + # ]! " # \ # ™ # # ! š! " † & * - # ! ! ! #! ! ™ ! ! ! ] ! ] # \ % < - ! # # † ! % ! † & * # " " " # # ! # \ ! # j ™ ] ] - # & * " # " % # # Quests # ! " ! & * # € ! - # ! + # ™ - ˆ ! # # # ! " ! ] # ! % " ! " ! " # \ # > ! ! ] ˆ & * ! + # € ! ! < # ] # ! Digital Game Based Learning # ™ ^ # # ! < ! - \ # # † ! # # ' ! ! ! - ™ ! # " ! # ! #! ! ! \ ! # # ! † ! & # ! # • Katrin Biebighäuser 42 (2013 2 4 # j ] \ % ] % # \ ! ! _ ] # ! † ƒ # " \ # # # # ! ] ! # ™ " % # # # " % & 6. Zusammenfassung " \ # # Task-based Language Learning ! \ # - # ! #! # # ! # ] " # ! - & ! # † j # ˆ! ! # ! " - † # ˆ # ! ! " % # \ # ! ! # ! ! š! š & * ! < ˆ " j # > # % # ™ ` # ! % # š # # # ! & * { ] \ # # # > # " š \ ! # ! " ! ! ! j " ! " ƒ †! ] ^ # ˆ! ! # " ! @ " # ! \ € ! ] %† # + ] ] ] \ ! ˆ! ! # ˆ" ! % ! ! \ % - ] & ] % # " š ! ! - ! - \ ! # # ! ] ' # { & * { ]] \ # # # > # + (2012) \ " " " ] š \ # # " \ ! -# ! ! ! % +" ! # ! #\ % # " # - " ! ] ! # # ! ] ! % ` " # \ # ! " { ! ! ] \ " # < ! # ! ] ! ! ! ] & ˜ # ! # € ! \ " # # # € # > # % ! š ! " > # \ % ! $ ! ˆ # # " # & # ! € # † ! % # ^ ™† # ! " ! { j ! "! ! # \ % ! j ! \ ! # š # # < ! % # ! 6 # - " † # ! " & ' " # ! # \ # # - ™ # # ' \ # ! # { ! † ! % # € \ # ! ] ˆ! ! \ # # ! \ ] # % #\ ! ™ ] # & * ! ! # # # ! ! > % # ™ - ˆ" ! \ # # > # % # \ # ' - ] # ! > # ! ] & ™ " ! ˆ % # \ # ! > % ™ # { # \ # >š # * ! € ! % ! ! # # # ] > & +! % # " # \ # ! ! ] # { j † # ! # > # ! # # # # ! # $ ! # # # " ! # ] ˜ ! % # Fremdsprachenlernen in virtuellen Welten •” 42 (2013 2 4 ˆ! ! \ # # " # $ " # " ] - ! ˆ ] & " \ # - % # ! " ! # ! Quest - †‡ - " " # # # # ˆ # " \ # ™ ] \ š # j > # % # ™ ] " # " & Literatur $ +6+6 \ + % [‰‰} ^ Foren, Wikis, Weblogs und Chats im Unterricht& $ ] " ^ ˆ ! " ! & $ €+$€< –@ +6 \ { / ˜ €$+ €@ \ >  / >€* \ " [‰X[ ^ « " [&‰ - " - " #! # > # Ž& € ^ $ €+$€< –@ +6 \ { / ˜ €$+ €@ \ >  / >€* \ " ! & : Aufgaben 2.0 - Konzepte, Materialien und Methoden für das Fremdsprachenlehren und -lernen mit digitalen Medien& ˆ" ^ ' \ 11-•& $ €+$€< –@ +6 \ { / > 6ª@+ - – +6 \ < " [‰‰” ^ « j - # - " * - ^ + ! ! # # - " # ! < -€ ! ! „+ ˜ * ! # # Ž& In: Informationen Deutsch als Fremdsprache Y•&\ 411-Œ[& ^QQ%%%& # &# Q€ * Q# % #! Q€ * ¯[‰‰”¯ ¯& # & $ 6++' \ > X”} ^ « " ! ! * ! Ž& € ^ C '* €' \ ! / > @6ƒ ; \ * ! & ^ Language Learning Tasks& + % # ! \ '„^ ƒ - € - \ [Y-Œ•& C € \ 6 " Q > @ +{ \ > ! Q y + >{+ \ ƒ Q y' @ 6 \ > ] [‰‰} ^ « ! ™ # #Ž& In: Der Spiegel \ X‰-X•Y& E {+6 \ „ ! [‰‰Y ^ Fremdsprachenerwerb in aufgabenbasierten Interaktionen& ˆ" ^ ' & + \ ™ [‰X[ ^ «* j { ] " & #! * ! ! † ! " # @ ! j ! Ž& In: + \ ™ Q { 6–>+6 \ @ ! & ^ Kompetenzaufgaben im Englischunterricht: Grundlagen und Unterrichtsbeispiele& ] ^ { { \ -X”& >ƒ+ \ 6 [‰‰• : «6 ! # ! # ^ % # ! ! Ž& In: ReCALL X&X\ X‰-X[X& { 6+'' \ ™ # [‰‰} ^ «* " ! ] ! -* ! # “ # #! - # # Ž& € ^ { 6@>> \ ! -„ˆ / ƒ y6 > '' - + €{ \ ƒ ! & ^ Theorie und Praxis. Österreichische Beiträge zu Deutsch als Fremdsprache X[& € ! " ^ # \ XY-[& L +<@ {+ \ > X””} ^ «- † “ - q" # 6 q" # " * ! - * # ƒ ! Ž& € ^ L +<@ {+ \ > ! & ^ Sprachenlernen - Primarschule - Unterrichtsanalyse& >ˆ ^ < -€ ! \ X‰-XY[& L +<@ {+ \ > [‰‰• ^ «ƒ  - 6 ! #^ # " ] ] Ž& € ^ { qƒƒ+6 \ / ª @+ ˜ \ „ˆ ! & ^ Motivation Revisited. Festschrift für Gert Solmecke& $ ^ € \ }X-X& > 6 \ [‰‰Y ^ What WebQuests Are (Really)& ^QQ" ! % "_ ! ! & Q% ¯% "_ ! ! ¯ & ! & > q +6 - 6 > '' \ # ! Q 6 € \ ! [‰‰ ^ «™ " [&‰& * ! > -€ ˆ # #! ] Ž& € ^ Der Fremdsprachliche Unterricht Englisch ”• Œ[ \ [-& > q +6 - 6 > '' \ # ! / y {+6 - y' * € @6 \ > [‰‰• ^ « " " %† ^ }‰ Katrin Biebighäuser 42 (2013 2 4 ™ # ˜ # ! #! ! Ž& € ^ Der Fremdsprachliche Unterricht Englisch 40 Œ \ [-”& ƒ €+ƒ y \ ! -+" # X””• ^ « ! #! # # š! " Ž& € ^ E *+ y \ ! ! & ^ Kommunikativer Englischunterricht& >ˆ ^ ! # - \ [-”& ƒ +' \ + [‰‰X ^ Die Bedeutung von Chats für das Fremdsprachenlernen& @ ! † < ‡ * " ^ ^QQ ! ! & & - ! ! &# Q ! ! Q "]Q "‰Q ! Q Q# Q# Q ƒ [‰‰XQ Qƒ ¯[‰‰X& # & ƒ 6 $ @ \ '& & X”} ^ Second Language Pedagogy& yj #^ yj # @ ! ƒ ! ! & 6 € \ ! [‰‰ ^ « # - # < ] ™ Ž& € ^ PRAXIS Fremdsprachenunterricht  X\ ”-XY& 6 — +6 \ * [‰‰Y ^ «< ! ! ! q" \ " # " & ! # < ] q" # " # % # # Ž& In: Deutsch als Fremdsprache in Korea. Zeitschrift der Koreanischen Gesellschaft für Deutsch als Fremdsprache 1[\ }-[}& ' *+' $ 6 '*+' \ { ! [‰‰• ^ «€ # ^ ! -" ! # ! Ž& In: ' *+' $ 6 '*+' \ { ! ! &&): Task-Based Language Education: From Theory to Practice. - " # ^ " # @ ! ƒ ! ! \ X-X•& ™ € € \ „ X””• ^ A Framework for Task-Based Learning& %^ & ™ 6€< \ X”} ^ «€ ! ! # * ! ! y [ ! ! Ž& In: C '* €' \ ! Q > @6ƒ ; \ * ! & ^ Language Learning Tasks& + % # ! \ '„^ ƒ - € \ Œ}-•& 42 (2013 2 © 2013 ' 4 T HOMAS R AITH * Task-based teaching competences in individual learning environments Foreign language learning between standards and discourse Abstract. ! j ! ! # # ! # - ! ! & € # ! ! ! ! -" ! # \ # j % ! #! ! -" ! # " # ! ! ! " # # j -! _ ! # & € ! !  \ ! -" ! # # -! ! # ! % ! ! # " ! ! % ! ! ! & € # # ! # # ! # < # " ! ! ! -" ! # \ # ! # ! # ! # ! # # ! # ! ! ! & y " ! ! ! ! ! ! ! \ € #! ! # # ! # # # ! ! ! # # ! -" ! # ! # # ! # ! & 1. The role of the teacher in the task as process ™ # ! " % ! " # % ! -" ! # $ \ % ! # & ! ! ! \ ! ! # " " # ! ! ! ! ! ! & % \ ! # ! ! ! ! \ ! ! ! ! ! % ! ! ! & $ REEN (1987 # ! ! ! " % # ! ! ! ! ! ! % - # ! ! % % ! ! ! ! ! ! ! ! \ ! - ! " ! ! # ! ! # % ! ! ! ! # ! & " #&^ [ & € ! ! \ % % j # ! ! ! ! & ' *+' $ 6 '*+' [‰‰• # # ! # ! ! ! ! % ! ! ^ * Address for correspondence^ ƒ & * & Thomas R AITH \ ƒ†# ! ! " \ € ! ˆ ! \ { ] % [X\ {< € \ 6 [‰X\ 79117 F 6+€$@6< & E-Mail: ‹ - " &# Research areas: + ! ! \ # # # \ ! ! ! # & 72 Thomas Raith 42 (2013 2 4 Ž ! ! ! " ! ! ! % ! ! ! ! ! ! # \ ! \ # # ! \ % " # " ! # ’ ( ' *+' $ 6 '*+' [‰‰•^ X} & $ ! ! \ # % \ # % ! ! ! ! ! ! ! \ % " # ! ! ! # # & 1.1 Motivating the language learner * ! ! ! ! \ % % ! ! \ % ! ! ! ! ! # % ! & W € € X””•^ Œ‰ & \ ! # ! ! % #! ! & 6 \ % ! ! ! _ ! \ ! ! ! ! # ! & +6> + [ &] [‰‰•^ X} & 6 $ REEN X”} \ +6 - > + [ &] # ! " ! % # ! ! ^ ! \ ! % # " # ! ! ! \ # \ ! % # # ! ! ! ! & ! # ! | # ! % #! ! ! ! ! \ ! ! ! ! ! ! & ! y'< X””• ! \ Ž-‘ ! ! ! " " # & ƒ j ! ! # \ ! ! \ % ! ! \ # - ! ! ’ " #&^ Œ[ & \ ! #! ! ! ! ! \ # # - \ ! ! % ! # # & +6> + [ &] [‰‰•^ X} & # ! % ! ! \ # ! % ! ! ! \ # ! ! ! ! & ! ! ! # # - \ - ! " ! ! _ ! ! ! & * - ! ! \ # ! j ! # ! ! ! ! ! & y ! ! " # ! ! \ % " # # # \ % % # _ ! & * —6'; +€ [‰‰[^ 62; W € € X””•^ Œ‰ & € ! ! \ " % ! # % ! ! ! % ! ! # - & * —6'; +€ (2‰‰X^ X[ ! ! ! " # ! # ! - - \ \ # ! ! ! ! % & % \ ! % ! ! ! ! - & > # "! ! ! - ! ! ! ! ! & * —6'; +€ [‰‰X^ X[} ! ! ! Task-based teaching competences in individual learning environments 73 42 (2013 2 4 ! ! ! ! ! ! ! # ! ! ! ! & +6> + [ &] ! ! ! #" ^ Ž ! \ \ ! # ! # ! ! ! \ % ! ! " # # # % ! ! " #& ƒ ! #" !  ! ! % ! ! # ! - ! ’ +6> + [ &] [‰‰•^ XX & 1.2 Giving interactive task support # ! ! % # ! ! - ! ! \ ! # ! ! ! ! ! ! ! & ! ! ! # ! ! % \ ! | ! ! ! ! ! ! ! & K @> 6 *€ + @ X””X & ! - ! % ! ! # ! ! ! ! # ! % ! \ % " # % ! ! " & E {+6 [‰‰^ [• ! ] ! # ! ! % # ! - ! \ " % ! # ! & * ! ! ! \ ! " ! " ! & ! ! ! ! # ! "! ! & C >+6y' [‰‰X^ [•\ W € € X””•^ ŒX & ! ! ! ! ! ! ! ! # ! ! ! & € ! % \ # ! ! ! # ! # # " ! & € ! -" ! # % \ C >+6y' [‰‰X # ! ! ! # # ! # # # # ; <y {; |! ] j # ˜ƒ* ^ Ž ! ! ! ! # # " # # \ # ! ! " ! & # " % # #! # ! ! ! % # # ! ! ’ ( " #&^ [} & ! ! ! ! % \ ! # ! ! ! ! & +6> + [ &] [‰‰•^ X”‰ & 2. Research study on task-based teaching competences ! # # # ! -" ! # ! X ( & }Œ ! % % ! ! # " " # ! -" ! # % & # ! _ ! ! # j - ! < & € ! \ ! # #! % # - # " ! # ! # ! # $ & R € [‰XX^ 64-[ & # 74 Thomas Raith 42 (2013 2 4 A Introducing tasks: Motivating the language learner A1 [-‘ ! ! ! % ! # ! ! ! ! ! # # ! A2 -‘ # ! ! % ! # # # ! ! " # # ! # ! # ! A3 -‘ j ! ! ! ! \ j # ! # ! ! % #! ! # # ! # " ! # ! B Interactionally supporting task performance B1 [-‘ ! ! ! ! ! ! ! ! # " ! # B2 -‘ ! ! ! ! ! % ! ! ! # ! ! ! # B3 -‘ ! ! ! ! ! ! ! ! # B4 -‘ ! ! ! ! ! ! ! ! # B5 -‘ ! ! #" # ! ! ! B6 [-‘ ! % ! ! # # ! ! ! ! C Evaluating task as process C1 [-‘  # ! ! C2 -‘  # ! ! " " # ! # ! # # ! C3 -‘  # % ! % # C4 -‘  # % j ! # j ! # ! ! # ! ! ! C5 -‘  # % j # ! % ! C6 [-‘  # % ! Figure 1^ # #! # ! -" ! # ! R € 2011) ! | ! % % ! ! % ! # " ! ! ! # #! # & ! ! # % ! # % ! # ! # # ! $ ! ! # & Task-based teaching competences in individual learning environments 75 42 (2013 2 4 ! # ! # ! Ž " ! ! ! j # #! j &’ % # ! # ! ! ! # " # - ! ! R ; +' [‰‰Y^ ŒX & # ! ! ! j # % |! % ! ! - ! ! ! # & $ 6 + 1990; R € 6* / F 6 - 6+ 2005; < € ƒ€' X””” & \ ! # ! | ! % ! - ! ! # -! # % ! ! ! & - # ! " ! # ! ! # ^ $ \ j ! # # ! ! ! ! & 3. Findings of the research study 3.1 Findings of data analysis ! ! # ! ! ! ! % # ! ! \ ! - # ! ! # #& ! ! ! ! # #! ! -" ! # ! ! # ! " # - # " & ! # ! ! ! # " # # ! # ! | ! & " ! % ! ! # % ! ! ! -" ! # ! % j ! # ! | ! & 3.2 Frequent competence categories ! _ ! # ! | ! % ! # ! ! ! ! ! # ! # ! # # ! Y & > ! ! # ! | ! ! - # " ! ! # ! €€\ ! # ! # # # ! # ! # % " ! & ! " ! \ ! j ! ! \ " ! % ! # & ! # ! # ! " ! # $Y & ! %! ! ! # ! ! # \ ! \ ! - & % # " ] # ! ! & € \ ! % " - ! % #! # & $•\ ! ! \ # Œ\ ! \ % % ! # ! \ " ! ! ! # ! | ! % ! €€& # ! $Œ ! ! % ! # ! # ! \ " % " ] - # ! -" ! # # # # & ! ! ! # ! # " " & 76 Thomas Raith 42 (2013 2 4 3.3 Infrequent competence categories # ! | ! ! % # Balancing task demand and task support [ _ & # ! # ! ! ! # " ! # ! \ # ! ! ! # % ! ! & € ! % ! " ! \ ! # ! # ! # # # ! ! & ! ! ! # $X ! ! ! ! -" ! # & % ! ! ! " ! ! ! \ ! " ! #\ " ! ! # _ ! & > ! ! # ! # # ! % & # ! ! ! ! # ! ! ! # $ ! & % \ ! ! % ! # ! # ! \ ! # % & ! # % ! ! #" $ & ' " \ ! # # ! #" ! # # ! % Q! % ! " ! - #" \ # # " ! ! # & ! ! %! % - ! ! ! #" ! " # j \ " ! ! # ! # ] "! ! #" & 3.4 Conclusion from the study ! # ! # & " ! ! ! # ! " j #& @ \ % ! % % # ! ! & \ ! % ! ! ! ! ! ! # # ! # ! | -! # -! & - \ ! ! ! ! ! # # |! ! -" ! # % & ! - ! # " " ! ! ! ! - # ! % % # & ! ! ! ! " # ! # ! & ƒ ! _ # " j ! ! \ ! ! \ # ! - ! & ™ ! ! ! ! ! ! ! ! " % j ! # ! \ ! ! " % ! # & ! # ! # ! ! ! # ! $ ! ! ! ! ! ! # ! ! & \ # $ ! ! ! ! ! _ ! # ! ! ! & Task-based teaching competences in individual learning environments 77 42 (2013 2 4 4. Individualised learning and foreign language teaching 4.1 The model of individualised learning with Kompetenzraster ! - # ! # #! < # ! ! ! # ! \ ! % ! ! ! # ! ! ! ! & ™ ! " ! # #\ - # ! # #! ! ! # ! ! ! ! ! j & 6 # ! # % # ! ! # #- # ! ! ! ! # & ! ! ! ! ! _ ! % ! # # ! # ## ! ! # ! ! - ! ! ! & y ! ! # # ! # \ % ! ! ! # # # ! ! ! # ! "-! ! - ! ! & # # # ! # ! " # # " Beatenberg Institut (> q +6 [‰X‰ % ] # #\ ! "! _ \ # # ! ! < # ! " ! # " ! ! ! ! ! > €'€ +6€@> q6 K @ @ \ J @<+'* @'* ƒy6 $ *+' -W q6 +>$+6< [‰XY & ! # # ! # # ! ! < ^ Kompetenzraster \ % # ! " ! # # ! -# ! ! ! | ! & € ' € @ $ + +'$+6< [‰X[ & # # ! ! ! ! % ! ! ! ! ! ! ! #- #& % \ # ! ! # " # # j & # ! ! ! ! Beatenberg Model ! - # Lernjobs \ % & % ! ! ! # # # & € ! ! \ ! # ! ! ! ! # # # # ! ! ! # #! # Kompetenzraster ! # #! & # Beatenberg Model ! ! #\ ! # #- # %! # ! -# # \ " ! - " ! ! ! # #! & ! # ! # # ! ! ! # & € Beatenberg Model\ ! ! # #! # \ " ! # ! ! ! # ! & ! # ! " # " \ % ! # # ! # # Kompetenzraster #! " # - # ! Lernjob ! " # ! # ! - & y > '' Q 6 > '' -K @6˜ [‰X[^ [} & € % #! \ ! #- # # ! # ! ! ! ! \ " ! # ! ! ! & # ! # " # # # # " ! ! \ ! # ! ! #! " ! # ! ! _ j\ ! j " & % \ ! - # ! % ! ! ! & 78 Thomas Raith 42 (2013 2 4 4.2 Heterogeneity and individualised learning y ! ! # # # ! # # j ! $ # -™ˆ " ! ! ! ! ! ! & % \ # Beatenberg Model ! ! ! ! ! _ ! ! % ! ## ! ! # ! - & ! ! Beatenberg Model ! " - # % # # ! \ ! ! ! ! # # \ # ! " # " ! % # #! & # #! ! ! ! ! ! # " ! \ ! \ ! # # ! - ! \ ! ! ! " ! ! & \ ! ! ! ! ! # - # ! # ! ! ! & % \ # ! # ! ! % ! " ! & ! - ! ! ! ! Beatenberg Model ! # # ! r- & # + \ %- \ ! ! ! ! ! # & C y@' € y E @6yƒ+ [‰‰X^ Y & # ! # ! ! \ " ! " ! ! ! # ! ! & " ! # - # ! ! ^ Ž ! j # " ! \ # \ ! ! \ ! \ ! \ # \ # % & € ! % ! " #\ # \ # ! # ! % j ! \ - # ! #-% \ " ! ! % # # ’ K 6 > X””Y^ X & # " % ! ! # ! ! & K 6 > X””^ X & % # \ \ # % ! ! ! j % & 6 # ! ! ! ! ! # ! ! # + & € # # ! # % ! ! ! Beatenberg Model ! ! # ! ! ! %! # # ! & y \ ! ! - # ! # # ! ! & 4.3 The dichotomy between individualised standards and classroom discourse € # # ! # # ! ! ! Beatenberg Model # - ] ! \ " ! # ! ! ! ! & ! ! # % Task-based teaching competences in individual learning environments 79 42 (2013 2 4 ! " ! ! # ! # & " ! ! #! ! # _ ! & E € 2003; E {+6 [‰‰ # # # & N @' ' 2004; W € € / W € € [‰‰} & € ! \ ! ! ! # " # " % % # ! ! " j ! ! - ! # # -" ! # ! ! & ' *+' $ 6 '*+' [‰‰•\ [‰‰}` >@* / $ ; < + [‰‰” & ! ! ! # ! # ! \ -% # # ! \ ! \ ! ! ! \ # # # & E € [‰‰Y^ X‰` N @' ' [‰‰Œ^ Œ` ' *+' $ 6 '*+' [‰‰•^ ” & y " ! ! ! ! ! \ > q +6 - 6 > '' / y {+6 - y' * € @6 [‰XX^ •Y-68) # # ! ! ! % " ! # ! # ! # ! & ! ! # # ! # % ! ! - ! ! \ # " % ! # #- # # # ! # ! ! # # # ! ! - # j ! ! " ! " ! & Beatenberg Model ! #! ! ! ! # #! ! ! ! & - j ! ! " ! # ! # - # ! # \ ! j # # ! ! - # # ! # ! ! ! & ! # # # ! # % Kompetenzraster j ! ! & 5. Foreign language teaching competences in individualised learning environments 5.1 Foreign language teacher competences in individualised learning ! -" ! # # # ! " # " ! " ! # ! ! ! ! & \ " ! # " % ! ! ! ! ! ! & ! # ! ! ! # ! ! ! ! ! ! # # ! # & > \ # - # ! ! # " % ! # #- # # # ! # ! ! # j ! ! ! " ## ! ! # # & € # # - ! # % Kompetenzraster ! ! ! # % ! ! j ! ! ! # ! > €'€ +6€@> q6 K @ @ \ J @<+'* @'* ƒy6 $ *+' -W q6 +>$+6< [‰XY & ! ! _ \ - ! # # # ! # # ! # ! ! ! \ # #! & ! % " ! ! ! ! " ! ! j ! ! % " # ! # # ! # # ! ! # # & 80 Thomas Raith 42 (2013 2 4 ! ! # # " # ! \ ! ! ! ! ! ! | # & \ % " ! ! # # ! ! & ! \ ! # # ! # ! -" ! # - # ! ! & #\ # " " ! ! ! ! " ! ! ! # #-" ! # ! & # # #! " " # ! ! & # ! " # # ! ! # & R € [‰XX^ XY[ \ " #! " # # # # ! # ! & ! # # ! # \ ! ! # ! # ! ! ! ! \ ! # # # ! ! ! & ! ! ! # ! # # ! \ # # ! ! ! ! ! ! # # ! ! -# # & 6 > '' -K @6˜ / y' y ˜ / +<+ [‰X[^ XX & ! \ ! ! # # ! # # # " % ! & $ 6q'€'< Q @> 2008; K @ ; [‰X[ & ! _ \ ! # ! # # # ! # ! # ! ! ! \ % ! # - # ! & 5.2 Reflective practice model for task-based individualised teaching % % ! ! ! ! ! ! ! ! # ! ! # # ! # ! ! ! & ! % ! ! # ! # # \ # ! ! ! # ! ! & ! # ! ! ! ! ! ! ! # # ! ! \ ! ! ! ! ! & \ # # ! # #! % j # ! ! ! # ! # & ! # " "! # # % % ! ! \ ! - ! ! ! ! \ %! % ! & ! -" ! # # R € [‰XX # ! - # ! Ž+ ! ! ! ! ’ ! ! X\ & 74 & ! # ! ! ! ! # # ! # ! ! ! ! # # ! ! ! #& € % \ € # ! # ! j # # ! # ! & € # ! # #! # # ! ! _ ! ! ! # #& _ ! ! ! # ! # # ! & Task-based teaching competences in individual learning environments 81 42 (2013 2 4 Reflective Practice Model for task-based individualised teaching C1 [-‘  # |! ! Task for reflective practice: Evaluate in how far the learner had the opportunity to get engaged in meaningful communication. Did the learner work on tasks that included interaction in the foreign language? C2 -‘  # \ ! ! " " # \ ! #! ! # # ! Task for reflective practice: Evaluate in how far the language learning goals were achieved by the learner. Which data supports your view? C3 -‘  # % ! % # Task for reflective practice: Evaluate in how far the tasks have supported the learner in developing intercultural competences. Include the learners’ self-assessment (e.g. interview, portfolio). C4 -‘  # % j ! # j ! # ! ! # ! ! ! ) Task for reflective practice: Evaluate in how far the chosen input helped to engage the learner in interactive dialogues with other learners. Which of the material and texts were in particular helpful? Include the learner’s own perspective in your analysis. C5 -‘  # % j # ! % ! Task for reflective practice: Evaluate in how far the learner was able to organise methods of social interaction (pair work, group work etc.) successfully. Did the methods help for task completion? C6 [-‘  # % ! Task for reflective practice: Evaluate in how far the learner could keep the weekly time schedule and include interactive and cooperative tasks at the same time. How could this process be improved? 82 Thomas Raith 42 (2013 2 4 5.3 The reflective practice model in teacher education ! # " # ! -" ! # ! # # ! # ! # ^ ! ! effectiveness& # ! - # # ! ! ! ! ! # # # ! # \ " % ! ! ! & |! ! " ! # ! -" ! # ! # #! " # # ! \ # ! ! ! \ % ! ! ! % # ! # & ™ ! # ! ! ! # # % ! ! ! ! \ ! % # - ! ! ! ! ! ! ! ! \ " % ! # ! ! ! % & 6 # ! # #-" ! # # ! ! ! % " % # " ! " % ! ! ! # ! _ ! ! & € % #! \ % _ ! ! ! % & ! # ! flexibility& € # # ! # ! % % -! # # ! \ Beatenberg Model\ " ! # ! ! # # # # ! j # # % ! % & € is ! ! $ # ! j # # - ! # & # # ! # # ! #\ # ! ! # # # ! # & € ! #\ # ! j % ! ! # # ! # ! ! # #! ! ! & € " ! # ! \ " ! ! ! # ! #- #! & € ! j " ! " # " ! ! " # ! -" ! # ! # #! # ! ! ! # # #- ! # & # ! adaptability& # ! ! # j ! # ! ! ! ! ! # # # ! # & € # - # ! # ! \ ! ! ! ! ! # - # ! ! % & _ ! ! # ! " # ! ! ! ! ! ! ! & € % \ # ! # ! #" % j ! ! ! # # j # - ! ! \ # # ! ! ! % ! ! ! # - # ! ! & € # \ ! % # ! ! ! ! # ! # # ! # # & Task-based teaching competences in individual learning environments 83 42 (2013 2 4 6. Conclusion ! # # # ! - ! & ! " # ! ! # ! ! % \ ! j # ! ! # ! ! #! -! ! ! ! ! % & # ! ! ! ! #! & 6 ! ! # #-" ! # ! ! ! ! ! - ! \ % ! ! & € # # ! # \ - # ! ! # " % ! # #-" ! # ! ! # # ! ! ! # ! ! & € ! j ! \ ! # #-" ! # ! ! ! " ! - " ! # # & Literature +6> + \ ƒ / $ y< +6 \ ' Q C y ƒ€' \ > Q < y6ƒ \ { Q ' *+' $ 6 '*+' \ Kris ([‰‰• ^ Ž ! -" ! # ’& € ^ ' *+' $ 6 '*+' #& \ X}-X”•& $ 6 + \ X””‰ ^ Ž # ’& € ^ R € 6* \ „ & Q N @' ' \ * # #! & ^ Second Language Teacher Education& " # ^ " # @ ! ƒ ! ! \ 202-[XŒ& $ REEN \ > X”} ^ Ž " ! ! # ! ’& € ^ C '* €' \ ! Q > @6ƒ ; \ * #! & ^ Language Learning Tasks& + % # ! \ '& „&^ ƒ - € - \ 23-Œ•& $ 6q'€'< \ # Q @> \ " ! [‰‰ ^ “€ # # š # # ! ’& € ^ K @'˜+ \ € # #! & ^ Individuelle Förderung in der Sekundarstufe I und II& $ ! % ^ # \ 83-”X& C >+6y' \ [‰‰X ^ Teaching Languages to Young Learners& " # ^ " # @ ! ƒ ! ! & C y@' € y E @6yƒ+ [‰‰X ^ Teaching, Assessment& " # ^ " # @ ! ƒ ! ! & * —6'; +€ \ ˜ ° [‰‰[ ^ Motivational Strategies in the Language Classroom. " # ^ " # @ ! ƒ ! ! & * —6'; +€ \ ˜ ° [‰‰X ^ Teaching and Researching Motivation& >ˆ ^ & E {+6 \ „ ! [‰‰ ^ Task- ! gical, and Pedagogical Perspectives& Q>&^ & E € \ 6 # [‰‰Y ^ Task-Based Language Learning and Teaching& yj #^ yj # @ ! ƒ ! ! & < € ƒ€' \ X””” ^ Ž % ’& € ^ T 6 ƒƒ+ y> ¢ \ #& ^ Theory in Language Teacher Education& %^ \ 109-XX& 6 > '' -{ ]\ # Q y' y ˜ \ # ! Q +<+ \ ! [‰X[ ^ Mit Kompetenzrastern dem Lernen auf der Spur& ^ # ! ! ˆ % & y > '' \ " Q 6 > '' -K @6˜ \ # [‰X[ ^ Kompetenzraster als Instrument zur individuellen Förderung mit gymnasialen Standards, Teilband Englisch& ^ # ! ! ˆ % & 84 Thomas Raith 42 (2013 2 4 € ' € @ $ + +'$+6< [‰X[ ^ Alle Kompetenzraster& y ^ ^QQ%%%& ! -" " & Q ! Q # Q ] ! Q ] ! & # ˜ [&‰[&[‰XY & K 6 > \ „& X””Y ^ Context and Culture in Language Teaching& yj #^ yj # @ ! ƒ ! ! & K 6 > \ „& X”” ^ Language and Culture& yj #^ yj # @ ! ƒ ! ! & K @> 6 *€ + @ \ $ ! " X””X ^ Ž - ! ! ^ # ’& € ^ ELT Journal 45\ 98-X‰}& K @ ; \ > [‰X[ ^ “€ # # ! ] + ! ’& € ^ - + \ ™ Q K 6–>+6 \ @ ( #! & ^ Kompetenzaufgaben im Englischunterricht. Grundlagen und Unterrichtsbeispiele& ] ^ { -{ \ 45-& y'< \ > & (1996)^ Ž ! ! # _ ! ’& € ^ R € €+ \ ™ & #& ^ Handbook of Second Language Acquisition& * ^ # ƒ ! ! ^ 413-Œ•& > €'€ +6€@> q6 K @ @ \ J @<+'* @'* ƒy6 $ *+' -W q6 +>$+6< [‰XY ^ Gemeinschaftsschule in Baden-Württemberg. Handreichung zur Beantragung einer Gemeinschaftsschule& - ^ > ! ˆ { ! \ „ # # & > q +6 \ # ! [‰X‰ ^ Kompetenzraster - eine neue Form der Leistungsbewertung& y ^ ^QQ%%%& " j-" # &# Q # Q ! ¯ #Q$ ! ¯ Q$ " Q$ ! ¯ { ] ! ¯$ " & # ˜ ‰[&‰•&[‰XY & > q +6 - 6 > '' \ # ! Q y {+6 - y' * € @6 \ > [‰XX ^ Task-Supported Language Learning& ƒ # " ^ š & N @' ' \ * # [‰‰Œ ^ Task-Based Language Teaching& " # ^ " # @ ! ƒ ! ! & R € \ ! [‰XX ^ Kompetenzen für aufgabenorientiertes Fremdsprachenunterrichten: eine qualitative Untersuchung zur Ausbildung von Fremdsprachenlehrkräften& ˆ" ^ ' & R € 6* \ „ & Q F 66+ \ ! & & #! & [‰‰ ^ Professional Development for Language Teachers: Strategies for Teacher Learning& ' % ;  &‘^ " # @ ! ƒ ! ! & R ; +' \ * _ #& ^ [‰‰Y ^ Key Competences for a Successful Life and a Well-Functioning Society. " # \ > ! ! &^ £ " & >@* \ Q $ ; < + \ > [‰‰” ^ Tasks in Second Language Learning # ! ^ ƒ - > & ' *+' $ 6 '*+' \ { ! #& [‰‰• ^ Task-" # $ tice. " # ^ " # @ ! ƒ ! ! & ' *+' $ 6 '*+' \ { ! [‰‰} ^ % -Based Language Education from a Classroom-Based Perspective& ' % ! \ @{^ " # ! & W € € \ * Q W € € \ „ [‰‰} ^ Doing Task-Based Teaching& yj #^ yj # @ ! ƒ ! ! & W € € \ „ X””• ^ A Framework for Task-Based Learning& %^ & 42 (2013 2 © 2013 ' 4 A NDREAS M ÜLLER -H ARTMANN , M ARITA S CHOCKER * Developing teachers ’ intercultural communicative competences for task-supported language classrooms Abstract. ! ! # ! ! ! % ! € " # # ! ! # ! ! _ ! % ! + ! # ! ! ! # # ! € % ! & ! \ % # % # - " % ! # + ! # ! ! ! % # #\ # # ! # # # ! & ! ! ! ! ! # j ! ! # € % ! ! & ™ % j ! | ! % ! ! # # % " ! # ! ! # # # \ ! # € & 1. Introduction # + ! % # ! ! % # % # ! ! " ! \ % % + ! ! lingua franca. * ! - € " # # ! # #! % #- % # \ # < \ ' % ˜ # # @& & & y@' € y + @6yƒ+ 2001; +{6+ 6€ *+6 {>{ 2004: 20-21; >+6€ ' y@' € y' + T + €'< y F y6+€<' '<@ <+ 2006; > €'€ 6; y + *@ €y' [‰‰} & € ! ! ! " ! # ! ! # + ! & € - + j \ # _ Ž %! ! ! # ! ! “! ! |\ & & " ! ! % ! ! -‘ ! ! ! ! \ ! # % - # ’ y@' € y + @6yƒ+ [‰‰X^ ” & € ! # ! | € # + ! ! # lingua franca\ ! ! " ! " # # tasks * Addresses for correspondence: ƒ & * & Andreas M ÜLLER -H ARTMANN , ƒ†# ! ! # " \ * + ! ! \ ƒ ! X‰Œ[Œ‰\ •”‰Y[ +€*+ $+6< & E-Mail: # ! & - ‹ - # " &# Research areas: T ! ! \ ! \ & ƒ & * & Marita S CHOCKER , ƒ†# ! ! " \ € ! ˆ ! , { ] % [X\ 79117 F 6+€$@6< & E-Mail: ! ‹ - " &# 6esearch areas: T ! ! \ ! \ & 86 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 ! Ž ! ! ! - ’ ' *+' $ 6 '*+' 20‰•^ X} & 6 ! % ! " ! # ! ! € ! ! ! # ! ! ! % & y " ! " j ! ! ! ! # ! " % # # ! & ™ j % ! ! # € # ! " ! # # # ! ! ! ! #& ! ! % # " # ! " ! -" ! # ! # ! ! | - # ! ! ! & \ % ! ! ! ! # # % # # j % € ! ! " % ! ! ! ! & € # ! \ %  “ " % + ! # ! € | % ! - ! ! # ! " “€ ! ˆ ª † ! % $ # ! % ! €ª$ |\ # " # -@ ! † ] $ & % ! ! % ! + ! ! ! # ! ! & ! ! ! % ! # # \ ! - ! # X‰-X• \ # !  " j ! j ! & ! % % _ #\ # ! "! " # ! ! ! - % " # ! " # ! - #& # # # !  ! " ! ! ! % ! " ! # ! ! ! % # ! € ! ! # ! "! _ ! - ! # ! ! ! ! ! & # € ! # !  ! j # ! ! # & € ! \ % j ! ! ! # ! ! ! \ ! \ # j # ! ! # ! j ! # ! ! ! ! & 1 2. Intercultural communicative competence and its relevance from the perspectives of research and education # ! ! # ! ! € ! -" ! # % j ! # - ! ! % ! " % \ \ # ! -" ! # - & 6 ! ! ! ! ! " # ! ! ! # " $ 6++' (1985, X”} # '* €' X”} & > € €€ [‰‰” ! ! % " - ! # # ! - ! ! ! | ! ! - # ! # # % ! ! & ! 6 +€> '' [‰X‰ & ! ! ! ! # € " \ % " % ! " 1 ™ % “ j # ! ! |\ % ! ! # # ! & ! ! \ ! # % # ! % % -! ! # ! ! & Developing teachers’ intercultural communicative competences 87 42 (2013 2 4 ! # > q +6 - 6 > '' 2000; y|* y™* / + $+6$ 2004; > q +6 - 6 - > '' Q y {+6 - & D € @6 2010; < @ / + > [‰X‰ & % j ! ! ! - " ! # ! # ! € ! ! ! ! ! ! ! \ ! ! # ! ! % # % j ! ! ! & \ ! ! # # ! ! ! ! % ! ! $ @6™€ ˜ -> + ˜+6 2003; J –<+6 2011; < —$+ [‰‰} & $ $ @6™€ ˜ -> + ˜+6 (2003: 498 # J –<+6 (2011: 339-3ŒY # ! ! ! % # ! ! % % % j ! \ # > q +6 - 6 > '' [‰‰• ! ! % % € ! " # - # "  ! # & > ! ! ! " " ! ! " ! as # # “# % # | & + {+6 / €+{> '' [‰‰ & ! ! " #\ Ž ! - ! - # ! # ! ! ! ! $ " # j # # ! ! ! ! ! # ! ! ! ! ’ >@* [‰‰X^ XX” & ! \ ! \ ! # Ž # ! ! # # ! -" ! # ! ! ! ’ ( 6T 2008: 49 & 6 # # Ž ’ " % ! # ! ! # ! _ # ! - ! # ! ! # " #&^ Œ & y !  ! ! \ j \ ! “ ! # | " #\ ! ! ! # ! | € ! # ! %! ! # ! ! # ! ! ! \ ! ! \ # j ! \ % " ] # ! j ! & $ ! ! % ! ! # € & 3. Task supported language learning as an appropriate approach to develop ICC ! ! " # ] ! | ! ! \ ! \ #! \ # ! \ # ! ! ! \ ! \ # ! ! ! ! ! ! # # # ! ! ! & ! ! # # # \ ! ! ! ! " ! - ! % ! # ! # " - #! & @ # ! # ! j ! ! # # ! \ " j ! ! \ ! " " ! _ # & ™ # € ! ! ! ! ! # # # # % ! ! % $ ; 6 > 19”} & ! ! # ! ! # # ! j ! ! ! ! ! # # # ! € ! -as-% # \ & > q +6 - 6 > '' / y {+6 - & D € @6 2011: 174-86): 88 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 Task sequence: ICC X& motivate and involve learners, making them curious about a culture and helping them to engage with other cultural practices [& help learners to reflect / become aware of their own cultural practices Y& allow learners to discover and understand other cultural practices, changing perspectives in the process, integrating cultural knowledge, if necessary, in this process Œ& make learners compare cultural practices so that they discover similarities and differences; evaluate their own and other cultural practices ( critical cultural awareness), with the possibility for learners to develop their own (new) positions and create (new) discourses / products (coordinating perspectives, transforming practice, ‘third space’). ' # ! # ! # ! " ! ! -as-% \ " ! # ! # ! ! ! ! # ! ! s ! ! % % ! ! ! ! ! ! & ™ % # ! ! ! % ! " # # # % ! # % % ! & 4. Competence development through teacher education: research results and resulting teacher education model 4.1 Processes of professional teacher development € % ! ! % ! ! ! \ % # % j ! ! ! # ! "! " # ! # ! % # ! # # ! j ! " ! \ ! ! ! \ # % # ! # # j ™ yy* X””• & ™ # ! ! % ! # # ! j ! % % ! y {+6 - & D € @6 2001; J y ' y' [‰‰” & > % ! % % ! ! ! ! % ! " " ! ! ! &\ j \ { @> 6 *€ + @ 1991; y {+6 - & D € @6 2001; ' *+' $ 6 '*+'  &‘ [‰‰} & ! ! " # % ! # ! $ $ ^ € ! ! #  # " ! # % ! # # -! #  ! \ " % # # # ! ! ! \ # ! j ! \ ! " " % # " " # ' *+' $ 6 '*+' [‰‰•^ [[[ & € % ! " ! ! # % j ! ! # ! ! ! ! & € ! # \ % # ! ! ! Developing teachers’ intercultural communicative competences 89 42 (2013 2 4 + ! ! % ! ! # % # j ! ! ! ! ! -" ! # ! & 6€ +6 / ƒ y 2007, ™6€< / '{ 2009; $ @6' 2009; +<@ {+ / y {+6 [‰‰” & % # ! % j ! \ % ] #  % j ! " % Œ&[ & ! % ! # " j ! ! # % % # # # # % ! ! ] # " %& Focus on the person who teaches - - ! # ! ( ƒƒ+ 1995; y {+6 - & D € @6 [‰‰X # - ! # \ ! ! ! # ! ! ! % j ! # j % % # ! \ - ! “ ! "! | y6 €+ X”} j # ! ! & ! ! -! ! % # # ! ! ! ! " # " # # " ! \ # - " j ! & % ! ! | ! ! ! ! # ! - # " ! # ! ! ^ ! ! # # ! ! ! # ! # #! # ! ! ! ! ! # ! & > q +6 - 6 > '' Q y {+6 - & D € @6 [‰XX^ } & %\ ! ! ! ! -" ! # ! ! ! # #! ! | j ! ! - # ! \ % ! ! ! ! ! " % ! # ! \ # \ j " \ \ # ! ! & ' +6> +  &‘ [‰‰•^ X” & # ! # # ! ! ! % # - " % % ! ! ! % % ! # - ! " # # ! & Focus on the teaching activity —' |! " ! ! # ! ! - & —' X”Y ! # ! % ! ! % ! ! \ j \ _ ! ! \ ! " \ # & ! $ ! ! ! Ž% ! ! - ! ! # ! ! # # ! \ ! % #! ! \ - ! ! ! \ ! \ ! # # ! % -‘ " # ! ! ! \ \ # ! j ! ’ '* €' [‰‰Y^ ŒX & ! ! ! ! ! " # # ( & $ 6++' X” & # ! # ! ! # ! ! ! # j ! % % - ! % ( & J y ' y' [‰‰” & ! j ! ! % # % ! # % # & { % # # ! # ! " " ! ! #\ #\ # - ! # j ! - % # # ! & \ # ! 90 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 ! ! ! ! ! % # # \ _ ! \ j ! % % ! ! -! % # # ! ! ! # # - ] # j & # ! # ! # ! ! ! & ƒ # ! ! ! ! ! # ! ! & J y ' y' [‰‰”^ [ \ % # # # ]  % j - & 4.2 Our teacher education model of ‘exploratory practice’ !  % ! # " ! j - % ! ! % # % ! # ! ! ! # #! & ! ! # ! % # % ! ! % ! & € ™ + |Q '< -™ + | X””[ % #! \ ! # j # ! ! ! # Ž _ ’ % Ž ! ! ! # ! - ! ! % # " 6  ! ‘ & ƒ # - % # ! ! ! # # j ’ $ @6' 2009: 294 & ! ! # " \ ! 6 ! # ! ! - -" ! # ! + \ " %-! ! ! ] # ! ! ! ! ! & Ž ! ! ! ! ! # # ! ! ! - # ! ! % # ! % #! ! #& ! \ ! \ ! ! #\ ! # # ! _ ! ! ’ (N @' ' / $ € +; [‰‰”^ X” & € ! ! - \ % - ! ! " # ! # # ! ! " ! ! ! " ! ! & N @' ' / $ € +; [‰‰”^ [[} & ™6€< / '{ (2009 ! % ! #! " ! | Ž # ! # ! # _ ! ! # % ] ! " % ] # ! # ! ’ " #&^ XŒ” & - ! j +ƒ ^ Ž 6 ! ! ! # ! " \ ! # & +ƒ ! ! % # ! #\ ’ " #&^ X}[-1}Y & € !  \ % # " ! \ ! % " # ! # # ! " % % % ] # # ! ! & ! “# ! | # - ! # # ! ! # # ! & - # ! ! ! # ! & * ! ! # ! - \ \ # ! ! \ # % # % ! ^ # # - ! # ! ! -as-% # # - # ! ! -in- ! ! &  % ! ] # " # # \ % - - - ! % ! ! % ! # " j ! # # ! Developing teachers’ intercultural communicative competences 91 42 (2013 2 4 ! # # ! # j # ! ! # ! ! % ! j # % ! ! ! ! ! & The Workshops ! % ! ! # ! ! ! # ! \ % # # # # #! ! ! ! # "! ! ! ! ! ! & 6€ +6 / ƒ y [‰‰} & + % ! ! ! # ! _ ! # ! | # - ! ! & _ ! ! ! ! % ! ^ How can we develop intercultural communicative competences in an integrated way through tasks and content that our learners perceive to be meaningful? $ ! | j % # # " ! # ! % # % " ! " # ! ! \ # % ] #  #! ! # j _ ! ! ! % & ! % # ! " \ % ! # + ! # ! ! < & * # " ! \ ! " ! ! ! # ! # # _ \ % ! % ! # " " ! ! | #! # j ! ! ! ! & > q +6 - 6 > '' / y {+6 - & D € @6 2011: Œ\ Developing a TSLL framework)& ! ! ! # ! ] % % ERA principle (Experience - Reflection - Application\ & +<@ {+ X”” \ % \ ! # ! # \ ! # - # ! ! ! | & y {+6 - & D € @6 1992, 2001): Experience: ™ ! ! ! # " ! j %! ! ! ! # € ! ! ! \ " ! # j ! ! ! # ! j ! # " ! ! ! & ! # # ! ! ! ! ! ! ! ! ! ! % ! # " ! # ! ! ! % ! # & ! > q +6 - 6 > 'N / y {+6 - & D € @6 [‰XX^ ” & ! ! ! ! % " # " j ! # j ! ! # ! ! ! ! ! ! ! & Reflection: ! j j ! ! # " # _ ! ! " ! # # % € ! ! ! | ! ! ! & ! _ ! ! % " ! # ! " # - ! ! ! ! ! # ! j ! ! | j ! & Application: % ! % ! ! ! ! ! % % ! # " # ! # ! & Experimentation with tasks in classrooms, support, and research * # " j % ! \ ! j # % ! ! # " # # ! ! ! # # # j ! ! ! # ! % ! # % % ! & * ! 92 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 ! \ % # # ! ! ^ % # ! ! -as-% ! #\ \ ! # _ ! ! ! " ! # ! # ! ! # # ! & y {+6 - & D € @6 [‰‰[ & ! # ! -as-% - % ! \ # " ! ! ! \ # # " ! | ! ! | ! ! # ! ! & _ ! # j # ! ! # # ! ! ! ! & € # # \ # j # ! ! # # critical incidents % \ % # ! ! \ # ! ! ! € ! ! ! & ! ! ! ! % # % % ! & ! # # j ! ! ! # ! \ # # j " ! # ! ! \ ! -as-% \ # ! -in- ! ! \ ! | # ! | ! ! ! -in- ! ! \ ! % ! % ! & ! ! ! ! # ! # \ \ # - % ! ! " ! # “ j " # ! | ! # # ! & # ! # ! ! " ! ! # # ! % % ] # " ! # j # ! ! \ # # # ! # \ % " # ! ! "! _ # ! ! ! # € # # % & j ! ! ! # ! " ! # j & 5. Our research results: the competences teachers need to develop ICC in their classrooms illustrated by an example ! % # # ! ! # ! ! _ \ % % # ! ! # j # € ! & € ! # \ % % " j ! ! ! # # # # & ! ! # ! ! ] # " - ! ! j # ! ! \ ! \ # ! # - # & €  \ # # ! # % ! ! \ - ! ! ! ! ! -as-% # ! ! ! | % ! ! # ! \ ! ! # # ! -as- ! ! \ # # # ! | % ! ! % # ! ! ! # # ! ! ! # ! ! -as- ! ! # % ! ! & € % \ % ! ! # \ % # # ! ! _ "  % ! ! # & # ! # € ! is # ! " # " % # ! ! ! ! & Negotiating concepts and discussing approaches during the workshop Designing tasks in small groups (here five 5 th and 6 th grade teachers) Developing teachers’ intercultural communicative competences 93 42 (2013 2 4 ! ! # " € ! ! ! ! ! ! ! & " % \ ! ! # j € ^ Elke 2 : I would like to know whether intercultural learning is different from cultural knowledge. Karin: Cultural knowledge is part of that. Elke: For me, these are two different ball games. Sandra: This is part of knowledge, in this table [she refers to the knowledge dimension in Byram’s model, B YRAM 1997: 34], but the intercultural goes beyond that, beyond factual knowledge. Julia: You should be able to talk about it, about the differences. Karin: To critically question it. Julia: Right. Or be able to feel empathy. ! # ! ! ! _ # _ ! % ! ! " € ^ Elke: Is intercultural learning also about how my neighbour is different? Julia: I would say that, on a small level, it starts like that. Julia also provides examples how she makes use of the different cultural backgrounds of her students to develop ICC (“I have six different cultures in my classroom. If everybody tells something about his or her festivities and customs, they will already have learned a lot”). The teachers exchange so-called ‘small stories’ (V ASQUEZ 2011) from their classrooms to generate ideas, clarify approaches, and provide support. Through this, they help Elke realize the importance of allowing one’s students to discover the potential of their own cultures in their own classroom - one dimension of the ICC competences. ! \ \ ! # # % ! % ! ! " - ! ! ! ! ! & ™ $ \ # " ! % - ! ! \ ! # # # ! - j % ! \ ! # # \ " „ ! # # ! ! ^ ŽThese are things we do not do in our daily school life. […] We must be realistic […] Let’s be honest, only few teachers set up e-mail contacts&’ ! \ $ - ! # # # ! ! ! & y \ % j # ! !  # # ! ! ! # ! ! # - j \ j % ! % % ! \ # # $ ! ! _ ! ! & ™ # ! # ! - % "! # ! " #\ $ ! #\ ŽWhat kind of website is that›’ ! # # _ ! ! ] j ^ ŽAnd who writes to whom? Does that all go through me? Do I pull it all together and send it off? And then it comes back to me, and I pass it on to the children? ’ ! % ! \ # j # ! ! # \ ] \ ! "! ! \ ! " ! & ! # # ! ! j ! 2 ! " ] #& 94 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 ! \ ! % ! j ! ! ! # ! # - ! ! _ & Developing tasks and putting them to practice $ % ! \ ! # ! # € ! ! # # j ! & € % ! ! ! $ # # # ! ! ! _ " ! # j % ! & y ! ! # ! # ! ! ! # % ! % ! # j € ! ! _ # % ] ! ! $ ^ ŽHow do I construct a lesson of 45 minutes which focuses on ICC? ’ & ! ! ! \ ! ! # ! # ! " ! ! ! " ! ! # "" ! % ! j # # # # % # % " % % #! # ! " ! # - ! | j ! ` ! # \ ! ! # # ! ! “helping learners to reflect / become aware of their own cultural practices’. % ! % ! ! ! # # ! " ! ! # ! -as-% ^ ŽIn the first lesson, we work on the vocabulary, a task-support for the following tasks. For this lesson, the dimensions of ICC cannot be applied.’ y % ! ! # - # ! ! # ! ! ] ! ! & ŽIt was surprising that the children checked the English names of certain sports on their own in the vocabulary list of their textbooks. This way, the children solved the problem of explaining the difference between soccer - football - American football on their own. They already knew about the differences’& ' # ! ! ] ! ! ! " " |! % ! ! # € \ ! ! ] ! ! # % # ! ! ! \ ! _ ! ! # " # % # % # & % ! ! ! | j % # " ! ! ! ! _ & € ! -as-% \ ! ! ! ! ! % % ^ ŽThe letters that the American children wrote to us have arrived - here is the envelope. Let’s have a look at the map - where is Crestwood, Kentucky? The American students’ school is called Centerfield Elementary&’ # ! |! #! ^ ŽVery nice. Providing cultural knowledge is exciting even at this stage. Do the learners understand elementary? If not, you will need to tell them that it is a primary school. […] Then you can talk about the cultural difference that the primary school there includes the 6 th grade (as in some German states)&’ +j ! ! ! \ ! " # ! # & € ! # ! ! # ! \ ! ! ! # ! # # % ! # | %& ! ! # ] ! -  # ! - ! ! % # ! # ! & ! ! ŽOh my God, they are in primary school! ’ \ # - ! % #! " % j ! # # ! ! - Developing teachers’ intercultural communicative competences 95 42 (2013 2 4 % # %\ & & $ \ ! ! ! ! • # & ! ! # # ! ! $ ! # ! # ! % # ! ! # ! ! & ! % ! ! ! ! - ŽI try and encourage my students and trust in their potential, their talents, and their strengths’ & j- " % # j # ! " ! ! & j ! ! # % ! " # # ! ! ! ! & € # ! ! ! \ $ ! #\ “5 th graders cannot reflect too much yet. […] Do I provide language chunks? If so, this would guide them very strongly, and there won’t be much from the students. I think this is very, very difficult in a fifth grade.” € ! ! \ ! " # ! ! \ # $ ! ! _ ! ! ! -as-% ^ “How much German is allowed? ” j # ! ! % ! ^ “There should be a reflection which can be done in German if it doesn’t work in English.” $ # !  ! % ! ! ! % # " ! ! ! ! & # $ % ! _ ! % ! ! ! _ \ ! # " & % ! ! # " # ! "! ! ! # ! # % # # ] ! & € ! -as-% \ ! # # # ! " \ # ! # # ! ! ! % & € \ \ ! ! %! % % ! ! % ! # ! # % ! ! ! ^ ŽHere I would process differently in an optimized version. At first, the children were incredibly motivated to receive the American letters and pictures, and they ‘blew apart’ the planned frame of the lesson. They compared letters on their own, translated texts, and used the dictionaries. To force this excitement and the encounter with the new culture into a table was not appropriate. Therefore, my alternative: Evaluating other cultural practices must be done earlier, less structured, and more spontaneously. In the second lesson, the children must have the opportunity to talk spontaneously and in German about the letters’& # ! # ! ! j ! # " % j # ! ! # ! " # € # & ! # ! ! ! ! " # ! -as-% ] #\ ! ! ! # & 6. Conclusion ™ # ! ! # % ! " # - ! ! ! ! & € ! \ % % " ! j % ! ! \ ! % - # ! # ! ! j ! & # # ! ! \ 96 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 # ! j ! \ ! & > q +6 - 6 > '' Q y {+6 / ƒ ' [‰XY^ €€&Y & y \ !  ! # ! # ! ! ! ! # # ! ! \ ! \ # j j % # & y  ! ! # ! # # ! ! j ^ # ! € \ ! ! # # # # ! ! & € # ! ! ! # # ! #\ & ! " % % \ ! "! # ! ! ! % - ! # € ! ! % # ! # # ! " # € & y  ! ! # ! # ! # ! # ! ! # ! & # ! ! & # # ! \ # ! # # # ! ! & Literature ™6€< , Dick / '{ \ „ # [‰‰” ^ The Developing Language Learner. An Introduction to Exploratory Practice& # ! \ ' % ; ^ ƒ > & 6€ +6 \ " Q ƒ y \ ƒ [‰‰} ^ Lehrerinnen und Lehrer erforschen ihren Unterricht. $ # " ^ { # & >+6€ ' y@' € y' + T + €'< y F y6+€<' '<@ <+ (2006): Standards for Foreign Language Learning in the 21st Century& ^QQ%%%& & Q # Q# ! - ! Q # Q# ! - ! Q # Q # ! - ! Q ! ! -X› #¨YY”[& ! ! ! \ „ X•\ [‰XY& ƒƒ+ \ „ (1995): Diary of a Language Teacher. yj #^ & $ 6++' \ > X” ^ Ž s c j - # ! ›’ € ^ Studies in Second Language Acquisition 7, 135-X& $ 6++' , > X”} ^ Ž " ! ! # ! ’& € ^ '* €' / > @6ƒ ; #! & , 23-Œ•& $ @6' \ [‰‰” ^ Ž ! ! # # &’ € ^ $ @6' , Q 6 € 6* \ „ #! & ^ The Cambridge Guide to Second Language Teacher Education. ' % ; ^ " # @ ! ƒ ! ! \ [”-[”}& $ @6™€ ˜ -> + ˜+6 , + (2003): Allmähliche Annäherungen: Fiktionale Texte im interkulturellen Fremdsprachenunterricht der Sekundarstufe I& ˆ" ^ ' & $ ; 6 > \ > X””} ^ Teaching and Assessing Intercultural Communicative Competence. - # ^ > > ! & '* €' \ ! '& X”} ^ Ž % #! ! -" ! # ’& € ^ '* €' / > @6ƒ ; #! & \ 5- [[& '* €' \ ! '& [‰‰Y ^ Ž ! #’& € ^ +<@ {+ \ > - {& Q y {+6 - & D € @6 \ > #! &): Kommunikativer Fremdsprachenunterricht: Rückblick nach vorn. ˆ" ^ ' \ ŒX-& '* €' \ ! Q > @6ƒ ; \ * #! & X”} ^ Language Learning Tasks. + % # ! \ '„^ ƒ - € & Developing teachers’ intercultural communicative competences 97 42 (2013 2 4 y@' € y + @6yƒ+ #& [‰‰X ^ Common European Framework of Reference for Languages: Learning, Teaching, Assessment. " # ^ " # @ ! ƒ ! ! & + \ > [‰X[ ^ Task-Based Language Teaching from the Teachers’ Perspective. Insights from New Zealand& ! # Q ƒ # ^ „ $  ! & + {+6 \ „ ! Q €+{> '' \ " #! & (2008): Task-Based Language Learning and Teaching. Theoretical, Methodological, and Pedagogical Perspectives. ^ & < —$+ \ { ! [‰‰} ^ Qualität im interkulturellen Englischunterricht. Eine Videostudie. >ˆ ! ^ ™ j & < @ \ Q + > \ ! #! & (2010): Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century. $ ^ ƒ & € €€ \ + [‰‰” ^ Ž ! ! -" ! # ! „ ! ! # + ! ’& € ^ Asian Journal of English Language Teaching 19, 159- XX& J –<+6 \  [‰XX ^ Kultur szenisch erfahren. Interkulturelles Lernen mit Jugendliteratur und szenischen Aufgaben im Fremdsprachenunterricht. ^ & J y ' y' \ { +& [‰‰” : Second Language Teacher Education. A Sociocultural Perspective& ' % ; ^ 6 # & { @> 6 *€ + @ \ $& X””X ^ Ž - ! ! ^ # - ’& € ^ ELT Journal 45&2, 98-X‰}& +<@ {+ \ > {& X”” ^ Ž " # ^ + ˆ ’& € ^ +<@ {+ \ > #&): Handbuch für Spracharbeit Teil 6: Fortbildung. $ # X& >ˆ ^ < -€ ! \ X-[[& +<@ {+ \ > Q y {+6 - & D € @6 \ > [‰‰” ^ Ž -" ! # j ’& € ^ $ @6' , Q 6 € 6* \ „ & #! & ^ The Cambridge Guide to Second Language Education. - " # ^ " # @ ! ƒ ! ! \ [‰”-[X}& y6 €+ \ * & X”} ^ Schoolteacher. A Sociological Study. ^ @ ! ƒ ! ! & > €'€ 6; y + *@ €y' (2007): The New Zealand Curriculum& ™ \ '˜^ > # & > q +6 - 6 > '' \ # ! [‰‰• ^ Ž ! ! - % ! ’& € : Language Learning & Technology 4&2, 129-XŒ}& ^QQ & ! & # & ! ! ! \ „ X•\ [‰XY& > q +6 - 6 > '' \ # ! [‰‰• ^ Ž % - " ^ # # ’& € ^ $ + ˜ \ „ & Q T y6'+ , & #! & ^ Internet-Mediated Intercultural Foreign Language Education. $ ! ^ ! \ •Y-Œ& > q +6 - 6 > '' \ # ! Q y {+6 - & D € @6 \ > [‰XX ^ Teaching English. Task- Supported Language Learning. ƒ # " ^ š & > q +6 - 6 > '' \ # ! Q y {+6 - & D € @6 \ > [‰X‰ ^ Ž6 ! ! ! -" ! # ’& € ^ T y> \ > Q 6 +€'*+6 \ #! & ^ Task-Based Language Learning and Teaching with Technology& # ^ \ X}-Œ‰& > q +6 - 6 > '' \ # ! Q y {+6 \ > Q ƒ ' \ ! # #! & (2013): Kompetenzentwicklung in der Sek. I. Lernaufgaben Englisch aus der Praxis. $ ! % ^ ™ ! * ! % & N @' N \ * # Q $ € +; \ { >& [‰‰” ^ Exploring Second Language Classroom Research. A Comprehensive Guide& $ ! ^ & y|* y™* \ 6 " Q + $+6$ \ { [‰‰Œ & Ž< # ! ! # › ! ! # ! ! "  ! ’& € ^ ReCALL 16, 1, 5-X”& 6 +€> '' \ # % [‰X‰ ^ Ž ! -" ! # % ! ! ! ! ’& € ^ 98 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 + *+ \ Q yy>$+ \ ! & #! & ^ Applications of Task-based Learning in TESOL& $ \ >*^ + y ƒ " ! \ Œ”-••& >@* \ [‰‰X ^ Ž< # ! ! " % # # ! - ^ ’& € ^ $ ; < + \ > Q {+ ' \ ƒ / ™ €' \ > #! & ^ Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing& %\ @{^ \ 119-40& 6 \ > [‰‰ ^ Ž™ ! $ - ! \ › ! - ! " < ! ! ’& € ^ + {+6 / €+{> '' #! & \ Œ}-••& y {+6 - & D € @6 \ > X””[ ^ Neue praxis- und teilnehmerorientierte Fortbildungskonzepte für den kommunikativen Fremdsprachenunterricht: Dokumentation und Evaluation ausgewählter Projekte& " ^ ƒ†# ! ! & y {+6 - & D € @6 \ > [‰‰X ^ Forschendes Lernen in der fremdsprachlichen Lehrerbildung. ˆ" ^ ' & y {+6 - & D € @6 , > [‰‰[ ^ Unterricht verstehen. Erfahrungswissen reflektieren und den eigenen Unterricht weiterentwickeln. Medienpaket zur Förderung reflektierter Unterrichtspraxis& >ˆ ^ < € ! € ' ! $ # # ] $ ‘& —' \ * # & X”Y ^ The Reflective Practitioner: How Professionals Think in Action& ' % ; ^ $ ! $ & +{6+ 6€ *+6 –'*€<+' { y' +6+'˜ *+6 { @ @ >€'€ +6 *+6 –'*+6 €' *+6 $ @'*+ - 6+ƒ@$ €{ D +@ '* ! &) (2004): Bildungsstandards für die erste Fremdsprache (Englisch/ Französisch) für den Mittleren Schulabschluss. Beschluss vom 04.12.2003. >ˆ ^ - #& ' +6> + \ ƒ Q y ƒ€' \ > Q ' < y6ƒ \ { Q $ O< +6 \ ' Q ' *+' $ 6 '*+' , { ! [‰‰• ^ Ž ! -" ! # ’& € ^ ' *+' $ 6 '*+' #& \ X}-X”•& ' *+' $ 6 '*+' \ { ! #& (2006): Task-Based Language Education. From Theory to Practice& " # ^ " # @ ! ƒ ! ! & ' *+' $ 6 '*+' \ { ! Q ' < y6ƒ \ { Q +6 + \ > # #! & (2007): Tasks in Action. Task-based Language Education from a Classroom-based Perspective& " # ^ " # ! ƒ " ! & ª@+˜ \ [‰XX ^ Ž + y \ # \ # # “! ! | ! ’& € ^ TESOL Quarterly 45&3, 535-Œ& ™ + , < # / '< -™ + \ < & X””[ ^ Constructing Knowledge Together& Classrooms as Centers of Inquiry and Literacy. ƒ ! \ ' ^ & ™ yy* \ * X””• ^ Teacher Cognition in Language Teaching: Beliefs, Decision-Making & Classroom Practice. " # ^ " # @ ! ƒ ! ! & 42 (2013 2 © 2013 ' 4 H ÉLÈNE M ARTINEZ * From standards to tasks and vice versa Challenges in foreign language teaching and learning Abstract. ! # ! " ! " % # \ ! ! # # ] \ # ! # # % # # # & % \ ! # #! ! ! # #! _ ! ! # ] ! ! % ! ! & ! ! ! ! ! ! & # " ! # ! " # # ! - # ! ! # ! ! & 1. From standards to tasks * " ! # % ! ! ƒ€ ! # [‰‰‰\ < ! # j ! ! ! ! ! # ! ! & € # \ ! ! # " # ! ! ! \ ! # ! ! & ! ! _ \ # ! ! # ! ! ! # ! & y ! ! \ ! " ! #! # _ & € ! #\ |! ! " # ! ( & L +@ƒy * [‰X‰^  & ! ! # # % ! ! ^ ! # # ] \ # ! & ! ! ! ! # educational standards [‰‰YQ[‰‰Œ # ! # ! ! € % # ! " ! < \ ! # ! + ! Q & $ [‰‰•\ # ! # #! % " # < # ! ! & € [‰X[\ # > ! ! +# # ! # ! ! {>{ ! # # # ! # #! ! # ! ! \ €€& 1 # # ] ! " " \ ! * Address for correspondence: ƒ & * & Hélène M ARTINEZ , „ ! ! - " -@ ! † < ‡ \ € ! ˆ 6 ! \ * # # 6 ! \ { -< š - ‡ [X<\ *-35394 G €+‡EN & E-Mail: & ]‹ ! & - ! ! &# Research areas: L \ # # ! ! \ # ! ! - & 1 y # ! \ % " % # ! " ! # 100 Hélène Martinez 42 (2013 2 4 + ! \ " ! ! #\ # # ! "! _ ! ! \ € \ 6 ! ! & + € + { @ @ - >€'€ +6€@> [‰XX & Competence orientation ! ! ! # % ! " ! & € - \ # ! # #! ! # ! # # & ! ! ! ! ! _ " ! |! # # ! ! & ! - # ! \ #\ \ & ! ! # - ! ! ! # #\ ! # ! ! ! % ! # \ % # " # Q ! ! & \ _ ! " ! ! # " ! # " ! # # & ƒ 6€ [‰X‰ & € # |! ! \ -% # j ! Y # #  # +6 Y # +6  " # & ! [‰XXQX[\ ! j ! " _ # ! " < \ + ! ! ! \ & ! ! ! # # # " ! _ ! ! # ! ! €ª$\ € ! ˆ ª † ! - ! $ # ! % ! ) 2 # # ! ! | ! ! & [‰‰Q[‰‰”\ ! ! ! ! " + ! # ! " # # & € ! ! ! - # # ! # ! ! _ ! ! & # ! - # ! # #! j ! ! # ! ! ! \ ! ! ! ! & % \ ac # ! ! # " ! ! \ % " ! # “can-# ’ # ! ! Common European Framework of Reference for Languages + 6 # ! # ! ! ! % ! ! # ! ! | & €ª$ ! ! ! # ! ! # ” ! ! _ & ! ! # ! ! # % ! - # ! < # # ! # #! " # ! ! # # # & € ! ! \ # ! ! ! # ! \ # ! # ! ! € ! & ! ! # ! + ! Q nch) [‰‰” ! ! ! & { — +6 / { '€<<+ / T + [‰X‰^ X} & ! # ! ! € & " ! ! ! \ ! # ! \ & & ! \ ! ! # # ! & 2 ™ # # ! # #! ! # ! ! € \ €ª$ % ! # #& y #\ €ª$ ! ! # #! " ! # _ ! ! ! # ! ! - ! " " ! ! ! ! ! # # ! ! ! & y #\ €ª$ ! # ! # " ! ! ! ! ! % ! # ! " # # - ! # #! " ! # ! ! & h ^QQ%%%& _"& -" &# Q ! Q " & From standards to tasks and vice versa 101 42 (2013 2 4 % # # " ! #\ # ! ! ! ! \ # # ! # #! ! % # & ! \ ! ! ! ! & [‰‰ & € j ! \ % ! ! ! " #^ ! # _ # # ! # #! ! ! " ] #& ! ! \ ! " ! # ! \ % ! # ! #& ! # #! ! # ! # ! " ! # #& ! ! ! - # ! ! ! ^ \ ! - ! % ! # # & ! ! ! ! # ! # % ! ! " ! ! # # ! # #! ! ! - # ! \ € {>{ [‰‰Y\ [‰‰Œ & \ ! # ! " ! # # # # " # # # ! # #! ! # ! ! €€ & The (communicative) task ! - # & $ ! ! _ \ ! ! ! ! # ! \ " ! _ ! # ! # - # ! ! - Ž ! ’ { €ƒƒ+ [‰‰•^ XX & “ ! # ! " # j # ! & € ! ! ! % ! " ! # # ! & & ! & ! ! ! % " # ! (real or authentic language use)’ (> q +6 - 6 > '' / y {+6 - & D € @6 [‰‰^ Y & € ! ! ! # ! _ # " # - ! \ # ! # ! ! # " ! ! & # #! " # # j ! ! & 2. From tasks to standards: tasks as a trigger for learning processes 2.1 A competence model for language learning # # ! # #! ! # ! ! €€ ( & X‰[ ! # # " & € ! " # # # % + 6 # # ! # " ! ! j ! # # ! # #! $>$ [‰‰} \ - # # & 102 Hélène Martinez 42 (2013 2 4 {>{ [‰X[^ XX # # ! ! ! & € ! ! - \ ! ! # # # - \ " ! # & ! ! & € # _ ! \ # _ " ! ! # ! ! # #& _ ! ! ! ! ] j ! # # \ % # -" ! # & % ! ! # ! # ! ! # # ! ! # ! & {>{ 2012: X[ & ! \ " % ! # " ! ! " ! & a) ! # ! ! ! ! # ! ! ! & > \ ! ! ! ! ! ! % # ! % \ # \ ! \ ! \ # \ # j # # & From standards to tasks and vice versa 103 42 (2013 2 4 " € \ ! #! # \ # & ™ ! " - ! \ j % ! \ ! - ^ ! ! ! ! & # _ ! # ! ! j % # ! \ " ! # % ! ! # - & c) $ ! # ! \ ! ! & y@' € y E @6yƒ+ 2001: 9)& " % ! # ! ] ! ! ! - ! ! # # & 2.2 The conceptualization of competence j ! # # ! # #! ! " ! # ! - % ! ! # ! " # " ! ! ] W +€'+6 [‰‰X & # ™ \ ! Ž" € # # ˆ " # # ! - " † # \ " ! ƒ " ] š! ! % # # " # \ # ! ] $ ! # † \ # ƒ " š! " # - % ! ] ] š ’ W +€'+6 2001: [} & 3 ! ! " % % # # ! ! & ! \ % - # ! ! ! # # # # " # - ! ! ! ] # & T +6 [‰X‰ & € + 6\ ! # # ! Ž! % # \ ! ! # ! ! % ! ! ’ ( y@' € y E @6yƒ+ [‰‰X^ ” & 6 ! # # " # ! ! ! < L E $ y +6 %! ] # # - j ! & # L E $ y +6 (2009) 4 \ ! ! % # # ! ! ! ! " " #& € ! %\ # # ! ! " " # " ] # ! ! ! # Ž# % # ’ %- \ savoir \ 3 ! Ž # # |! " " " ! # ! ! # # ! - " ! \ # _ # \ # ! % ! ! # " ! # # ! " -! ! ! ! ! ! ’& 4 ! # ! # Ž % ƒ ! - ! ! # ! ’ 6+ƒ '*+ €+6 [ &] [‰X[ & * # [‰‰}\ # ! " ! ! # " ! ! ! + 6\ % ! ! # ! ! ! ! & y " ! ! % - # # ! ! # % # # ! - ! \ # ! ! # ! # ! ! " # # 6+ƒ & ™ ! - _ ! \ ! ! # " " ] #& ! ! - # # ! ! " _ # " + & 104 Hélène Martinez 42 (2013 2 4 Ž # % # ’ %- %\ savoir-faire ! % ! Ž # ! # ! ’ # \ savoir-être " #&: 47 & \ ! ! |! " " ] # ! ! \ % " % # \ ! ! # # ! j # ! \ # ! \ ! \ & \ # j _ ! & '*+ €+6 [ &] 2012: XY & € ! % #! \ “&&&‘ _ _ ¡ ! ± ! _ &&&‘ ² ! ! ! ! \ _ " ± ! ! \ # ±! # ! & # ! ! ! ! # ± ! _ ! ! _ ! " ! ± ! ± ± ! ! ±! # ! & ! ! ! ! \ ! # ± ! & > ! ! ! # ‘ ! ! ±# | ! ! - ! ! \ - ! ‘ " ! | ! ‘ ± |& ! _ ! # - ! ! ² _ ! ± \ ! ± ! ! ! ! ! ² ! \ ! ! # ´ # ± ! ± ! ! ! ! ² ! ’ (G µ6 6* / $ 6 €$ ' 2004: 25)& 5 ! " " ] ! ! j ! & %- \ " ] ! ! # ! _ ! ! - ! " ! -! ! ! & & ! ! & ! # " " ] ! _ ! # # " ! \ # ! ! ! ! \ ! ! ! \ ! ! \ ! ! ! % # ! #\ ! & % ^ " ] ! ! ! ! ! ! " # ! % ! ! # # ! ! ! & ! \ ! # #! # ! |! " ! ! % ! ! - # ! " & ! ! ! ! # # " ! # ! ! savoir-faire \ " ! # ! savoir-être & 5 […] ! Q! ! " " ] # " ! ! ! ! & ! ! ! " ! " ] # # # % # ! ! & ! # j ! % ! ! & % \ “ ! ! ! ! | ! ! ! ! ! # " “ " ] #| # “ #|\ ! " " ] ! Q ! ! # % # ! # _ ! ! # ! _ ! & ! \ #! ! ! ! # % ! ! " ! % " #& ƒ % ! ƒ ! + ! ! ! ! # ! } } } From standards to tasks and vice versa 105 42 (2013 2 4 6 ! ! | ! j ! ! |! ! ! # #! ! ! ^ " ] ! |! # " ! \ ] ! Q % - ! ! # ] ! # ! ! ! ! ( & & € @ [‰‰Y & ! ! # savoir-apprendre, % " ! " ! " _ savoir-mobiliser & L E $ y +6 [‰‰” & ! ! \ # Ž ! ’ ! ! & # ! % ! ! - # & “{ ] @ # $ ] $ # ! ! # #! # † # - # ! * ! # ] % # & +! # + % # † # ] "! ! ] ! ! ! ! ! ] ˆ - " ! ! ! ! # ’ ({ +''+6{'+ 2011: 7)& 2.3 Fostering competences by mobilizing resources: on the question of constructing adequate tasks ! ! _ # # ! " # " \ ! # j ! ! " ] ! ! & € # ! ! \ ! # ! # ^ a) # ! # ! ! % ! ! " ] # # " # # ! " ! \ ! & " ! # Žsavoir-mobiliser’& ª ! # j ! ! " ] # j # ! ! ! # ! ƒ 6€ / G 6y - „ ' / { +ƒƒ€' [‰X‰\ T + / L +@ƒy * / { — +6 [‰‰\ > q +6 - 6 > '' / y {+6 - & D € @6 [‰‰ & ! ! % ! ! # ! - ! ! % ! ! % " # # % & y j # ! ] ! ! & € # ! ! # j ! ! \ ! # " # j % ! ! & € ! # # _ ! " % j ! ! # ! ! " # ! " ! - ! ! ! ! ! ! j % # savoir-apprendre # ! ! #& y \ ! ! ! ! ! " ! \ ! ! # # # & ™ ! # \ " ! ! # ! # # ! |! ! # ! % ! ! ! # ! ! ! % ! ! # ! - ! ! % ! ! & € ! ! ! ! ! ! ! ! & - # '*+6 y' [‰X[ % # ! ! " |! X‰• Hélène Martinez 42 (2013 2 4 ! " \ " # # ! ! ! ! ! ! ! # ! ! ! ! " & % ! ! - ! ! ! & & "- -! % ! & ! ! ™ ! | % \ % ! ! ! ! ! ! - " ! # % ^ - ! # # ! ! ! \ \ ! ! ! \ & € ! # ! \ ! ! ! # " -! ! ! \ & &\ ## ! ! % _ ! ! ^ €! ! |! ! ! % ! ! › €! " ! ! # ! ! › ™ › % # # ! # % ! › ™ % ! # Q ! › * # ! # ! › ! ! " ! ! ! ! ! ! % & € ' € @ y +6 ' + (2007 ! ! ! ! ! # " ! ! & 6 # - ! # ! ! - € ' € @ y +6 ' + ( " #&: 514-[‰ \ ! % ! ! ! # % ! ! ^ Phases of task solving process Examples for strategies a) planning how to perform the task # " ! # # # ! ! " " ! ! # ! ! ! ! # " " ] # ! j _ ! ! ^ Ž™ ! j # › ™ ! ! ! " # % ! › ™ # € # % # ! › ™ ! ! # € ›’ ] ! ! # ! ! # % #! & ! \ ! # ! ! # ! j ! % j & + ! " # \ ! " ! ! " & ! # ! ! ! ! ! ! ! ! & & ! & From standards to tasks and vice versa 107 42 (2013 2 4 ! ! _ ! % ! |! ] ^ \ # % ! ! \ ! ! # ! ! \ ! ! ! ! ! ! " ! ! & €# ! ! " -! ! ! ^ % # ! \ # ! % ! ! \ # ! " # # \ # ! # ! ! -‘& > # ! ! ! % # " " ] # ! # % & # # ! & * # " ! ! # # ! ! ! & + % ! ! \ ! ! & * # % ! # " ! ! % ! ! & * # % ! ! & b) performing the task " ] _ # ! ! - # # # ! ! \ " ! ! ! # ! ! \ & & > ! # ! ! ! & @! ! & ! ^ ! _ ! ! j # ! \ ! ! \ ! ! # ! ! ! & $ % # ! ! # ! ! ! ! & % #! & 108 Hélène Martinez 42 (2013 2 4 c) Evaluating the process of solving the task and the task ! ! % ! ! ! ! #\ # ! ! #- # * ! ! % ! ! \ ! \ & ! & * " ! " % ! ! ! & ] _ # _ % # & ] # # ! ! & @! ! ! ! & @! # ! \ _ ! & ! " ! ! ! & @! ! ! \ ! \ # ! & ! ! " ! # % ! ! ! & ! % # ! ! & ! % ! a! ! ! ! ! Ž # ! j # ! # # ! # ! ! ! # ! #’ '*+6<6€ / G O [‰X[^ ”[ & # '*+6<6€ / G O ( " #& \ ! # ! " # " Ž" # " ! ! ! |! ! ’& ' ! ! \ ! # ! ! ! ! & € ! #\ " ! ! # ! # % ! Ž ! ’ " #& & ! ! % ! ! # ! Ž ’& % ! '*+6<6€ / G O ( " #& # ! ! ! ^ ! ! |! % # \ j ! \ # ! " ! ` ! # ! # # ! \ ! ! # #- " ` \ " ! # ! ` %- ! ! " # # #` ! # ! ! ! ! - ` ! # %- ! % # # ! ` From standards to tasks and vice versa 109 42 (2013 2 4 % # j ! j ! # # ^ "  - ! # " % # # ! & ƒ ! ! # ! % # \ “ " | \ % - % F + - ! % # " ! \ # #! # ! ! \ # # ! % % # - ! & 3. Challenges in foreign language teaching, learning and research: From task construction to task evaluation Th ! j ! ! ! ! ! ! - ! !  ! j - # ! & ! ! ! j ! ! " # # " €ª$ & {>{ 201[` T + / L +@ƒy * / { — +6 [‰‰ \ " ! ! ! ! ! ! ! & & j ! ! j " ! & ™ # ! #- # ! \ ! ! ! ! ! j " ! ! # # % # & @ \ # # ! & > 6 €'+˜ / 6—*+6 - @6 2011 & ! \ ! ! ! # # - ! # % # & € ! #\ ! " - % # " ! # # % # #\ ! - ! _ \ " ! # & $ 6'+ X”}• & € ! ! “ # | ! ! ! # ! & € % \ ! ! ! - # ! ! % " ! #& ! ! " ! # # " ] " [ # j # # # ! # savoirapprendre ! ! \ # # ! & '*+ €+6 [ &] 2007/ [‰X[` > 6 €'+˜ / 6—*+6 - @6 2011` > +€‡'+6 [‰X[\ [‰XY & " ] ª ! ! ! savoir-faire " " ! " " _ ! * ! ! ! ! ! › & & % ] ! ! * ! ! ! ! › % # ! ! # ! ! Q "! ! ! * ! ! ! " ] Q # 110 Hélène Martinez 42 (2013 2 4 _ ! ! ! › & & # ! ! % # % # ! \ ! # ! ! ! % % j * ! ! ! ! " " ] # ! ! › " ] ª ! ! ! savoir-être " ! ! % # j ! " # " ! # ! ! # % - # # ! ! * ! ! ! # ! % # # ! ! # ! ! ! › * ! ! ! |! ! › * ! ! ! ! ! # ! ! › * ! ! " # " ! ! |! % ! › " ] ª ! ! ! ! % ! ! ! |! ! ! €! ! ! ! " ! # › * ! ! " # ! # ! ! " " ] #› ! % # \ ! ! \ # ! * ! ! ! ! ! ! Q % ! ! › * ! ! # Q % ! ! › # j ! ! ! ! ! % & \ # " % “ ! - ! -% | # “ ! -a! - ! ! | # # " $ ! & ! " ! ! ! % " ! # # " ! # ! & # $ 6++' (1987 \ { @> 6 *€ + @ X””X # > @6ƒ ; [‰‰Y " ! # ! # ! ^ |! # |! ! ! \ " ! % ! & € ! " ! % ! % (> 6 €'+˜ [‰XX % ! " ! # ! ! ! & € ! ! - # ! ! # ” # X‰\ T + [‰X‰ # ! ! % ! ! # # # # % # % ! ! & From standards to tasks and vice versa 111 42 (2013 2 4 ! \ - # j ! ! _ ! ! ! ! & ! | ! " ! ! #\ \ ! #-" ! # ! & # E € X””} \ ! " # # • : # -" ! # & & ! # ! | # ! % #! ! ! # ! " ! # & 6 ! ! -" ! # & & ! - # ! # ! ! ! - ! ! # & -" ! # & & j % ! Q! # ! # & % E € X””}^ ŒX " ! ! # ! # Ž ! - ’ ! ! ! ! ! ^ € ! ! “ ! ! ! ! ’ # “ ! ! " # ! ! ! ! ! ! ! ! " _ # j % ! % # % # ’& " \ ! ! ! ! Ž % # ! # " # ! " # " # - ’& ! ! ! Ž ! ! ! % ’ E € X””}^ ŒX \ " % & [ & 4. Conclusion # ! ! ! ! ! # # ] \ - # ! - % # # & € ! # ! € # €€\ ! # #! ! # # _ ! ! & > \ ! ! ! # " # % ! ! " \ # & $ # ! \ |! # |! % - " # - # ! ! # ! ! \ ! % ! ! ! & ! ! % # " ! ! ! ^ - # ! - ! ! \ |! % " ! |! # ! |! %& • E € X””} ! ! # ! } ! ! ^ X ! ! [ * ! " ! Y ƒ Œ  ! • 6 ! ! ! # # ! } ™ & 112 Hélène Martinez 42 (2013 2 4 Literature '*+6 y' \ ' „& [‰X[ ^ Ž> ^ % ! ! ’& € ^ > +6 +6 \ / 6 ; ' \ / W € € > \ > #! & ^ Psychology for Language Learning. Insights from Research, Theory and Practice& ' % ; ^ ƒ > \ X•”-X}& $ @ \ { -6 # / 6€ \ " / { Ö'€< \ <& / { 6@>> \ ! -„ˆ #! & [‰‰Y ^ Der Gemeinsame europäische Referenzrahmen für Sprachen in der Diskussion. ˆ" ^ ' & $ 6++' \ > ƒ& X”} ^ Ž " ! ! # ! ’& € ^ '* €' \ ! Q > @6ƒ ; \ * #! & ^ Language Learning Tasks& # ^ ƒ \ [Y-Œ•& $ @'*+ >€'€ +6€@> q6 $ € *@'< @'* F y6 @'< $>$ [‰‰} #& ^ Zur Entwicklung nationaler Bildungsstandards& ! & { -+j ! ‘& $ ^ $>$ & '*+ €+6 \ > # Q >€ +6€ -G 6€> \ Q + y € \ ± _ Q DE ƒ €+ 6y \ „ -F 6 '¸y€ / L —6€' ˜ \ € # ¹ Q > +€‡'+6 \ ]-„ ! Q 6—*+6 - @6 \ Q N y<@+6y \  ! # > y €'€µ \ > ‘ [‰‰}Q[‰X[ ^ Cadre de Référence pour les Approches Plurielles des Langues et des Cultures& < ]^ + † ! ! #! ] & '*+ €+6 \ > # Q >€ +6€ -G 6€> \ Q + y € \ ± _ Q DE ƒ €+ 6y \ „ º ! / L —6€' ˜ \ € # ¹ Q > +€‡'+6 \ ]-„ ! Q N y<@+6y \ Q 6— - *+6 - @6 \ % > y €'€µ \ > ‘ [‰X[ ^ FREPA - A Framework of Reference for Pluralistic Approaches to Languages and Cultures. Competences and Resources& < ]^ + † ! ! #! ] & ƒ 6€ \ * [‰X‰ ^ “ ]š! ! * ! # - # ˜ ! - ! ’& € ^ ƒ y6 / T + / { — +6 ( #! & \ XX-[Œ& ƒ 6€ \ * / G 6y „ ' \ 6ˆ# / { +ƒƒ€' \ { [‰X‰ ^ “ ! " # " ’& € ^ ƒ y6 / T + / { — +6 ( #! & \ Œ•-•& y@' € y E @6yƒ+ (2001): Common European Framework of reference for languages: Learning, Teaching, Assessment& " # ^ " # @ ! ƒ ! ! & E € \ 6 # X””} ^ “ ! ’& € ^ ELT Journal 51&X\ Y•-Œ[& G µ6 6* \ º ! -> Q $ 6 €$ ' \ „ -> [‰‰Œ ^ Ž ±! # ! ±! - ! \ » " › ! # ¡ ! ! # ± ² ¡± - ’& € ^ Français 2000\ ¼X”‰-X”X\ [‰‰Œ\ [Œ-Y& + € + { @ @ >€'€ +6€@> ( #& (2011): Bildungsstandards und Inhaltsfelder - Das neue Kerncurriculum für Hessen. Sekundarstufe I. Gymnasium& ™ ! " # & U \ # # { #& (2008): “{ ] \ $ # ! ! # #! # #! ! - ! # # #! ! & ƒ ! ! ! # # $ # *< ’& € ^ Zeitschrift für Fremdsprachenforschung 19&[\ X•Y-X•& € ' € @ y +6 ' + (2007): Plan curricular del Instituto Cervantes. Niveles de referencia para el español& > # #^ +# $ " ' & { +''+6{'+ \ [‰XX ^ Auf dem Weg zum kompetenzorientierten Unterricht. Lehr- und Lernprozesse gestalten. Ein Prozessmodell zur Unterstützung der Unterrichtsentwicklung& # " ˆ ^ ˆ " # & { €ƒƒ+ \ # [‰‰• ^ “ " #! - % ! ƒ # ›’ € ^ $ @ \ { -6 # / $ @6™€ ˜ -> + ˜+6 \ + / { —'€< \ <& / { 6@>> \ ! -„ˆ #! & [‰‰ ^ Bildungsstandards für den Fremdsprachenunterricht auf dem Prüfstand. ˆ" ^ ' \ X‰”-XXŒ& {>{^ –'*€<+ { y' +6+'˜ *+6 { @ @ >€'€ +6 ( #& [‰‰Y ^ Bildungsstandards für die erste Fremdsprache (Englisch/ Französisch) für den Mittleren Schulabschluss. >ˆ ^ #& From standards to tasks and vice versa 113 42 (2013 2 4 {>{^ –'*€<+ { y' +6+'˜ *+6 { @ @ >€'€ +6 ( #& [‰‰Œ ^ Bildungsstandards für die erste Fremdsprache (Englisch/ Französisch) für den Hauptschulabschluss. >ˆ ^ #& {>{^ –'*€<+ { y' +6+'˜ *+6 { @ @ >€'€ +6 ( #& [‰X[ ^ Bildungsstandards für die fortgeführte Fremdsprache (Englisch/ Französisch) für die allgemeine Hochschulreife (Beschluss der Kultusministerkonferenz vom 18. Oktober 2012)& y ^ ^QQ%%%& & Q # Q ¯" ! ! ! Q[‰X[Q[‰X[¯X‰¯X- $ # ! ! # #! - - - " & # { — +6 \ y / { '€<<+ \ > / T + \ $ # #! & (2010): Sprachliche Kompetenzen im Ländervergleich& >ˆ ! ^ ™ j & { @> 6 *€ + @ \ $ ! " X””X ^ Ž - ! ! ^ # ’& € ^ ELT Journal 45&[\ YX”-Y[•& L E $ y +6 \ < [‰‰” ^ Repenser la compétence& ƒ ! ^ + ! & L +@ƒy * \ + [‰X‰ ^ “{ ] ]š! ! # & @ # ! " " " ›’ € ^ französisch heute 41&[\ }-•[& L €y' -O € €+6€ \ > - Q L €6€ \ ƒ #& [‰‰” ^ L’approche actionnelle dans l’enseignement des langues. Onze articles pour mieux comprendre et faire le point& $ ^ * ! ¹ & > 6 €'+˜ \ ± ´ [‰‰ ^ Lernerautonomie und Sprachenlernverständnis. Eine qualitative Untersuchung bei zukünftigen Lehrerinnen und Lehrern romanischer Sprachen. ˆ" ^ ' & > 6 €'+˜ \ ± ´ [‰XX ^ Ž{ ] # % ˆ ]š! ! # ! ^ ˜% ! # # € ’& € ^ Fremdsprachen Lehren und Lernen 40&[\ Y-X‰& > 6 €'+˜ \ ± ´ / 6—*+6 - @6 \ [‰X1): Ž* Referenzrahmen für Plurale Ansätze zu Sprachen und Kulturen^ + € ! ] š # ! ! ] # ] ™ % " ! ’& € ^ Die Neueren Sprachen. Jahrbuch des Gesamtverband Moderne Fremdsprachen\ [\ ••-X& > +€‡'+6 \ ]-„ ! [‰X[ ^ Ž " ! ] ] # 6+ƒ ’& € ^ F – {+ \ ! / > 6 €'+˜ \ ± ´ / > +€‡'+6 \ ]-„ ! #! & ^ Mehrsprachigkeit: Bildung - Kommunikation - Standards. Akten des 3. Bundeskongresses des GMF 2010& ^ { \ }Œ-”& > +€‡'+6 \ ]-„ ! [‰XY ^ Die RePA-Deskriptoren der ‘weichen’ Kompetenzen. Eine Handreichung für den kompetenzorientierten Unterricht zur Förderung der Sprachlernkompetenz und Mehrsprachigkeit& < ‡ ^ < ‡ #! # # & y ^ ^QQ "& - ! ! &# Q "Q j Q[‰XYQ”Y}[Q > q +6 - 6 > '' \ # ! / y {+6 - & D € @6 \ > [‰‰ ^ Ž+ ] - " #! › ™ ! " ! % ! ! €# ! \ ! # ! ! ] ! # ] ! ] ’& € ^ Praxis Fremdsprachenunterricht Œ\ Y-•& > @6ƒ ; \ „ (2003): “ ! -" ! # ^ " % ! ! # ! ’& € ^ ELT Journal 57&4\ 352-Y”& ƒ y6 \ 6 / T + \ $ # / { — +6 \ y #! & [‰X‰ ^ Standardbasierte Testentwicklung und Leistungsmessung. Französisch in der Sekundarstufe I& >ˆ ! & &^ ™ j & T + \ $ # [‰X‰ ^ Kompetenzorientierte Lernaufgaben im Fremdsprachenunterricht. Konzeptionelle Grundlagen und eine rekonstruktive Fallstudie zur Unterrichtspraxis (Französisch)& - &>&^ & T + \ $ # / L +@ƒy * \ + / { — +6 \ y #! & (2008): Bildungsstandards Französisch: Konkret. Sekundarstufe I: Grundlagen, Aufgabenbeispiele und Unterrichtsanregungen& $ ^ - ! & 114 Hélène Martinez 42 (2013 2 4 T +6 \ + " [‰X‰ ^ “™ # # { ]-y"! ! ! ’& € ^ Praxis Fremdsprachenunterricht Basisheft •\ •-}& '*+6<6€ \ / G O \ ! & >& [‰X[ ^ Teaching and Learning Second Language Listening. Metacognition in Action. ' % ; ^ 6 # & € @ \ 6 # [‰‰Y 3 ): La motivation en contexte scolaire& $ j ! ^ * $ £ & W +€'+6 \ ] +& [‰‰X ^ “ # ! ! ! ! - ! "! - ! † # ’& € ^ W +€'+6 \ ] +& #& ^ Leistungsmessungen in Schulen. ™  &‘: $ ]\ X}-31& 42 (2013 2 © 2013 Narr 4 H OLGER S CHMITT * Teaching the TRAP vowel to speakers with a Germanlanguage background Abstract. y ! ! ! " ! ! ! % < - " # # ! " #! ! % Q æ Q % #! bad, hand, black & " ! ! % ! < Q Q & Q Q ! ! + ! & ! % # ! + ! bet # < Bett “" #| \ ! ! "! #! ! & € ! \ % % ! ! ! ! & ™ % ! # ! % " \ \ " ! - ! ! " & 1. Introduction ™ ! # % ! #! + ! # j ! < \ ! + ! “ -! #|` \ ! % # # % # + ! \ ! % \ # ! the) a # ! ! ! thumb & ! ! + ! ! ! # Q%Q % #! where, when, why % #! wine, window word& ™ ! # j ! + ! vowel\ ! - ! ! % #! ` ! '@6 + % ! word, shirt, turn & \ " ! ! # + ! 6 ƒ % & & % ! ! # % #! bad, hand #\ + ! \ laugh & ! \ 6 ƒ # " # ! " # ! “ | “ # ! ! |\ " ! ! % < - " # # ! " #! ! ! - 5 & y 6 ƒ % " " # % - % ! ! " C + + -M @6 € [ &] (2010: 45-Œ ` ! ! ! ! % # ! # ! ! - ! _ ! \ % # " ! # ! # ! #! * Address for correspondence: ƒ* * & Holger S CHMITT \ @ ! † $ \ € ! ˆ ! \ ! # { \ Y‰X[ $ ONN \ < & E-Mail: ƒ ! ‹% "&# Areas of research: +# ! ! \ \ ! ! ! & N i c h t t h e m a t i s c h e r T e i l 116 Holger Schmitt 42 (2013 2 4 & ™ % " " # ! \ - \ # ! " & ! ! 6 ƒ , ## ! ! _ ! % " & $ % # ! \ % \ % % ! j _ ! % \ # % \ 6 ƒ ! ! & 2. The significance of TRAP " ! ! { + ; X”•” M 6{ [‰XX # - ! “ # |\ ! " # ! ! # # ! \ # # - ! & > ! j ! j ! ! # # ! ! ! % ! ! & M 6{ [‰XX^ • \ j \ ! ! # j # % \ ! % # ! # " - ! ! ! # -‘& j ! ! ! ! ! ! ! " ! & _ ! ! \ ! \ % ! ! # 6 ƒ & ™ ! _ ! % # ! & ! \ Q æ Q ! \ ! # ! #! ! % # ! ! - & ™ ! \ ! - & ! \ % ! # ! \ ! ! # ! # - ! # ! ! thin # sin mouth # mouse\ # % ! # " " # wet # vet, w(h)ine # vine whale # veil " ! # Q%Q\ ! ! % ! ! # # bad ! & bed mat ! & met& € ! ! ! \ ! ! # ! # ! # " ! # " ! % \ Q æ Q ! & Q Q\ is # ! man/ men\ ! The m(a/ e)n would like to go now " ! % # j % # ! The m[+]n was looking at me. & 1 C y6* X”} # # “ #| ! ! Ž - " ! % #! j  ‘ ! ! # ! ’ " #&:  & ! # X‰‰\ # " j ! ! ! ! j & ! " % Q æ Q # Q Q Pam ! & palm \ j \ ! # Œ&\ ! ! % ! ! ` Q Q # Q u Q pull ! & pool ! # 7, Q Q # Q Q pet - pot Œ\ % Q½Q ! & Q Q ship ! & sheep ! ”& y ! Q æ Q ! & Q Q ! # X& ! ! \ " ! 1 > ! sacks ! ! " ! ! & Teaching the T RAP vowel to speakers with a German-language background 117 42 (2013 2 4 ! ! [¾ ! ! " " ! # XY Œ ! - ] # & C y6* ! # " ! % ! \ j \ ! # # ! ! " ! ! " % j ! \ " ! j _ ! & * 6+ ˜{+ X”^ •X & C y6* , $ 6y™' X””X # #\ # ! ! ! ! & ! # \ j \ “ " ! " ! ! |\ “ _ " ! ! | # “ ! |& € #\ $ 6y™' # ! # % X‰- ! ! \ %- ! # ! ! ` ! ! ! # ! ! # % & y ! ! \ # # ! ! ! Q æ Q ! & Q Q ! ! ! ! ! " X‰ # \ ! \ " Q æ Q # Q Q Ž _ \ # ! + ! ! # ! ! ! ’ " #&^ [[X & - - ! ! \ \ 6 ƒ % ! ! & € ## ! \ # ! # ! - ! & ! ! ! ! ! ! ! ! ! ! - ! ! ! & ! ! % * 6+ ˜{+ X””\ X” % #& ! # + ! ! # ! [Œ j ! \ % % - < ! ! + ! # " % X[ XŒ ! & j ! % # " + ! ! \ % ! " - < # + ! & % " j ! ! # ! ! ! & y ! j ! % ! # + ! # # ! ! " % ! # % ! ! " - ! ! & ! % ! # j ! - ! # # ! " \ ! ! # ! ! ! (* 6+ ˜{+ 1998: 206 & y \ ! ! # # Q Q ! # Q æ Q ! # ! ! ! ! &  # # ! ! ! ! \ j \ ! Q! Q Q Q\ " ! ! ! "! # & & ! Q! Q Q]Q ! - " - ! & ™ # \ % % % \ 6 ƒ ! ! # ! " ! ^ 6 ƒ - *6+ ! ! ! ! ! " #& € ! ! ! ! % % #! bed bad, met mat & & € \ # ! ! \ # ! - # ! # ! \ # ! ! ! ! # # ! “< | + ! & 6 ƒ ! # # # ! ^ ! " $ ! + ! Received Pronunciation 6ƒ # General American ! % ! X + ! # ! ! # ! + ! & T 6@*<€ Q '' [‰‰ & 118 Holger Schmitt 42 (2013 2 4 3. TRAP as a linguistic phenomenon 3.1 The name and symbolism of TRAP 6 ƒ ! " $ ! „ ™ + \ % \ ! ! % Accents of English X”[ \ # ! # ! ! ! ! " % #! " ! # ! " % ! + ! ! ! # ! \ ! “ j ! ! |\ % #! ! % & ! ! ! ! # " ! ! # " ! # - % ! # ! & y ! ! % #\ j \ " ++ + Q Q \ {€ Q Q #\ % % # % " ! ! % 6 ƒ , *6+ Q Q ! bet, said, bell & & € - # ! j ! \ " ! # # ! " Q æ Q ! # ! ash& 6 ƒ ! ! # " ! " Q æ Q " $ ! # + ! ` % ! ! \ % \ ! " ! " yj # @ ! ƒ ! ! ! " Q Q $ ! + ! ! #& ! ! 6 ƒ % ! " ! " $ ^ * ! % # # ! _ Q¿Q ! " # ! ! # %  ‘ -‘& ƒ ! ! ! n ! "! ! Q¿Q - ! #! ! # % # ! ! % " # " ! ! ! # ! M q +6 2012: 60)& € \ \ " ! ! ! ! ! % #! lack # mat % ! ! # < Lack # matt\ ! $ ! & \ % \ # + ! \ € # ! # % ! #\ ! ! " ! " ! # & 3.2 The lexical distribution and spelling of TRAP ™ # ! j # ! " \ 6 ƒ ! ! + ! $ ! + ! \ ! ! ! % #! # % Q Q $ +& ! % #! ! j " # # " ! %! % & € ! Q Q ! staff \ Q Q bath \ Q! Q class # Q Q % # " ! aunt, branch, dance \ ! \ 6ƒ ! ! \ ! 6 ƒ % & ! ! ! ! & & example \ # ! ! - " j $ ! j trans- & + ! #- ! # ! ! " + ! \ ! ! ! # # 6 ƒ & € % \ 6 ƒ ! ! % ! ! # " À Á bad, hand, gas - & ™ ! % 6 ƒ % # # *6+ \ 6 ƒ ! ! # " À Á # *6+ " À Á mat-met, man-men, sacks-sex & & ! \ ! \ # ! % # ! ! % À Á " À Á % % ! # Q æ Q & face, father, village ` ! ! ! \ % \ # ! # ! % ! Teaching the T RAP vowel to speakers with a German-language background 119 42 (2013 2 4 + ! & 2 % j ! Q æ Q ! ! # " ! À Á\ " ! ! # + ! laugh plaid, meringue & > \ % % #! % ! À Á ! ! *6+ & ! % #! # any # many # #! anywhere & ! % ! Thames # # ate& 3.3 The phonetic realization, phonotactic distribution and allophonic variation of TRAP ! " [ æ] ! ! % % \ ! ! # % ! ! \ ! ! " % Y # Œ^ Fig. 1^ ! # % ! # ! Q æ Q ! \  æ ‘ ! ! - - % # # % ` # \ ! ! # ! ! ! ! ! " % - # ! ! & [ æ] ! j ! ! ! j [ j  # % ! ! # # \ ! ! " % " % _ # & ! % ! + ! \ 6 ƒ ! “ #|\ & & % #- ! ! ! # ! & ™ ! ! Q! Q “! \ ! |\ Q" Q “" | # Q Q “ %| ! ! " % % ! ! \ Q! æ Q\ Q" æ Q\ Q æ Q ! - 2 ' \ % \ ! ! j ª@ 6+ ! % % #! dare, fair Mary \ % À Á ! \ \ % ## % ! ! % ! % # " À Á& [ (3)   } (6) X (4) a (5) æ 120 Holger Schmitt 42 (2013 2 4 ! & \ Q æ Q ! ! " ! ! ! + ! & € ! " % #- atom # # land & 6 ƒ ! ! " ! # & % ! + ! \ ! ! % # " # ! " ! ! \ # ! pre-fortis clipping& ! \ ! ! " _ \ % ! % # bad - bat, bag - back, cab - cap & ! ! #& \ % + ! \ Q æ Q ! ! ] # % ! # # % # " ! ! ` ! ! ! ! # Q æ Q ban ! ! ! \ % ! # ! | % bat& ! ! " ! # " ! ! % # ! % % #! ^ ! " % bat` % ban\ % \ ! " # ! " ! ! \ " # % & ! ! 6 ƒ ! # ! ! & % # ! & € \ ! ! ! % # ! ! Q æ Q  ] " Q Q\ ! ! marry # merry " ! ! ! \ ! \ ! ! ! " ! ` & M q +6 2012: 26 & ! ! ! # ! ! # ! & \ $ \ Q æ Q ! ] # " “# | pal # ! ! ! # " ! pack` C y €' Q M ++ [‰‰^ ” & > ! + ! \ Q æ Q " ! " % % ! ! ! ! # ! " & ! \ land England ! #  æ #‘ "  #‘& ! ! # - % #! am, and, as, at, can, had, has, have, shall, than # that, % % # # ! & 3.4 The perception and production of TRAP by speakers with a German-language background ™ % _ \ % ! ! # " ! & ; " % # \ % # " " % ! ! “! #|\ & & % # # ! ] ! " # - ! ! #! ! ! # % # ! ! & # % ! ! # % ! ! % ! ! ` ! #! % ! “ " % | # ! ! ! ! ! # \ ! €$+6> ' [ &] X”} & \ # ! ! ! ! % % |! % " # ! ! ! # " ! & + €> [ &] X”}X` O [‰‰` < UT 2009: 200 & ™ % \ # ! & & ! _ ! ! # \ % # ! ! \ " - ! ! % & ! \ ! # " ! ! \ ! ! \ ! #- ! # ! & ! ! # " ! #\ \ Teaching the T RAP vowel to speakers with a German-language background 121 42 (2013 2 4 ! ! % ! ! & € ! + ! Q æ Q\ ! ! % < - " # ! % \ " ! - # # & € \ 6 ƒ ! # " < # ! + ! % Q Q\ ! mat ! #! met, tan ten # cattle kettle& ! ! ! % # ! # ! " j ! ! % # # ! ! ! % - ! _ & ™ € ] ! # # ! ! ! 6 ƒ # *6+ & & ! # ! ! ! ! \ € ! # ! ! ! - % #! ! ! ! _ ! ! & € ! ! # + ! % # < Bett “" #| & y ! # ! # # ! % \ € ! \ Ž # % ! + ! % # < schlecht “" #| ›’ € ! ! ! # ! ! ] ! ! ! ! & € - ! ! ! # ! ! % \ ! ! \ " ! ! ! ! ! & # " ! # ! | \ € ! \ Ž % ! # ›’ ! ! # ! | ! # " ! \ # ! # " ! \ ŽBad ! #  ‘’ À Á & ! ! # ! bad ! bed& ! ! < ! % ! # # % Y^ ! Q Q # Q Q\ % # _ _ & Welle\ “% | ! & wähle\ “X! ! ! ! |` kenne\ “X! ! ! know| ! & Kähne\ “" ! | &  ! " # % 6 ƒ - *6+ \ ! ! # ! " ! n # % + ! ! & + ! *6+ # < Q Q # # ! + ! % # bet # < % # Bett " ! ! " ! ! % % #! # ! " \ T6 ƒ ! " ! # # & y % ! \ < Q a Q # < Q Q\ Q a Q ! ! " #\ ! “! | ! ! Q Q& € # ! ! ! ! % ! # ! \ ! ! j + ! 6 ƒ # + ! *6+ # _ " _ & ! \ % \ % % j # # % ! ! % # # ! & € ! j ! \ # # # # # - # ! # & 4. Didactic implications and suggestions ! ! # ! ! ! \ ! % ! # \ % - ! # ! % " ] # # ! # # ! ! # " ! # ` ! # # # ! ! % ! " ! % ! # ! & € ! ! % % ! _ ! % % ! % ! ! 6 ƒ ` % ! # # - # 6 ƒ ! ! ` #\ \ % % " ! #& 122 Holger Schmitt 42 (2013 2 4 4.1 Raising awareness ! % ! # \ Q æ Q ! “ # ! ! | !  < ! ! & % % #! back mad ! # < Q Q ! # ! ! ! #! & „ ! # ! # Q æ Q # ! ! ! " # & ! ! " ! ! | % ! ! is # " % # % & # ! \ ! " _ ! & € ! \ % \ ! ! ! % % 6 ƒ ! # ! - ! Q æ Q # Q Q % ! ` ! ! #! \ " j ! " #& #\ # ! ! % - #! ! # #\ 6 ƒ ! " j \ ! " " # # # ! 6 ƒ \ ! \ “ | # *6+ , ! ! % ! % ! ! ! # ! & ! # % ! " ! ! # ! j ! ! & & ! # ! & ! ! ! # ! % # % #! % # j ! ! *6+ % % ! 6 ƒ & > ! \ \ % ` # ! % ! # " ! ! # " % ! ! ! ! ! % % # % # \ # ! j ! # % ! ! ! # # ! & ! # " ! # % ! ! & y ! " ! \ ! # " ! bad - bed land - lend` # # ! ! " ! # ! ! _ % # ! cattle - kettle fanatic - phonetic& @ ! ! ! # # ! ! ! \ ! ! # # ! % # ! sad - said sacked - sect ! ! # ! ! # ! & ! - % # ! " ! ! # % #! % # ! " ! - & ! \ % \ " % ! # ! #! " # & > ! # # ! ! "  ‘ *6+ & ! ! - # ! # ! # *6+ & € € ƒ " \ ! "  ‘ ! #! # # #- % ! % # \ j \ < % #! See “ |\ Esel “# | beten “ |& ™ ! \  ‘ ! ! ! " ! + ! \ & # # < “ # ! | - # % ! ! - # ! ! ! " % Q Q # Q ( Q & Segen “" ! ! | - sägen “ ! %|\ nehmen “ # | - nähmen “! " take| \ < # ! " ! " ! & ! #! ! ! % & & Q Q ! ! # " % # ! " ! < # + ! & 3 € # # - 3 # # # ! ! ! ! \ ! S >€ [‰‰} & Teaching the T RAP vowel to speakers with a German-language background 123 42 (2013 2 4 ! # # ! ! ! \ % \ ! ! " ! #  ‘ ! " " \ " ! ! # " % ! # " & € ! " # ! \ ! ! ! ! % #! < ! 6 ƒ - *6+ \ ! € # % ! # ! # ! " # " & \ ! % - ! should " # & + % \ ! % " ! # % ^ * # % ! % #! › ™ # " › ! % ! # \ ! ! ` ! " ! # " ! % ! ! & ! # ! ! ! \ ! ! # Q æ Q " ! ! % #! ! % ! ! " # & ! ! # ! ! # Q Q ! ! ! # " < # + ! \ ! \ j \ ! % # BettQbet\ # ! ! #! Q Q # Q æ Q % + ! ! & & betQbat, guessQgas, lendQland, begQbag, metQmat, letterQlatter & & @! * % ! # ! ! ! # " - % ! ! " # \ ! % # ! % % % ! & & ] ! #! & $ {+6 (2006) @ Œ # ! ! ! j ! ! \ # “ ! # |\ ! # ! ! # j ! ! # # ! % - ! & 4 ## \ ! ! + ! % #! % 6 ƒ ! # < & ™ % #! “" % #| % \ - ! # # # " % & % # Computer\ j \ ! #  k m pju t ‘ % ! ! # < - an- j  k m pju t ‘ $ !  k m pju tr ‘ j & ! !  æ ‘ + ! # App, backstage, Band % \ # " < ! \ ! #! + ! bent), Batman, Black Box, Camping, Cash, Crash(test), Fan, Flatrate, Hacker, happy, Jackpot, Laptop, Slang # Manager\ % \ # Duden Aussprachewörterbuch (M '<y * X””‰ \ ! - #  m n d ‘ < & ! ! ! % #! ! < # + ! & ƒ ! ! ! " % # ! ! Crashtest\ ! % % ! ! % # # < " # + ! 6 ƒ # *6+ & 4.2 Finding TRAP $ ! # ! ! % % \ ! # # ! ! & ! \ ! ! ! ! # - 4 ' " ! % ! ! ^ ! # ! % *! # ! \ % # ! & ! # Q Q ! \ ! ! # ! ! Œ\  j # ! ! ! # ! % " ! ! & 124 Holger Schmitt 42 (2013 2 4 " & ! ! # % - ! # % # ! ! ! ! ` \ % % " _ ! " ! ! % ! # % *6+ " " & y ! \ % \ % " " # ! & > % _ # ! ! #\ bed !  b d ‘ # bad !  b d ‘\ # % < ! ! & % ! ! " #› € ! ! ! € # # ! # ! \ € ! # " ! % j- - ! ! ! ! \ ! # %  ‘ #  ‘& \ " " #\ € j # !  ‘ #  æ ], ! # # & ! ! ! " ! " ! & $ {+6 [‰‰•^X ! " ! # *6+ # 6 ƒ ! ` ¢- ! # ! # " # ! " ! ™ - # ! \ j ^QQ &% # & Q% Q ^ # ¯ % ! -„ ! ¯j- & # ^QQ &% # & Q% Q ^ # ¯ % ¯ ¯ ! - &! @! ! ! ! " ! ! \ ! ! # ! # # % ! ! ! ! ` \ % \ ! # ! " # % # % ! & € # # ! #! \ % # -" ! # ! & $ {+6 ! ! ! % ! ^ Ž ! ! ! # Q Q  & & Q Q\ & & -‘& y ! # Q æ Q’ " #& & ! \ % \ ! # ! # ! & " ! “ |! | ! % # ! ! " % ¿‘& <  ‘ ¿‘ ! _ ! % # |! " ! & \ ! \ % # " ! “ % ! | _ ! # # " { + ; (2000: 40): Ž€ ! # ! " ! # ! #\ ! # # % ! “ % ! | " % % ! -‘& # ! ! # ! " # # “ | ! #\ # % ! \ ! # ! ! # # ! ! ! # “# ! |& # ! # | # ! ! #\ " \ % # ! # Ž& " % ! ! \ % + ! \ % ! % [ æ ‘ " “ % |` { + ; | S ! ! !  ‘ \ % ! !  ]) #  ‘ ! “ | # “# ! | ! ! " ! j ! ! " & " ! " ! % ! < & !  ( ‘ ! “ | % #  ‘ ! “# ! | % & ! % ! ! < \ " ! # ! % #! ! “ | # “# ! |& \ ! \ < kenne ‘1 ! ! ! & know| # Kanne “ |& # ! ! % kenne\ " ! # Teaching the T RAP vowel to speakers with a German-language background 125 42 (2013 2 4 ! % # Kanne\ # ! ! _ ! ^  n n æ n æ n ‘& 5 € ! ## ! ! ! # < % ! + ! & € \ % \ % C y6* (1987: 97- ”” \ % # ! ] all ! #! % ! # ! # ! - ! ! \ ! Ž ‘ ! ! # ! ! " # " ! - %! \ # ! # ! ! " ! ! # ! ’ " #& ”} & ™ ! # _ ! \ % \ ! % ! "! ! " ! % ! Q ! # % ! Ž # " % ’ & S >€* -S —'$+€' X””^ XX” & ! # ! #\ ! " " ! - % # ! ! # " # -" ! # ! & y # ! # #\ ! # " ! # ] # ] ! “ % ! | ! # " ! " ! ! # + ! % #! trap, mad, hat, man & 4.3 Practice # ! 6 ƒ % ! ! # # - ] ! # " % Q Q # Q æ Q ` ! # ! % % ! # " ! & ; # ! ! # # ! " " " ! ! # % ! # # # ! " - ! ! & y # # # # ! ! # " # ! ! ! % ! % ! 6 ƒ *6+ , 6 ƒ % #! À Á ! \ # j ! any (anywhere, anyhow & \ many # Thames& ! # " % % + ! \ % ! % #! % À Á and, has, can & " ! ! ! ! ! # ! " ! % #! arrive, comma & ! j ! ! # # # \ " " " ! ! ! ! ! # ! & ƒ ! % ! ! ! # j ! ! ! ! ! ! # ! & +! " \ # # - ` ! ! ! ! \ " # ! ! ! % # % % " ! ^ < ! ! # ! #! \ # % ! #! #! " ] #& ! ! “ #- ! #| % T # \ % ! ‘ % [ ! #! _ ! % ! " ! & R y<+6 y' -R + + 2011: 23)& % ! ! ! ! 6 ƒ ! ! # # # % #! & 5 [ æ ‘ ! j " %  ‘ # <  ‘\ is " % # !  ‘ #  ‘ \ " ! ! ! ! ! # + !  ‘ #  ‘& 126 Holger Schmitt 42 (2013 2 4 > !  ! j ! # ! % is # % #! # # ! \ " ! \ ! ! # ! | ! # % # ! - " % % ! ! 6 ƒ - *6+ ! \ ! S >€ [‰XX^ XŒY & * % ! " # ! - # ! | # \ % # " # # & % # ! " j # # “ ! ! | We had bread for lunch. ! & We had Brad for lunch & $ {+6 [‰‰•^ X & \ ! ! ! ! ! 6 ƒ + ! & ! 4&1 " ! ! " j # < # + ! % & ™ #! crash test, athletic rectangle " ! # ! ! ! ! " 6 ƒ # *6+ % & % ! ! ! \ ! ! ‘ #  ] (She sells sea shells by the sea shore - Where she sits she shines, and where she shines she sits & % \ ! # 6 ƒ # *6+ ! \ ! ! - " ! ! " % ! % ! #! "  ! ! # & ƒ ! ! " ! ! % # " Heather has seven happy hens in the back pen (C + + -M @6 € [ &] [‰X‰^ XY` j pen \ \ # # ! \ An Essex accent is an essential asset for academic excellence& ! ! " # ! 6 ƒ % #& ! - # I pack my bag % " ! # " # ! ! ! ! # ##! and I add\ % # " 6 ƒ % #! " # " # " # What’s your Dad’s cat’s favourite snack? y j ! ! # ! # ! j ! ! \ & & " C + + -M @6 € [ &] 2010: 146 ` & $ {+6 2006: 15-X} \ # ! ! " ! # % 6 ƒ ! % # j + ! % ! & { + ; 2000: 15-[[` Y}-Œ•` C + + -M @6 € [ &] 2010: 134 & # ! 6 ƒ ! " " ! ! ! % & € j \ ! " " 6 ƒ % #! # _ ! ! ! # ! ! # # ! ! ! \ #Q ! % #! ! # # ! *6+ & & % ! & " ! ! % ! # ! ! # # j ! ! # ! Q Q& ! ! \ ! " ! j # ! # # # 6 ƒ % ! & \ + ! j " ! # ! j ! \ " # ! " % #! À Á ! " # % % Q¿Q\ # ! “ j | % #! & y 6 ƒ % #! " # # ! ! \ ! # j \ # % #! #& \ ! j ! # % # % % # ! 6 ƒ \ ! \ ! \ ! " ! % ! ! #& ! # " % 6 ƒ ! ! ! ! ! " % _ #\ # ! ! " #\ & € " \ % \ ! # ! # Q æ Q !  ! ! “ | ! # ! “ ! #! | Q%Q\ Teaching the T RAP vowel to speakers with a German-language background 127 42 (2013 2 4 # # ! ! # ! # " ! \ ! - ## ! # - - ! ! ! # # " & 5. Conclusion ! ! # " ! ! + ! % % % #! black, cat, hang & ™ ! # " # ! ! 6 ƒ # ! ! # ! ! " ! ! ! % < - " # # # ! & ™ # ! % ! ! 6 ƒ # ! ! # ! *6+ #! " ! ! \ % # " # ! % # ! \ ! ! # j ! # j ! ! ! ! ! #& ! # ! ! “ ! ! % < - " #| “ ! ! < |\ # # ! ! # " & > ! < -! ! # < ! " % < ! ! # ! ! # & ™ # % " [ _ ! \ " ! ! " # ! & ™ @'*+6 [‰XX & € ## \ ! Q¿Q j % #% # ! & y [” ! # ! " # Handbook of the International Phonetic Association (€ƒ X””” \ # \ € ! # ƒ ! % ! ! " # ! Q¿Q& 6 ! ! ! ! ! ! " # " { + ; (2000: YY \ % ! ! 6 ƒ ! ! # ! ! ! XY " #! "! #\ # ! ! € \ ! \ 6 ! ! # ! & ! \ \ ! # #! ! # !  ! ! % " # % ! % < [ " # - ! ! % # " # & Literature $ {+6 \ 3 2006): Ship or Sheep? An Intermediate Pronunciation Course& " # ^ @ ! ƒ ! ! & $ 6y™' \ # X””X ^ Ž # # ’& € ^ $ 6y™' \ # #& ^ Teaching English Pronunciation& # ^ 6 # \ [XX-[[Œ& C y6* \ „ ! X”} ^ Žƒ ! # ^ ! ! # - ! + ! ’& € ^ M y6 +; \ „ #& ^ Current Perspectives on Pronunciation: 6 ! # \ # $ ! Q¿Q\ " ! ! % \ ! " ! ! ! ! " Q Q ! #& 128 Holger Schmitt 42 (2013 2 4 Practices Anchored in Theory. Washington: Teachers of English to Speakers of Other Languages, 87-X‰‰& C + + -M @6 € \ > Q $ 6€' y' \ * >& Q < yy*™€' \ „ >& Q < 6€'+6 \ $ 2 2010): Teaching Pronunciation: A Course Book and Reference Guide& " # ^ @ ! ƒ ! ! & C y €' \ $ Q M ++ \ € >& 2 2008): Practical Phonetics and Phonology: A Resource Book for Students& " # ^ 6 # & * 6+ ˜{+ \ $ # X” ^ Fehlerbewertung im Aussprachebereich& " ^ $ ! & * 6+ ˜{+ \ $ # X”” ^ Modern British and American English Pronunciation& ƒ # " ^ š & + €> \ ƒ *& Q S €ª@+ '* \ + 6& Q „ @ ˜; { \ ƒ Q V €<y6€ y \ „ ! X”}X ^ Ž - ! ’& € ^ Science 171, 303-Y‰•& < UT \ @ [‰‰” ^ Introduction to English Phonetics and Phonology& Q>&^ & €ƒ (1999): Handbook of the International Phonetic Association& " # ^ @ ! ƒ ! ! & { + ; \ < # [‰‰‰ ^ How to Teach Pronunciation& %^ ƒ ! & { + ; \ ! < X”•” ^ 25 Centuries of Language Teaching& 6 % ^ ' %" ! & €$+6> ' \ >& Q 66€ \ { # Q y > ' \ % # & Q < 6€ € \ $ & X”} ^ Ž # ! ! ! #! % # ! ! " # ! ’& € ^ Journal of Experimental Psychology 54, 358-Y•& M '<y * \ > j 3 1990): Duden. Das Aussprachewörterbuch& > ^ * # & M 6{ \ „ (2011)^ Ž # ! ! #! ^ Q # ! \ + ! ›’ € ^ Babylonia [QXX\ •Y-•}& M q +6 \ + ! - ! [‰X[ ^ Standard Vowel Systems of English, German, and Dutch: Variation in Norm& Q>&^ & O , * {& [‰‰ ^ Žƒ _ ! ! ’& € ^ ' +' + *™ 6* , „ <& Q ˜ >ƒ€'€ \ > & #! & ^ Phonology and Second Language Acquisition& ! # ^ „ $  ! \ X”-Y”& R y<+6 y' -R + + \ ƒ [‰XX ^ English Phonology and Pronunciation Teaching& # ^ - & S >€* -S —'$+€' \ < ! X”” ^ Ž ! ’& € ^ T €>> \ „ ! -ƒ #& ^ Englisch lernen und lehren: Didaktik des Englischunterrichts& $ ^ ! \ XX‰-X[•& S >€ \ [‰‰} ^ Ž ! ! ! "  6ƒ *6+ ’& € ^ Journal of the International Phonetic Association Y}&Y\ Y[X-Y[& S >€ \ [‰XX ^ Phonetic Transcription& $ ^ + # & T 6@*<€ \ ƒ Q '' \ „ 5 2008): International English& # ^ ## & ™ + \ „ X”[ ^ Accents of English& " # ^ @ ! ƒ ! ! & ™ @'*+6 \ + -> [‰XX ^ Ž ! ! - ! _ ! ^ ƒ - # ## _ ! ’& € ^ * + '<+ € \ < ! ! Q * +™ + + \ „ -Marc #! & ^ New Trends in Crosslinguistic Influence and Multilingualism Research& # ^ > - > ! \ X‰-X[& 42 (2013 2 4 Üb u n g e n s t a tt A u f g a b e n ! An dieser Stelle des jeweils zweiten Heftes eines Jahrgangs erscheint gewöhnlich die Pro und Contra-Rubrik. Zu dem diesjährigen Fokus verständigten sich Friederike K LIPPEL (München) [F.K.] und Daniela C ASPARI (Berlin) [D.C.] in Absprache mit den Herausgebern auf ein dialogisches Format in Rede und Gegenrede. In dem nachfolgend wiedergegebenen Gespräch kommen neben unterschiedlichen Akzentuierungen sehr wohl auch Gemeinsamkeiten zur Geltung. F.K.^ € # %† * " # " # ! #! ! # # # " ! # @ ! j ! ! % # # ! q" ! + # ! - ! & * ! ! \ #  # \ ! ! { ! # { "% $ ! " \ # ! ! \ †‡ ! q" " ! & < ! ! ! " ^ y † ! ' ! \ †‡ ! ™ # \ % # ! - ! ! # < #† ! & "! ! ! q" ! ƒ ]\ % ! ! ! # < & D.C.^ * ! # 6 & y q" ! " ! ! % ! † & * < † ] \ ! ! # ™š # ™ # % # # " & @ # # # ! ˆ # ˆ - # ! ! " + ! ! - - # ] ‡ " # ! { ! ! ] ! # % < " \ ˆ! - ! ! # ! @ š & * " # # ! q" # ! "  & " # ! ! % % # # "  # ! ƒ † # 6 « ˆ" Ž # ! ˆ" \ " ! # # # ] # q" & * # ! ! ! q" " # ˆ q" ! ˜ # ! #! - ! & ' ! ! ! "! ]% \ # # "! ‡ # % # ! - # ! " % - ! ‡ " ] q" ! ˜ ! € " - @ % ! ! # ˆ / - # # « ! Ž # \ % ! ! % # % ] ˆ" & " # # \ # ! ! ! ! \ # ! + ] š & @ # ! " \ % ] ! # #! ! † " š & F.K.: ™ ! # " # ! ‡ ! ! \ % ! " ! ˆ" % # \ # ! ! % # ! j 6 † ! " ] ˆ ! ! & # + ! # - " ˆ" # ! q" # ™ # " ! ! + \ # ] š! # " # ! #\ ! ˆ & † " " ! # ! " # ' ˆ # " & * ! ˆ # ] \ # ! ! # # ]% # ! ˆ! ! \ % ! ! ! š \ % ! # ! % ! ˜ ! \ # ! ! !  # ] + % # * ] - ! #! 6 ! & " ! ! # 6 ˆ # ! q" ! \ % q" # " " % # & € j \ % ! # #! % # " ! ˆ ] \ # # ! - # # ! ! % ˆ # > ] # " # -\ ˆ ƒ ! ! # ! " + ] † "& Pro und Contra 13 42 (2013 2 4 € # ! ˆ " # ! % ^ # ˆ # ˆ # # 6 † ! " ] # " \ # ! ! ! " " ™ ! š! š › * # ! " ! ! # " % # #! & D.C.^ * ! # \ # ! ! ! # q" " ! ! # " % # › < # # - % ]š! ! # 6 ! ! ! \ # < ˆ \ # ! ! ! ! # " # #! $ # > - { \ ! % # # \ "% # ! † ! @ ! ] # ! + ˆ" < % # % # & " $ ] ! # - j ! \ + ] † ! ! \ # % ! q" % ! ]% # † ! { ! ! " \ " % # " & % % " ! % " { ! ! ] ! š # % \ ! " ! # # < \ ! † #! ] " & * ! ! # " # ! < + % " # % # ! > # " ] ] ! \ " ] & * ! † # ! $ - " " # . @ #^ ! # " \ # ! ! ! ! ƒ † ! # q" ] ƒ " % # › ˜& $& " ! ! "!  ˆ / - ! % ™ š ! ! hunks\ ! " # ! # ! < " ! Conditionnel ˆ" \ ! % ! & F.K.^ * %† % " # # # $ % ! ! ! & ˆ ! # ! ! ] % ! ! \ % " ! \ # ! š < % # ! < # # "% # - ˆ" & € # ! # Chunks # \ # ! ! ! #†_ ! ] š & * # ! # % ! ! š \ % \ ˆ" ! ! ! # # % ! & ™ # ! ! ! \ ˆ # ! # ! q" # % ˆ ] ! # ] € # š ! ] % # ! ! - & < # # ! ƒ ! # ] # ] # \ # ! ! % #! - " # ! " ^ ! \ †‡ q" # % ! - ƒ † # ! # ˜ † \ ! ! - % # ! ! & € q" # ! ! #! ! ! ! - # ! † % # ! " #ˆ ! ! " & * ! # #- ! ˆ" " ! y" # # ‡ " # \ ] ! # " % " ! " … D.C.: - # ] # % % ! ! " q" # & " ! ! ! # ! # ] ˆ & ' % ! ! \ ˆ! ! % # ] ! q" ! " " ! \ ! #  # # ! ˆ ƒ ! ! # ! %† & * ! " " # \ # ! ! ! ˆ { # ˆ % " " "]%& " " ! ! & @ # ! # ! < #\ % " @ ! " ! ^ ' % # % # ] % š ! ˜ ˆ" % #\ ! # % # # ! - # # # ! q" - ! † # % # ˆ # ˆ % #& 0 Narr Francke Attempto Verlag GmbH+Co. KG • Dischingerweg 5 • D-72070 Tübingen Tel. +49 (07071) 9797-0 • Fax +49 (07071) 97 97-11 • info@narr.de • www.narr.de JETZT BES TELLEN! JETZT BES TELLEN! VERSATZ 190 MM/ 30 MM Eva Burwitz-Melzer / Frank G. Königs / Hans-Jürgen Krumm (Hrsg.) Sprachenbewusstheit im Fremdsprachenunterricht Giessener Beiträge zur Fremdsprachendidaktik 2012, 217 Seiten €[D] 32,00/ SFr 41,50 ISBN 978-3-8233-6763-5 Die reflektierende Auseinandersetzung mit Sprachen liegt in mehrsprachigen Zusammenhängen besonders nahe: Kinder, die bereits mehrere Sprachen in den Unterricht mitbringen, und Menschen, die eine zweite oder dritte Fremdsprache lernen, entwickeln in vielen Fällen eine eigene Sprachenbewusstheit, also ein Wissen um Gemeinsamkeiten und Unterschiede von Sprachen. Vor diesem Hintergrund stellen sich etliche Fragen, denen die Teilnehmerinnen und Teilnehmer der Frühjahrskonferenz in 20 Beiträgen nachgehen. Die Fragen - und die Antworten darauf - beziehen sich auf die Erforschung und die praktische Gestaltung des Lehrens und Lernens fremder Sprachen. Dabei bemühen sich die Beiträgerinnen und Beiträger darum, den Begriff der Sprach(en)bewusstheit aus unterschiedlichen Perspektiven mit Leben zu erfüllen. © 2013 Narr Francke Attempto Verlag 4[ [‰XY 2 4 R e z e n s i o n s a rti k e l Dietmar R ÖSLER : Deutsch als Fremdsprache. Eine Einführung. Stuttgart, Weimar: J.B. Metzler 2012, 301 Seiten [19,95 €] Titel und Autor dieses + ˆ ! " # ! ! " ! ! "]%& ! - ! «#±² Ž & * R ÖSLER " ! X „ ] - # ]% ] ˜ \ # ! ! ] + ˆ # ! " * ! ! #! pra- " - ! ! ] $ # «* ! ! #! Ž " ! " # > ] š & $ # $ # ! + ˆ ! ! ! # \ " ! ! q" " # ! X””Œ ! $ ! # & + $ # # # { ] " \ # ! ! # š ! † # - $ # \ # % # ƒ ! ! ˆ" % # # # † ‡ ! \ # < % # ! & In der Einleitung skizziert R ÖSLER ! # ™ \ # " # ‡ " # ! # ! ! 6 ! * ! % # \ # † # " ! ! $ ! \ # ! ! XY { " ! & { X « # # # Ž " q" " \ % ! ˆ" # # # " ! # % ! ! # ! ] % # š & € @ X&X ] # # % # ] # # + ! ! \ # " ! < # ! ! \ # \ > # + ! ! % # ! # # & * # ˆ - ] @ @ X&[ ] # # ] \ # ! ! # #! ! 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L q <+ ! & ^ Fremdsprachendidaktik und Lehrerbildung. Konzepte, Impulse, Perspektiven. $ ^ [‰X[ #! # # " ƒ - ! ` $ # X \ [[ & [”\”‰ Ǒ * " # #! # # # " # ! [‰X[ ! ! ! ˆ Rita { @ƒ+ ˜ \ ƒ ! ! ˆ # * # # ! + ! # % # % ! ! ! # " ] @ ! † & * ! " < " B LELL # ! L q <+ # { @ƒ+ ˜ | † % ^ #! # # - ! { ] \ #! # - > # \ { ] & ! [[ ]%š # # ! $ † ] ! \ # ! # # # " # $ ] ] #! " # ! & * # † # $ # ! < ! % ˆ" ] # { † ]\ # " # ! - ! # # † # ! ! # ! † ! % & * $ † # ! ersten Teils\ « " # ]% ! # ƒ j ! ^ { ] ˆ # #! Ž\ ! ] ! ˆ" # # #! r " # ! % # Content and Language Integrated Learning € ! # & ˜ ˆ - #! † ! @ ! ! š \ # ! ! # # # # " š # # ! ! j " š # ] † ˆ" # se ] % # ` ! ! " # ! #! { ] % # % ˆ ] ! ! ˆ" ` ] ! †! ! ! # # + ! ] ƒ " ! † # ! ˆ ] & * ! ! # ™ ! # ˆ! ! \ # # # # ! ! ! ] % - # & @ % ! # { † # * j ] * W y ! ! ! # 6 # ˆ  ! Lernen, sei es im (Fremd- - oder im Buchbesprechungen Rezensionsartikel 135 42 (2013 2 4 & + š # ! # ! ! # # ! ƒ ] ! prozesse. W y †# ˆ" ] # ˆ # + ! ] ! # ! -\ @ ! -\ - # " ! # " # 6 # - und " ! ! « ˆ " ! ! # ! Ž [ & + \ # ! ! † @ ! ! š ˆ! ! \ # ! ! # " # ! # # en š & * š # ! { ] ! > # ! { ] ! Language Across the Curriculum \ # ! $ ! < '@ ˜> '' # { L €ƒ {€ - B @ y ˜ ! ! # ! " % #& ˜% # # ˆ # " # * ! # # -Diskussion des anglo- ! 6 ! ˆ ! † š & # !  # # š ] ˆ # * ! ! ! # " @ # * " # ! { ] & ˆ # # ! ! j " ! ! ! ! # ! † # - ™ ! # ƒ ] $ # j " š # ! { ] \ # ! % - ! #! !  ! ! # ! + ! ! ! š & * $ # † ! #! % # ]% $ † " ^ < - " F ELLMANN und Anne { y +'6y ! # # ' % # ! ! ! ! # " # ˆ" ] ` ! ! $ ˆ" ˆ " sie\ # ! ! # { ] # ! % ! < ! - " # ˆ #! # # ulturelle Begegnungen darstellt. Martina M — +6€'< stellt Er " ! ! ! # # # \ # # % # ! ! #! ! ! - ! ˆ % " ! † ] ! ` ! "\ # # ! - " ˆ ! # " # & B + {+6 \ R @ > und Anke S y+ +6 - B { " ˆ" ]% $ ! # ƒ " \ ] " # ! #! - ! ! ! ! ! ! #\ ] # " # # ! † * - ! & * $ " ! † # ! j ! - # š - # ƒ ] des ƒ s # †# ˆ seinen + ! ] # @ ! † & Der zweite Teil # ! $ # ! \ «€ ! # € ^ +- # " # # - ] # ! " # #! † Ž\ ! † # ! # > # # $ & + % # # # ] ! ! $ # ! $ - # ! \ # ! ! q" ] !  # # ] ! # - ! @ " † % #& B ALDRY \ € M ARENZI # ™ N EJDL # ! † % # " # # ! { ] ] ! # " # † ]% † ˆ" # ! ™ "[&‰- ! !  \ # ! ! ] ˆ € \ # ! - # \ # # ! ] ' ]% # ! ™ " [&‰ ˆ # > % # & > $ ] ! kulturellen E- ƒ  ] < " B LELL und Ina R @ , dass Literaturdidaktik in # " # ™ # ! ! & ˜ + " ! ! ! - # ! ! # # ! * ! # # # # ! # @ % # ! $ ! # "" # ! % ! # ! & ˜% † # ! j ! "! # #\ # ! % ˆ # ' # @ ! † ! ˆ # ! ! ! " # ! & ] V y {> '' ! $ ƒ†# ˆ  > - ! \ # ! digital natives % ! # # €€ # ! $ # ! ! ˆ! ! "& + † ! " + ! $ # ! ! \ # ! # @ ! † # + % " multiliteracies š ! & * $ † # ! dritten Teils, «{ ] # -Visionen“ ˆ # - " # ^ * ƒ ! # #! # # Ž\ ! † ] ™ - % # ! † #! " # & @ M q @ +' ! ] # { XY• Buchbesprechungen Rezensionsartikel 42 (2013 2 4 ]% ! # ! † " # # # ! " # # ]% ƒ ! ^ ™† # erstere zu % < ] + " # 6 j @ ! ] " \ lt ! # ] ˜ # 6 ˆ # ! * # @ & š! ! ! # @ ! ! " @ ! # # # @ ! # & * $ ! ] ] # # ]] + ! ] š # % ! ] ˆ # an # @ ! † % " #& * ! ! " ˆ ™ < + 6€'< ! { ] ˆ & # < # ! + " ] ! ! Anglistikstudierenden zur Benut- ] # ! + ! ! " ! ! ! ] # ! ! \ # ! ! # ! # #  ! ! # ! ! ! $ # language tutoring\ ! ˆ ] # ˜ ! ] ! n, " & $ ‡ # ! % # ! ! # < ! ! š & * ! ! ! # # ! { ] %ˆ # # ! ] ! ] % ! # # † ] # ! * ! ! # #! ! \ ! # ] ˆ - ! " # ˆ " ! # # # ! " & * $ # ! ‡ ]% ! ! š ! $ † \ # ™ Z ; * €‡ 25 ! ] " # # ! L q <+ ƒ " ! # { ]! # #! # #! " # & Z ; * €‡ | ! ! - ! # # # ! † " # er professional school& ! ] ˆ † ! # ! % ! ! ! # -% ! ! - ! ! ! ! " # # # ! % - # " # % # & * ! y ! ! " % ! ! ! \ $ - # ! % ! ! ! # # # \ # ] ˆ # # " - \ ! # # $ $ ] $ # ! ] ! & ! L q <+ %† ˆ ! ] ]% den " der { ]! - # #! \  # # # ! ! ! ] * ] " dung < # < % & & {>{ # #! [‰‰Œ\ {>{ † # ! # ˆ # % ! ! ! # # # [‰‰ & †# ! # " ˆ # # ˆ \ # ! ! # # # # † - # $ # ! % ! ! ! - ] # " " ! & * # # 6 ! ]% ! $ # ! - % ! ! ! # % ! ! ! % # \ % ! # € € ! ! # { ]! # #! # ! ! " & > # ! ƒ †# ˆ ! # # ! # " # # # # # " - # \ ! # * ! ! ! # # #! # " # ] ! # - # # ! # ! † " # & š‡ \ "  # ! " er ] & * # 6 ] ! ] ! & * $ # # < ! ! " ! % # ™ ! † ] ˆ # ! " ! % 6 { @ƒ+ ˜ ! % ! $ % ! ! ! ˆ # " ! # - " # ] ! # & € # $ # ! " ‡ ! \ # ! ! # „ " - \ # # ! $ # % # ! \ « " ! ! ! ! #! lernen immer " # # # % % ! # ! † ! ! " # ! Ž X‰ & $ " ] \ # ! ! # ! ª ! # # ! † #! " # # # # @ ] ˆ % # # # # % # " ! ! # ! #! ! ! % # & Wuppertal B ÄRBEL D IEHR Buchbesprechungen Rezensionsartikel XY} 42 (2013 2 4 $† " D €+ 6 , Lars S >+ +6 ! .): Bilingualen Unterricht weiterdenken. Programme, Positionen, Perspektiven. Fra QM.: Lang 2012 (Inquiries in Language Learning - ! ] ƒ! ! # #! # # ` $ # } \ [Œ[ [49,95 €] * ! $ \ ! $ # } ! # 6 «€ _ ! in Language Learning - ! ] ƒ! ! # #! # # Ž\ % # ! # # 6 & * $ @ $@ % # ! # ! # 6 % # \ ! # ƒ \ # ƒ ! # # ƒ ! & * ! % # & & # # ! % # \ † ! # # # ƒ ! ! # #! - # # # ! % ! ] # ƒ ! ! " † ! ! & «+! ! ! † "! \ # ! ! ! #- % # \ # # # " % ! ! { ! ! # ! ! # $ ˆ # š ƒ ! \ " # ] # - # " ] % # Ž % \ & X‰ . * $ ! ! † \ % ! ! ! \ # - ! ! ! \ # # # # * ! ! ! # $ @ ! # ! " š & < # # ! $ $† " D €+ 6 † # ] # # †] ! #\ % ! ! # " $ @ # % #& @ # { ˆ" ! -™ " ]% ! ‡ “ ‡ ! # ! ƒ " # ! + " ] ! # ! # { ] " ! # ! & * ! " # # # y ! ! # ] # ! $ # # # ! # % \ % ! # 6 ] # ! $ ! ! & +! * ! ! ] # ˆ" # ! # † \ # ! > ! † & D €+ 6 ! ! ! ! " # { ! \ #  # y ! ! % #" ! # # ! ! ! " ˆ" # ! † ! ]% ! #! # - ! ` ^ #! ! > # # ! ! ` $^ #! ! ! ` ^ #! # ! ! † $ ! # # ! $@& * % # # $ † ! ! - + ! ! - #! # ! # y ! ! # ! \ # # { ] ! † # $ ! # ! ‡ - # $ † š ! ! % # & %ˆ ! ! ! ! ] # ! % ! ! & { ! _ " ! ! # ! ! ! - " ] $@& * ! # ˆ % ! \ # ! ! ! { ] - und Diskurskompetenz in ! # ! { j - # # ! ! \ ! % # # $ # † " # ! $@& \ ! # ! ! # \ " ! ‡ ! ! " # \ " ! ] ! ! " ! @ ! # # @ - ! ! & € ! ! ! # # & * # $ † % # # # $ # & Lars S >+ +6 " ˆ # ! $ -$ < ! ! - #-) ! ! # " ! ! ! “ # ! \ # ! ! # ! < ! " ! # † & < ! ! " # - ! + & ! ! ! * # ! ! # % " \ # ! ! ! ! ! # % # š & + " - < ! ! " ! ] ! * # \ # $ ! # ] % # & $ ] # ! ! # # ! { ] †# S >+ +6 ˆ" ] # ˆ # ! ! { ! ] ! ! # $ # # ! ! ] & "! ‡ # # #- ! ! # ! ! < ! ! \ ª # # ! " - # * ! # # { # + " ! ! ! ! * ! " - XY Buchbesprechungen Rezensionsartikel 42 (2013 2 4 # " & + # $ ˆ " # < ! ! - † & * $ ƒ < EISS \ # ! ! # ˆ" ! † @ - ! ˆ \ # " ! > ! " ! * ! - ]š! ! < - ! ! " ! ! † # % ! # > ! † # € † " # ! " < ! ! # # ! > % & * ! # \ # ! ! ern- ! \ # ] # \ ! ˆ ! # ! ! % # ˆ! ! & ! * ] # \ ! ! ' - # * ! ! \ # > # - und L # ˆ! ! ! # # # ! # # ! { ]ˆ # @ " % # & * > ! # # ! "! & # " # $ ! " # ˆ" ] ƒ < EISS \ # ! ! $ < ! ! ! % ! #! ! ! ! ! # ! ! & Maik B —€'< # ƒ ƒ ALMEN # q" ! -$ ‡ ]% ! ® q" ] % # " # " # ! - ]š! ! < - “ ˆ" ] # ! \  # ! ! ƒ †# ˆ $ † & * ! # ] ! \ ! # ! ! ! ! " - # " ! ! & # # # % " @ \ " ! " # ! # ˜ ! ! [ # X\ " ˆ # # % ! # „ ! ! # " ] # ! @ ! ] # ˜% ! & + $ \ # { ! # # # $ # - > \ ! # ! % $@ ] & Lena EINE $ # 6 # #! ! " ! ! $& # $ # ! ] ! # # ! ! # # # ! ] ! * ! ! & * ! ! % $ # \ # ! ! ! # € - ! " ! \ # ! ! ] ! * - # ! ] & ! ! ] ! # ! # ! ] ! ! ! ! ! % # ! ] ! { ! - # * ! ! \ # < " ! j ! # % - # š & $ ! ] EINE an einem Lernerprodukt u # " ! \ % ! ] ! { # ] ! ! ! & ˜ # " ! \ # ! ! # ! " † # ! # # #! ˜ ] " ! # # ! ! " n ist. Jutta R ; > 6 ˜; { ] # ! ƒ ] # ! ! { ! ˆ # ! #! # †# ˆ " & € { ! # «{ ]% ! # # € ! ! ! # # ! ! # # #! rde- ! # ! ! Ž & XXY ! # ! ! # † & - ! ! s # # -! % " # # # ! # $ † & * $ †# \ #! † ] ˆ" # 6 # # - ! # < ! ! # { ] scaffolding und translanguaging ] denken. € # $ # ! " % j ! $ † ] # † & { R y { " ˆ # ! q" # ! $ ! # ! " ƒ ] # ! ! > & L +; {@> \ ! EINZE # # < 6y‡+'<€+‡+6 " # ˜ ! ˜ # @ ! # ! # ] ! - # # # " $ & * q" ] % -% - # % -lose- ˆ" $ ! ! & Janine L @ƒ+'>q +' % # ! $ # % # { ] - " # ]% \ † ] # ! $ # ! # * ! ! ! ! # ˆ" ! Buchbesprechungen Rezensionsartikel 139 42 (2013 2 4 ] ! # % ! * ! # # ! & * $ # B y 6> '' - L INDE ! ˆ " # † ! ! % & q" ] # ! ! 6 # ! scientific-literacy-{ ] ! # \ # ! ! # ! - ! ˆ # # % ! ! ! † - " ! ! ! " ! ! & < ] " " † ! ƒ †# ˆ # * ! ! # ! ! & ! ! " ! # ! B y''+ die Frage des Content and Langugage Integrated Learning # # # & * ! # # ˆ" ] # $ " ˆ # # $ # # % ! ! ! † { ] d ! " " ! & B y''+ # # < #! ˆ " # daktik. > # j ! $ † -$ ! % ! ! # @ ! $ ! “ # ƒ ETERS # -< " $ ! ! ! + ! ! # “ D €+ 6 š # " # # ! # ˆ" † # * ! ! ! # ! $@ # $ ! ! & * # ! $ # ! -$ @ % # “ # ˆ ! \ # ! ! Sc ! ! ! \ ! # # ! < \ † # + # ] ™ # & * * ! ! ! # $@ % # # $ # + % ! { ]& * ! $ # # $ # ! { mpetenz und " š # # * ! ! ! \ ! # ƒ j ! & * ! ! # ! # ! # ! ! ! % - $ ! & Koblenz J OSEF L EISEN + " T +6 : Englisch unterrichten. Grundlagen - Kompetenzen - Methoden. Berlin: Cornelsen 2012, 343 Seiten [25,95 €] Englisch unterrichten ! # # \ 6 # # $ ! ! & * ! ] ! ] ˜ \ « $ ˆ ! ]% ! # ƒ j ! Ž ! % « j ! - ! # ! ! " ! @ ] ] Ž & • & * ! ! ] T +6 ] \ # # ] { ] † ! ! ! # ˆ" ! - # # # ! ! ! ! # †! # # ! ] ! Anregu ˆ # + ! " # & ˜ # % # # ! ! # # # $ " ˆ # -DVDs mit ]%š ! # @ ! ! # und an! ‡ # 6 j # # † umgesetzt. Jedes $ ! ‡ q" ! " \ # ] m ! - j @ # ! ™ ! - ! ! " ! † # # " ! e ] # ! # ! ] & * $ # ! $ # ^ A Grundlagen, B Methoden, C Kompetenzen und D Leistungsmessung. Teil A Grundlagen " ! ! ! ! neun @ & { X Geschichte des Englischunterrichts " # # # ! $ ! # ! # + % # ! + ! ! * ! # ] ! ! ! " ! # & { [ " - ! ! ! # Sprachenpolitik # † ! # " \ † ! \ \ " # ! #! ] ! ! % ! + ! ! # + ! & { Y Ziele † ! # ˜ ] # # < # # , % ]& $& # Gemeinsamen europäischen Referenzrahmen oder die Bildungsstandards der { ! ! - ]. { Œ % # ! # Bezugswissenschaften der Englischdidaktik. Dies % # ! ]] \ # ! ! " ˆ # + ! # # ! # $ - # ˆ # + !  % ! # ! $ ! ! # % # & Das { 140 Buchbesprechungen Rezensionsartikel 42 (2013 2 4 5 Lehrende " ! ! ! # ! # en im Wandel der Zeit, mit Merkmalen # ! + ! † \ # ! ! % # classroom management. * ! ! ‡ # { • Lernende % # ! ! # % "! \ - ƒ ] ! ! " ! % ƒ ! š ! # # + ˆ! ! ] ! ! & { } Medien † ! # # > - # + ! # # ! - # ' # # # Medien. Dem Medium Lehrwerk % # ! # ! ! ! { & ! # " # # $ ! # ! % ! \ # $ # # ! % ! ! ! ! # ! # % ! ! % ! # ' ] ! # % # ! š - @ & * "! ! ! # ! < # ! " # # ! { ” Unterrichtsplanung& * ! { ! # ƒ ! ] # - # \ # ƒ ! % \ ! # # ! \ - ! ! # # ! ! " # q" ! gen dar. Im Teil B Methoden ! # ] ! # > # ˆ # + ! - & D " # q" " ˆ" # klassischen Methoden, # < matik-q" ! ] ! # " ! ] " & * { ] Balanced Teaching, Kooperativem Lernen, Üben, Differenzieren, Spielen, Bilingualem Lernen, Außerschulischem Lernen, alternativen Methoden sowie Grundschulenglisch und Übergängen. In Teil C Kompetenzen % # X { ] # ! ^ Hörverstehen, Hör-Seh-Verstehen, Sprechen, Lesen, Schreiben, Sprachmittlung, Phonologie, Lexikalische Kompetenz, Grammatik, Pragmatik, Text-Kompetenz, Literarische Kompetenz, Interkulturalität, Methodenkompetenz, Medienkompetenz& * @ in Teil C # !  % ! Theorie, Methodik und Unterrichtsbeispiel # ˆ # ˆ # @ ! ] @ & † Teil C eine kurze Besc " ! % # ! † # # * *! @ ! ! # & * ! $ ! ‡ Teil D Leistungsbeurteilung\ # ! # Funktionen, Formen, Gütekriterien der Leistungsbeurteilung, dem Prozess schriftlicher Leistungserhebungen, der Diagnose mündlicher Leistungen ! % # Umgang mit Fehlern % # & € -D) % # # ! ˆ" ! ] ! ! ! # < ken, die $ # ! ! ! # ! ! + ! ! # $ # % ! j € š & * # ! ™ ! ! # % ! † # # ] - % ! ! ! †] ! & € j % # ! % # \ # ! $ !  # # † * ! ! ! \ ! # ! ! ! ! % ˆ ! ! + - ˆ # # # eignet& +! ! ! # # # ! !  # ! † ] "! ! # % # & ™† # # ] { Englisch unterrichten ! # †] ! ˜ ! ! ! # ! ! # q" " ˆ" # # # ! < # # ! ! " \ ! š # 6 j ! " + #  # ! { ! # # # # - ˜ ] # # ! { & * † # ] \ # - ! ™ ! ! ! " ! † # * ] ! ! ] ˆ" ˆ \ # # ! ƒ ! ] % # # # # " # ! #lu ! % ! ] % # ] ! ] & ˜% * *! # ! $ # ! ] ]%š # "! ˆ { ] j ! @ ! ! & * ! ™ # * *! ! † - # @ ! ! # % # > # š j ! - " & * @ ! ! ! # # % ! ! ª † & * @ - ! ! † # < " ! ! _ ] ! # # ! ! " \ # # % # * ! % " ! " † # # > # ! # # " & ™ # Buchbesprechungen Rezensionsartikel 141 42 (2013 2 4 $ \ ! ! # # ] { # * *! ! & * ! # - _ ] ! # # # ! - ! % ! #" # ! ˆ # " ! & „ # ! * *-{ ! # " # @ Unterricht und Reflexion # & * ! @ Unterricht †  % ! Mitschnitt der Stunde der # ! @ ! ! # ] & * ! ™ # ! ! #  % # ! ! _ ] ] ! ] ! \ % ]& $& # Umgang mit Fehlern, Feedback, Semantisierung oder die Unterrichtssprache& * ! { Reflexion "  % ! < ! j # # # # # † & * ˆ" ! % # ] ˆ # # " # ! " % ]& $& # Fehlerkorrektur, Differenzierung und Gruppenarbeit # † # ] _ ] # - " & ˆ ] ƒ # ! + ! \ ] " # ! - ! # 6 # ! # ! $ { " # * *! " ! # ! ! < # ˆ # ƒ + ! ! # # # ! ! ! ! # @ ! %ˆ & > ! # " $ " ! " š # @ - ! ! ] ! ! ! " @ ! ! # ˆ # ! ! ! ! ! " ! % ] % # & * - _ ] ] 6 j @ " ] # ! # # 6 j @ & * @ ! ! ! # ] ! # # - ! @ ! ] #  # ƒ ! # " # # # ! € # ] 6 j # * ! ! ! # # ! # ! + ! ! # $ ! ! # # ! < # & # ! ™ ! ! # # " ! 6 ! † ! " # š % # \ { j # # ! - + " @ ] & * # { " $ # * *-@ - ! ! ! Englisch unterrichten so erstm # ! { j # - # ! š \ # # $ ] ]% ! # ! ! ! # # # @ ! j ! & * ! # ! " «$ ˆ ! ]% ! # ƒ j ! Ž, # ! # # # $ ] ! † - ! ! " ! @ & Hannover C ARMEN B ECKER " D y ! & ^ Fremdsprachenunterricht empirisch erforschen. Grundlagen - Methoden - Anwendung. ˆ" ^ ' [‰X[ ' # "ˆ \ Y[ [Œ\”” Ǒ > # X”‰ „ % # # ! # ! ! #! ! ˆ" # ! - # ! # ! & * ] † ! ! # ! ˜ ! - # "† # " ] + ] " † ˆ # †‡ # " ! ! ! ! # ! ! † ! " # # ! % ! ! ! ' % ! ! & * ! # ˜ % ! $ % ! ! ! ! # @ ] " ! ! ! ! ! # ! { ] # ] ˆ \ # ! ! ! ! ! † "† # % ]&$& # * ! < ! ! ˆ #! - ! *< # # " # * ! ! #! * ' % ! ! % ! " " \ # # j ] # « ! ! # Ž # > ! , # # ! ! # ! ! ] # > - \ "† # # #"ˆ " ] % # \ # ! ! # ! 142 Buchbesprechungen Rezensionsartikel 42 (2013 2 4 ! ! % # & * ! ˆ # ! # ] " ! # \ " D y ! " # ! " # " \ # ! ! # ! + ! #! ! & +! ! ! " # «+ ˆ Ž ‡ "! \ † «< #! ]ˆ" Ž\ « ! @ ! ! # ! Ž\ « ! * " Ž ! % « ! * ! Ž& € + ˆ - # ! " % ! ! # + ! ] - skizziert die ! " # q" ! «> #! Ž ƒ † ! ! ] ! + - ! #! \ # # { ] # # # ! " #! ˆ # & * ! ƒ † ! ! " ! \ # ! ! ] ! + ! #! ! % ! ! ˆ ] ! - + š & < †‡ # ]% ƒ † ! ! ! _ # _ ƒ - # ] ! + ! # ! #! ! ]% + # ! { - ! ] > ! # & & X[ & + # ˆ ! # # ƒ †- ! ! \ † # ! ! # > # # < ! # ] ! ! ! - # ! ! & * ] ƒ † ! ! \ # # < ! ] # ! # # " ! ] # \ " ! # " " ! ! ]] * ! # #! † # ! ! # ! und ! ! # ! & * y $ ] ˜ ; * €‡ { & Œ&X&X % ˆ" # ! ] < ! ! # # \ # ! ! ! ! Bestandteil der Aus- # ™ " # ] ˆ #! † ! ! ( & S. 13). @ # ! ! # ! # # " « # # ein! † > ! - # $ ! # † \ # ! † # ! ! ! Ar" " ! ! % ! 6 ! # "! ! ! " † % % #Ž "#& & € " # " # «< #! ]ˆ" Ž\ 6 # ! < # B und Britta V €+$6y { ] † ! < # ˆ" ! # #! - ! - ‡ # % ! \ # # " ! # ! - ! ƒ " ! ! % # # ! % # ! & +! ! mir - ! " ! # ˜ Facebook, Google etc. - ! ! \ ˆ ! # # # ˆ ! ] ! ! " ! # # # ! % ! ! ! - " " # % ! " ! # ˆ" ! ! Q " % ! ! ] & € ]% $ # ! ! "! ! ! * T 6— +6 # ! # ! @ - ! ! Q " # «™ ! ! @ ! ! ›Ž& € ! ƒ †# - ˆ # ™ # " " # j ª † ™ ! ! ! " # ] 6 \ # ! ! # ! ! # ! !  ! # ! - ] " ! ! \ # ] ˜ # % ! ! ! ! - # ! † * ! ! ! > # # # ! ! ! ! ! - ! % ! †! ! % # ! & * # ‡ "! ] # $ @ ! ! # ! \ * - " # * ! % ! ! ! # ! " ! # ˆ # # # * randenQ- ! ˆ ] ^ # ] " % #  % ! < # " \ # ]% ^ - ! @ ! ! # ! “^ «+j #- ! ! Ž ' M ARX \ « ! ! #! ! Ž " D y QTim < IESLER ` - ! * " “^ « " ! { j # ! ! ! #- ! ! Ž ™ Z ; * €‡ \ « ! ! ! @ ! ! ! # # ! ! - ! # #! ! Ž # 6 \ «* " # ! * # ! + # #! # # ! + Ž ƒ { 'y66 Q{ S 6 >> \ « ˆ # ! % _ € %! Ž > ! T 6 @ > '' ` - ! Buchbesprechungen Rezensionsartikel 143 42 (2013 2 4 * ! “^ « ! ! Ž „ S ETTINIERI # ! ‡ « # 6 - ! ] € ^ ™ ! ! ! ! ] # # ! > # # #! - ! Ž # ! B y''+ ). Jed # ! < # % # ! " - \ # # ! ˆ $ ! ! # - ƒ !  - ! % # \ # ]% ^ - ! @ ! ! # ! “^ « # + ! - ! # ] { Ž { S IEBEL Q' M ARX \ « ! ! ! $ ! # ! + ! ! ˆ { X”& „ - # Ž < IESLER ` - ! * " “^ « " % # -pilotierung im 6 # ! * ! ! !  ! -$ > # > “Ž { ƒ 6q +6 \ « - ! ! # ƒ j ! ^ * # -* y ' 6 -™ ! € # ! “Ž * R @> € \ « # " ! ! ! + ! € ! t zur @ ! #! < ! # ! ] ! ! Ž * F +€ { \ «+j - %! # #! ! ^ % # ! ! ] ! ƒ \ * ˆ # ! % Ž L ENZ ` - ! * ! “: « % # ! " ! ! ! ! - ] ! ! # @ É < 6@> # ! ‡ «* # ! > # ! € ! ] ! ! ! ! ! Ž + ! " B 6 {+6 & * # " ] < # - # % # ! " † "  % ! ! \ # # ‡ # ˆ ] $ " & * # # " ! ] €# \ < # - # % # ! " † # ] " \ ˆ ! - ] # ! # > # - ! " ! # ˆ ' ] $ # ! ! ] "! # # ! % # ] † ! & Die einzelnen B † ! # # % \ # ] # % \ % " # < # # ! † # # ! ˆ # ! ˜ ! % ! ™ ite- ! š s % #\ ! # j ! "! † # ] ! ‡ & > ] # ^ * ! " ! \ ! " # j ! # " " - ! # # #! † >š \ ! ˆ" ! %† ! % ! # ! #! ! ] # # ! # $ ! ] ] & €  # ! ! % menen $ ] # ! † # #! ! ! # # ! ! me # ! % ! ] # & * { ] ! " # [‰ enQ- ! # ! +j ! # ! ! " # ‡ ! \ # ! ! # # " ! ! # # ! - # ! ! " # % #& # ! ! ! ! - # ! < ! # # ! ! llen Vor ! ]% ! # # \ " ˆ # ˜ ! ] # † & "! ! † # š 6 ! ! # " ! ! † # + " \ " # ! * # ! # # ! % # . W ! >  # \ ! ine $ ˆ # # ! % # ! % ! ! < % \ # # † š š % ! -! ! “ $ # # ! #! ! " & Kassel K ARIN A GUADO 42 (2013 2 4 43.1 (2014) * Frank G. Königs (> " # ! % ˆ „ 43.1 (2014) † # « #! ! “. ™† # # , ‘ " # + ! # ! #! ! # 6 ! \ ! # #! ! # # % ! ! # $ ] " & * " " ! < ˆ # \ ! 6 # ! $ # ˆ # ! # - # ] " " # ] < ! # # ! ] & * ! # ] ! \ # ! ! # ƒ ! - " \ % ! # ! " ! ! \ % ! % ˆ" # #! - % ! ! # % $ # # ! ! % ˆ # + ! ! # < ! - # ! #! ! ! & $ 6 # ! ! ! ! ˜ ! ˆ # $ † ^ Frank G. K ÖNIGS ƒ ! -@ ! † > " ^ ˜ + ˆ # ! % Daniela C ASPARI @ ! † $ ^ ™ ! # {š #! # - - # % % ! \ ! ! ] # Karin K LEPPIN , Enke S PÄNKUCH " # 6 -@ ! † $ ^ #! # - \ " \ ^ Y&‰› Friederike K LIPPEL ( #% > j ! -@ ! † >ˆ ^ ! \ < \ ! \ \ ƒ - #! # # ] „ # Frank G. K ÖNIGS ƒ ! -@ ! † > " ^ ™ # € › * #! { j # ! Bianca R OTERS @ ! † {š \ Matthias T RAUTMANN @ ! † ^ ƒ ! ! † + ! † - ! # ! $ # Michael S CHART ({ @ ! † ^ * # ! < ! # ! ! # #! # # Helmuth W EIDEMEYER (> - )^ #! ! ƒ ! ! & ™ % # \ % ! % - # % # #! # # # "3.2 (2014) Multiliteralität ( # ] { q +6 )