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Präsentationstraining im DaF-Unterricht


Businger, Martin (2016). Präsentationstraining im DaF-Unterricht. In: Karpov, Аnatoly S. Синтез традиций и инноваций: немецкий язык в современном языковом образовании / Synthese aus Tradition und Innovation: Deutsch in der modernen Fremdsprachenausbildung. Ulan-Ude: Buryat State University Publishing Department, 147-157.

Abstract

Bei der Einübung von Präsentationsfertigkeiten durch fremdsprachige Lernende ist eine hohe Anzahl an Gelegenheiten, vor Publikum zu reden, essentiell (Time-on-Task-Prinzip). Die im Folgenden skizzierten DaF-Unterrichtssequenzen folgen drei Leitlinien: Lernende halten viele kurze Präsentationen; die Zuhörenden haben immer eine Aufgabe zu erfüllen; jede Präsentation wird bewusst strukturiert. Im Weiteren sollen die Lernenden sich darin üben, bei Präsentationen frei zu sprechen und nicht abzulesen. Die Unterrichtsvorschläge sind gut integrierbar in einen Unterricht, der dem Modell der vier Lernfelder und etablierten didaktisch-methodischen Prinzipien verpflichtet ist.

According to the time-on-task principle, learners of a foreign language training their presentation skills have to be offered opportunities to speak in front of an audience as often as possible. The classroom activities described in this paper were designed for learners of German as a foreign language and are based on three guiding principles: Learners give a large number of short presentations; learners in the audience are always given a task; every presentation is carefully structured. Moreover, learners should aim at delivering presentations without reading from their notes. These classroom activities fit in neatly with Paul Nation’s four strands model and other well-established methodological teaching principles.

Abstract

Bei der Einübung von Präsentationsfertigkeiten durch fremdsprachige Lernende ist eine hohe Anzahl an Gelegenheiten, vor Publikum zu reden, essentiell (Time-on-Task-Prinzip). Die im Folgenden skizzierten DaF-Unterrichtssequenzen folgen drei Leitlinien: Lernende halten viele kurze Präsentationen; die Zuhörenden haben immer eine Aufgabe zu erfüllen; jede Präsentation wird bewusst strukturiert. Im Weiteren sollen die Lernenden sich darin üben, bei Präsentationen frei zu sprechen und nicht abzulesen. Die Unterrichtsvorschläge sind gut integrierbar in einen Unterricht, der dem Modell der vier Lernfelder und etablierten didaktisch-methodischen Prinzipien verpflichtet ist.

According to the time-on-task principle, learners of a foreign language training their presentation skills have to be offered opportunities to speak in front of an audience as often as possible. The classroom activities described in this paper were designed for learners of German as a foreign language and are based on three guiding principles: Learners give a large number of short presentations; learners in the audience are always given a task; every presentation is carefully structured. Moreover, learners should aim at delivering presentations without reading from their notes. These classroom activities fit in neatly with Paul Nation’s four strands model and other well-established methodological teaching principles.

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Additional indexing

Other titles:Developing presentation skills in German as a foreign language
Item Type:Book Section, not refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of German Studies
Dewey Decimal Classification:430 German & related languages
Language:German
Date:2016
Deposited On:11 Aug 2017 13:38
Last Modified:11 Aug 2017 13:38
Publisher:Buryat State University Publishing Department

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