2023
2023-12-18
10.17192/ziaf.2023.3.1.8569
urn:nbn:de:hebis:04-0009-2023-310-85697
keine Angabe
L2-Interaktionskompetenz im Französischunterricht
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This paper sheds light on the teaching and learning of foreign language interactional competence in school classrooms. Examples from a longitudinal research project on French language classes illustrate how students’ L2 interactional competence changes and develops over several years, looking at both plenary teacher-student talk and peer interactions. The conversation analytic longitudinal video study FRAISE (French in Interaction at School) not only gives insights into the developmental path of learners regarding specific aspects of their L2 interactional competence but also provides an overall picture of the teaching and learning potentials of different interactional formats in foreign language teaching. Based on cumulative evidence from FRAISE and from other current L2-IC research, the paper will suggest a few orientations for the organization of classroom teaching and learning.
learning and teaching
Sprachentwicklung
French
language development
Lehr-Lern-Kontext
Interaktionskompetenz
interactional competence
Französisch
foreign language teaching
Fremdsprachenunterricht
Eine longitudinale Perspektive auf Lernen und Lehren
https://journals.uni-marburg.de/0009/2023/310/8569/8569.png
https://doi.org/10.17192/ziaf.2023.3.1.8569
Universitätsbibliothek Marburg
Publikationsserver der Universitätsbibliothek Marburg
learning and teaching
2023-12-18
Sprachentwicklung
French
language development
2023-12-18
application/pdf
article
This paper sheds light on the teaching and learning of foreign language interactional competence in school classrooms. Examples from a longitudinal research project on French language classes illustrate how students’ L2 interactional competence changes and develops over several years, looking at both plenary teacher-student talk and peer interactions. The conversation analytic longitudinal video study FRAISE (French in Interaction at School) not only gives insights into the developmental path of learners regarding specific aspects of their L2 interactional competence but also provides an overall picture of the teaching and learning potentials of different interactional formats in foreign language teaching. Based on cumulative evidence from FRAISE and from other current L2-IC research, the paper will suggest a few orientations for the organization of classroom teaching and learning.
Lehr-Lern-Kontext
2023-12-18
German
Carmen
Konzett-Firth
Konzett-Firth, Carmen
2023
https://journals.uni-marburg.de/0009/2023/310/cover.png
Vol 3 No 1 (2023)
urn:nbn:de:hebis:04-00094
2750-249X
Sprachwissenschaft, Linguistik
Language, Linguistics
Fachbereich Germanistik und Kunstwissenschaften
https://journals.uni-marburg.de/0009/cover.png
3101186-X
Periodical
Deutschhausstraße 9, 35037 Marburg
Marburg
Philipps-Universität Marburg
Zeitschrift für Interaktionsforschung in DaFZ
3
Interaktionskompetenz
2023-12-18
application/pdf
1
https://doi.org/10.17192/ziaf.2023.3.1
urn:nbn:de:hebis:04-0009-2023-3103
PeriodicalPart
Interaktionskompetenz
interactional competence
Französisch
video/mp4
foreign language teaching
urn:nbn:de:hebis:04-0009-2023-310-85697
L2-Interaktionskompetenz im Französischunterricht
2023
Fremdsprachenunterricht
PRESERVATION_MASTER
VIEW
PDF
PRESERVATION_MASTER
application/pdf
8331
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8331
video/mp4
8332
//journals.uni-marburg.de/ziaf/article/download/8569/8332
8332