Obálka

Künstliche Intelligenz in DaF/DaZ

Artificial Intelligence (AI) is rapidly becoming a part of our professional and personal lives – and thus also of education and teaching. The field of DaF/DaZ (German as a foreign/second language in research and teaching) is part of this transformation, as AI is changing the way we teach and learn....

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Médium: Online
Jazyk:němčina
Vydáno: Frank & Timme 2025
Témata:
AI; DAF; GFL (German as a Foreign Language); DAZ; GSL (German as a Second Language); German; Teaching; Subject Didactics; Foreign Language; Language Acquisition; Teaching with AI; Higher Education Teaching; Lesson Planning; Teaching Methods; Foreign Language Didactics; Foreign Language Teaching; Artificial Intelligence; German as a Foreign Language; German as a Second Language; AI in Foreign Language Teaching
thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning
thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education
thema EDItEUR::J Society and Social Sciences::JN Education::JNP Adult education, continuous learning
thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques
thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject
thema EDItEUR::U Computing and Information Technology::UY Computer science::UYQ Artificial intelligence
thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACG German
On-line přístup:https://library.oapen.org/handle/20.500.12657/103421
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Shrnutí:Artificial Intelligence (AI) is rapidly becoming a part of our professional and personal lives – and thus also of education and teaching. The field of DaF/DaZ (German as a foreign/second language in research and teaching) is part of this transformation, as AI is changing the way we teach and learn. New tools support, for example, planning and feedback, and open up new possibilities for lesson design. However, they also raise didactic and ethical questions. The contributions in this volume demonstrate how AI technologies can be used in the context of language teaching, what competencies teachers and learners need, and how AI literacy is becoming a new key qualification and future skill. Caught between skepticism and new beginnings, the authors show how the integration of AI into research and teaching can succeed. In doing so, the focus shifts to the role of the human being in an increasingly digitalized educational world. AI cannot replace the teacher, but it can significantly enrich the teaching process.

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