Aufsätze

Werner Bleyhl

Das Menschenbild als Basis für eine Didaktik des Fremdsprachenunterrichts

Abstract:

Learning is taken here as one of the most central features of human nature. Thus the fundamental concept of human nature is crucial for a teacher’s behaviour. Behaviorist teaching concepts as well as cognitivist concepts which take language learning as a rule governed information processing activity – both of which are still endemic in classrooms – run counter to recent findings of foreign language acquisition research, to recent cognitive science, to systems theory, to cognitive neurobiology or to anthropological philosophy. All those disciplines stress the importance of learning as a self-determined, constructivist activity of self-organisation where not linear, but circular causation is the characteristic evolutionary principle.

Was schon viele Male gesagt worden ist, kann noch unzählige Male wiedersagen; man darf es nur kein einziges Mal nachsagen; da liegt der Unterschied.

Ludwig Hohl (1984, S. 143)

Sprachunterricht der Eltern an die Kinder; allein man besinne sich, daß das gar nicht der Fall ist. Eltern lehren die Kinder nie Sprache, ohne daß diese nicht immer selbst mit erfänden. Jene machen auf Unterschiede der Sachen, mittelst gewisser Wortzeichen, aufmerksam, und so ersetzen sie ihnen nicht etwa, sondern erleichtern und befördern ihnen nur den Gebrauch der Vernunft durch Sprache.

Seite 207-235, Heft 2/2004, Band 15

Olaf Bärenfänger & Gabriele Keckler

Beurteilungskonsistenz und Beurteilerübereinstimmung bei der Bewertung von Kurzantwortaufgaben. Eine empirische Studie zum Bewertungsverhalten von Beurteilern im Subtest Hörverstehen des Tests Deutsch als Fremdsprache (TestDaF)

Abstract:

Short answer items (SAIs) play an important role in the assessment of second language learners’ competence and learning progress. Although the objectivity of SAIs is controversially debated, almost no empirical research has dealt with this problem so far. In our study, we therefore aim to answer the following questions within a triangulated research design:

Short answer items (SAIs) play an important role in the assessment of second language learners’ competence and learning progress. Although the objectivity of SAIs is controversially debated, almost no empirical research has dealt with this problem so far. In our study, we therefore aim to answer the following questions within a triangulated research design:
Up to which degree do different raters agree with respect to the assessment of the same testee?
How do raters make use of rating guidelines?

Firstly, seven raters of the TestDaf (Test of German as a Foreign Language) were asked to assess the same 100 answer sheets from the listening subtest of the TestDaf. Secondly, the raters re-assessed the same answer sheets two weeks later. On the basis of these, measures of consistency and agreement were calculated. Thirdly, raters answered a questionnaire consisting of 14 questions regarding the rating procedure. Results clearly indicate that SAIs do show a high degree of objectivity despite their semi-open character if they are thoroughly constructed, if raters are well trained and if suites assessment guidelines are proves.

Seite 237-268, Heft 2/2004, Band 15

Klaus-Börge Boeckmann

Unterrichtsforschung und Qualitätssicherung. Überlegungen auf der Basis eines Forschungsprojekts zum DaF-Unterricht in Japan.

Abstract:

This paper examines the role of classroom observation and other forms of classroom-based research techniques in assessing and assuring the quality of language teaching and learning situations. A model of internal and external success criteria for foreign language teaching and learning is presented. Based on findings from research in German classes in Japanese universities, the claim is made that although classroom observations is a very useful instrument for assessing teaching and learning quality, it has to be complemented by other research techniques such as interviews or questionnaires to enable the triangulation of data. After a short description of the situation of German as a foreign language in Japan, some of the findings from the author’s study are presented and their relevance for quality management is discussed. Finally, it is argued that the findings do not support the view that teaching and learning quality is culture-specific.