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2012, vol. 61, iss. 3, pp. 408-415
Projects in the action-based approach to foreign language teaching and learning
University of Belgrade, Faculty of Transport and Traffic Engineering

emailn.polovina@sf.bg.ac.rs, t.dinic@sf.bg.ac.rs
Abstract
Starting from the Common European Frame of Reference for Languages the text deals with basic characteristics of project teaching technique as a possible application of the action-based approach in foreign language teaching, with focus on social interaction which arises during performing tasks in a given communicative situation. Viewing the task as a complex activity and considering the whole specter of necessary competencies, the authors highlight project as an important segment of modern foreign language teaching. While working on a project students develop self-confidence. Instead of just listening and looking i.e. participating passively in the teaching process, they research, analyze, modify, combine and connect contents, which makes the learning process more interesting and the results more durable. The educational aspect of this methodological procedure is reflected in the enhancement of the students' ability to listen to and respect the opinions and arguments of others. With so modified roles of teachers and students, active participation in all phases of work is much improved which, among other things, leads to breaking the monotony of textbook-based activities. This approach stimulates the development of competencies and emphasizes interaction which is only in part of linguistic nature and which takes place in a broader social context. By developing their own independence, creativity and ability to work in teams, participants learn to learn.
References
*** (2001) Common european framework of reference for languages. Strasbourg: Council of Europe, Frey, K. (1996). Die Projektmethode, Weinheim, Basel: Beltz
*** (2001) Grundsatzerlass zum Projektunterricht. Wien: Bundesministerium für Bildung, Wissenschaft und Kultur
Bérard, É. (2009) Les tâches dans lenseignement du FLE: Rapport à la réalité et dimension didactique. Le Français dans le monde: Recherches et applications, n. 45, jan., str. 36-44
Catroux, M. (2006) Perspective actionnelle et TICE: quelles convergences pour l'enseignement de la langue de spécialité. http://www.langues-vivantes.u-bordeaux2.fr/frsa/pdf/ CATROUX.pdf
Gudjons, H. (1997) Handlungsorientiert lehren und lernen: Projektunterricht und schüleraktivität. Bad Heilbrunn: Klinkhardt
Mangenot, F., Penilla, F. (2009) Internet, tâches et vie réelle: La perspective actionnelle et lapproche par les tâches en classe de langue. Le français dans le monde R&A, Paris, 45, 82-90
Médioni, M.A. (2009) L'enseignement-apprentissage des langues: Un agir ensemble qui s'affirme.
Puren, C. (2009) Variations sur la perspective de l'agir social en didactique des langues-cultures étrangères. in: Le Français dans le monde : Recherches et applications, pp. 154-167
Riba, P. (2009) Approche par les tâches, perspective actionnelle et évaluation, La perspective actionnelle et lapproche par les tâches en classe de langue. Le français dans le monde R&A, Paris, nº45, 124-132
 

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article language: English
document type: Review Paper
published in SCIndeks: 22/03/2013

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