Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning
| Autor: | Vera Busse, Ulrike-Marie Krause |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
060201 languages & linguistics
Teaching method 05 social sciences Foreign language 050301 education 06 humanities and the arts language.human_language Field (computer science) Education Intercultural learning Focus (linguistics) German Problem-based learning 0602 languages and literature Teaching and learning center ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology language Mathematics education Psychology 0503 education |
| Zdroj: | Learning and Instruction. 42:83-94 |
| ISSN: | 0959-4752 |
| Popis: | The article presents the results of a quasi-experimental intervention study with a 2 × 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools (grades 9 to 12) and varied the teaching approach (analytical/affective-experiential) and the language of instruction (German/English). The learning unit covered six 45-min lessons and was conducted in nine school courses (n = 143). Five additional school courses (n = 66) served as a control group. In all experimental groups, students engaged with critical incidents. These were either analysed (analytical focus) or acted out as role plays (affective-experiential focus). In addition, students analysed film clips (analytical focus) or participated in a simulation game (affective-experiential focus). The experimental groups outperformed the control group in the post-test, which required the analysis of critical incidents. Both teaching approaches were equally effective; however, students evaluated affective-experiential learning more positively. Using a foreign language for teaching did not impair performance. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect