Einblicke in den Fremdsprachenunterricht in England - Eine Fallstudie zur Sicht der beteiligten Lehrkräfte - Konzepte und Problembereiche (ePub)

Examensarbeit aus dem Jahr 2002 im Fachbereich Anglistik - Linguistik, Note: gut, Justus-Liebig-Universität Giessen (Institut für Anglistik), Sprache: Deutsch, Abstract: In recent decades the teaching of Modern Foreign Languages (MFL) in secondary
schools in the UK has witnessed a number of important developments. Concepts
have gone in and out of fashion and there have been considerable innovations in the
field of educational technologies.
The case study carried out in the John Taylor High School (JTHS) in Staffordshire
affords insights into the MFL teaching in England and is based on the teachers' point
of view. Because of the current MFL teaching methodology, which is characterised
by an emphasis on communicative competence, all the teaching concepts in JTHS
ultimately aim to develop independent communication by their students. The so
called Communicative Language Teaching (CLT) is used as a methodological
framework in this essay, which encompasses a number of different teaching
concepts. Every concept discussed in the essay is selected with the help of the
questionnaires and survey sheets distributed amongst teachers and students. The
essay has a few theoretical explanations which are based on the statutory framework
governing MFL teaching in England and also the JTHS department¿s aims and
objectives.
The main conclusions of this research are:
The MFL teachers in JTHS are convinced that each individual teaching approach
will be right for some learning situations. They tend to use a varying range of
teaching approaches in order to prepare their students for autonomous learning. For
teachers in the MFL department it is very important to recognise that pupils are
individuals with different needs - for instance, due to their ability, gender, interests,
motivation, self- concept and self-esteem - and that, therefore, no teaching group is
homogenous. It must be remembered that all MFL teaching groups are different.
Each has its own range and mix of pupils needs. For this reason the teachers use
individual and varied styles of working.
The way in which the entire NC is organised will effect how MFL is taught. A major
task for the MFL department is to translate National Curriculum (NC) programmes
of study into schemes of work, which are then differentiated for the range of pupil
abilities. A wide range of resources should help them to choose the most effective ways to maximise the progress of all learners. The growing emphasis on
communication as the prime purpose of MFL has placed grammar in a secondary
position. Grammar can be taught and learnt in a formal and an informal. [...]