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Breakout-Sessions als interaktionale (Frei-)Räume für Lernende im DaF-Unterricht

This paper presents initial results from an international study on peer interaction in breakout sessions in a virtual classroom setting. Students in a German as a foreign or second language program at a university in Germany design a digital learning environment as part of an A2-level German course...

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Enregistré dans:
Publié dans:Zeitschrift für Interaktionsforschung in DaFZ
Auteurs principaux: Czyzak, Olga, Feike, Julia, Lee, Mi-Young, Ohta, Tatsuya, Raindl, Marco
Format: Artikel (Zeitschrift)
Langue:allemand
Publié: Philipps-Universität Marburg 2024
Sujets:
online interaction
Usage-based Learning
aufgabenbasierter Unterricht
Online-Interaktion
collaboration
breakout session
Sprachwissenschaft, Linguistik
Breakout-Session
Kollaboration
Task-based Language Teaching and Learning
Language, Linguistics
Accès en ligne:Accès en ligne
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Description
Résumé:This paper presents initial results from an international study on peer interaction in breakout sessions in a virtual classroom setting. Students in a German as a foreign or second language program at a university in Germany design a digital learning environment as part of an A2-level German course for university students from Japan, Korea, and Taiwan, in which task-based stimuli are used to initiate interactions between learners with as little teacher-control as possible. This creates opportunities for the learners to engage with complex content and to focus on meaningful, near-real-life negotiations. The study centers on the comparison of two parallel group work sessions and analyzes how the group members negotiate, establish, and organize their joint approach.
DOI:10.17192/ziaf.2024.4.1.8686

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