Drawing on recent results in foreign language leaching research, according to which the teaching method of involving the learners' native language in L2-lessons does have a positive effect and thus deserves a more positive valuation, the author argues that this method could generally be enriched by additionally imparting genuine linguistic knowledge. This means that the goal of the present contribution is to show how elements of the most varied linguistic disciplines can be used to provide non-university L2-learners with glottological and interdisciplinary knowledge of Ianguage(s), which will enable them to approach and solve grammatical problems more easily and autonomously.
The following paper analyses the current situation of learning and teaching English as a foreign language in comprehensive schools in Germany. Special attention is given to two critical issues: a) the time-honoured system of external differentiation, b) the growing interest in all-day schools and its consequences for the EFL. learning and teaching process. Lt is shown that a number of pressing questions evolve out of these issues, and that research efforts will have to be stepped up considerably to assist schools across the country in implementing urgently necessary reforms. Finally, in order to re-ignite the smouldering scholarly debate on teaching English in difficult learning environments, an empirically and theoretically grounded long-term framework for instruction and learning is developed which takes into account the potentials of primary English, the impacts of puberty, and the challenges of afternoon teaching in all-day school contexts.
Language teaching specialists have long demanded that university graduates in modern languages should have a native-like lexical competence in their L2. The present article argues that this goal will remain unattainable as long as students and teaching staff rely exclusively on incidental vocabulary learning through reading, listening or spending time abroad, especially since most first-year students have too limited a vocabulary to be able to comprehend authentic broadcasts or texts from quality newspapers. Lt is suggested that part of the solution may lie in the large-scale intentional learning of vocabulary on the basis of an onomasiological computerised vocabulary learning system and/or print dictionary. Such tools should be grounded on in-depth research into the native speaker's phrasicon. Once a broad corpus base has been compiled, it becomes possible, on the basis of a number of 'economy effects', to select those collocational and colligational units that the non-native speaker requires to 'function' adequately in a large number of communicative situations. To acquire these units, learners, especially those who are not in constant contact with the target-language culture, must combine incidental and intentional learning.