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uni-deutsch.de
Online-teaching of German as a scientific language
In many ways uni-deutsch.de follows a new approach of learning and teaching foreign languages. It specifically merges findings of language acquisition research, efficient methods of communicative-intercultural didactics, and state-of-the-art technology into a media didactical concept in order to improve and accelerate the acquisition of languages and cultures and subject-specific languages.
The programme consists of two main components:
Module I: units provide 240 hours of teaching, topically structured into eight chapters and specifically designed to prepare for the university entrance examinations TestDaF and DSH: skills, grammar, vocabulary, lexicon, rhetorical means, text types, learning and working strategies Module II: units each provide 60 to 70 hours of reinforced foreign language teaching (scientific language) based on TestDaF (higher levels) and modularly structured for individual learning needs in the following six special language areas (in all 400 hours): Economics Law Languages and Cultural Sciences Mathematics and Sciences Medicine Agricultural, Forest, and Nutritional Science
Apart from an online-dictionary, a concordance module, and an electronic corrector various means of communication, like chats, e-mail, class forums, and a bulletin board are provided. Most parts of the course is appropriate for self-study, but can also be used in other teaching scenarios as well as in a tele-tutored version. The feedback functions included are a great advantage compared to language courses on CD-ROMs.
Advantages of the course are as follows: individualised learning processes, use of electronic tools appropriate to media, straightforward access to online resources, utilisation of interactive media features for didactic purposes (e.g., grammar and word formation animations), use of media for disburdening tutors and accounting for areas that could not be covered by traditional means, and effective use of media in terms of blended learning.
These advantages are theoretically as well as empirically grounded, and are not only in line with current learning concepts, especially those in favour of autonomous, explorative, and constructive learning, but also with current cognitive theories of multimedia learning. Empirical studies document that this approach subjectively produces added value; objectively, it produces improved learning progress.
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