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Fremdsprachenvermittlung zwischen Anspruch und Wirklichkeit: Ansätze – Methoden – Ziele

This volume addresses the discrepancy between the high expectations placed on foreign language teaching and the reality of its implementation within educational settings. Despite the extended duration of language instruction—typically eight to nine years—learners’ actual language proficiency often f...

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Main Authors: Teubert, Wolfgang, Wolff, Dieter, Schmale, Günter, Bufe, Wolfgang, Mushchinina, Maria, Patrukhina, Liubov, Menzel, Katrin, Felce, Catherine, Vande Casteele, An, Lochtman, Katja, Hentschel, Elke, Kresta, Ronald, Busch-Lauer, Ines-Andrea, Rentel, Nadine, Averina, Olga, Ansiani, Natia, Massud, Abdel-Hafiez, Ajmi, Hela, Giessen, Hans, Kostrzewa, Frank, Bachor, Nicole, Davydova, Julia, Grim, Frédérique, Thurmair, Maria, WEERNING, Marion, Engberg, Jan, Bosenius, Petra, Siepmann, Dirk, Bürgel, Christoph, Lüger, Heinz-Helmut
Format: Online
Sprog:tysk
Udgivet: htw saar (Prof Thomas Tinnefeld) 2025
Fag:
Fremdsprachenunterricht
Sprachkompetenz
Foreign language teaching
thema EDItEUR::C Language and Linguistics
Online adgang:https://directory.doabooks.org/handle/20.500.12854/162660
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Summary:This volume addresses the discrepancy between the high expectations placed on foreign language teaching and the reality of its implementation within educational settings. Despite the extended duration of language instruction—typically eight to nine years—learners’ actual language proficiency often falls short of these expectations. The central aim of foreign language education is to guide learners within an appropriate timeframe to a level of proficiency that meets the communicative demands of professional and personal contexts. However, even after completing secondary education and higher studies, achieving a proficiency level beyond B2 according to the Common European Framework of Reference for Languages (CEFR) remains rare. The contributions in this volume explore various facets of this discrepancy and offer valuable insights for reflection and advancement in foreign language didactics. The challenge of bridging the gap between aspiration and reality in language teaching remains the core focus throughout.

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