Forschende Fachdidaktik II

Sprachenlernen im wissenschaftlichen Diskurs

Dr. Daniela Unger-Ullmann, Christian Hofer, Dr. Daniela Unger-Ullmann, Christian Hofer

• Verlag: Narr Francke Attempto Verlag
• Jahr: 2019
• ISBN drucken:
  9783823383482
• eBook-ISBN:
  9783823301936
• Thema: Literatur
• Thema: Literaturkritik Geschichte & Theorie

In der vorliegenden Publikation Forschende Fachdidaktik II werden Forschungs- und Projektergebnisse der Abteilung Fachdidaktik des treffpunkt sprachen – Zentrum für Sprache, Plurilingualismus und Fachdidaktik der Universität Graz präsentiert. Die Abteilung Fachdidaktik fördert mit den durchgeführten Projekten die Weiterentwicklung von sprachlehr- und -lerntheoretischen Untersuchungen, die aus dem universitären fremdsprachlichen Unterricht hervorgehen. ProjektleiterInnen sind vornehmlich Sprachlehrende, die ihr Praxiswissen in einen forschenden Kontext stellen. Die Gestaltung der Beiträge richtet sich nach dem Forschungshintergrund der einzelnen Projekte, welcher als handlungsforschender Ausgangspunkt für die Beschreibung des konkreten Projektverlaufs dient. Die AutorInnen resümieren ihre Projektergebnisse und betten diese in einen sprachendidaktischen Zusammenhang ein. Diese Implikationen ermöglichen eine Reintegration in den konkreten Unterrichtskontext.

Learning styles and learner strategies

Marjorie Rosenberg

Abstract

In order to aid learners in their quest for knowledge, a concept of their individual differences and the strategies they use to learn is valuable information to have. Even in outwardly similar groups, learners often exhibit a wide range of preferences and methods they employ to reach their goals. The individual differences may not always be immediately apparent but becoming aware of them opens up more possibilities for both the learners and the teacher in the classroom. This study compared strategies used by learners who identified themselves as possessing particular characteristics with those who didn’t and examined in more depth what learners felt they needed in classroom activities in order to be successful language learners.

Introduction

In this paper, I will report on a small-scale research project undertook at treffpunkt sprachen – Zentrum für Sprache, Plurilingualismus und Fachdidaktik at the University of Graz. This was carried out in the winter semesters of 2014–15 and 2015–16 in a total of four general English classes at B1 level. The aim of the study was to determine if students’ primary learning preferences were reflected in their learning strategies as well as in their feeling of progress regarding classroom activities. They were given a questionnaire at the beginning of the semester to determine their preferred learning styles based on three different models which were then discussed in class. A total of 66 students completed the self-reflection surveys handed in at the end of the semester. The break-down into genders and nationalities is as follows:

Gender/Nationality	Number of students
Male	14
Female	48
Austria	50
USA	1
Bosnia-Herzegovina	3
Turkey	1
South Korea	1
Serbia	1
Germany	2
Spain	2
Russia	1
Italy	1
No info given	(3 on gender, 4 on nationality)

Table 1:

Breakdown of gender and nationality

The results of this self-reflection survey have been analysed and are the basis of this report. The answers are recorded as numbers as well as in percentages based on the number of answers received. Not all students filled in information for every question or for every style which accounts for slight discrepancies in numbers. Several different categories were looked at and recorded: those whose preferences were strongly found in one style are noted along with those who were comfortable working in two or even three different areas. In addition, those who indicated that they had few of the characteristics of a particular style were recorded as a contrast to those who fit into one of the particular categories.

The questionnaires were designed to reflect the different categories of learner preference. There were a total of seven or eight questions, the last three dealing with strategies that learners in a particular style usually do not do. These are the strategies which learners learn in order to ...

Inhaltsverzeichnis

• Cover
• Titel
• Impressum
• Inhaltsverzeichnis
• Vorwort
• Praxisrelevante Überlegungen zur Angebotsentwicklung in der universitären Fremdsprachenlehre
• Die SprachLernBegleitung. Vom Lehren zum Beraten
• Learning styles and learner strategies
• Lehrstrategien zur Wortschatzvermittlung im Fremdsprachenunterricht. Eine Fallstudie im Bereich Japanisch als Fremdsprache
• SUDaFU-Studie: Aspekte des Syntaxerwerbs im universitären Deutsch-als-Fremdsprache-Unterricht
• Forschungsbasierte Unterstützung von Erasmus-Incoming-Studierenden im akademischen Alltag
• Integration von Kunst in den Fremdsprachenunterricht. Möglichkeiten und Vertiefung
• Angst beim Sprachenlernen
• AutorInnen
• Fußnoten