التفاصيل البيبلوغرافية
| العنوان: |
Formative Beurteilung des Sprechens im DaF-Unterricht: Praktiken und Überzeugungen von Lehrpersonen der Sekundarstufe I. (German) |
| Alternate Title: |
Formative assessment of speaking in the GFL classroom: Practices and beliefs of lower-secondary teachers. (English) |
| المؤلفون: |
Peyer, Elisabeth, Lüthi, Gabriela, Ravazzini, Nadia |
| المصدر: |
Info DaF: Informationen Deutsch als Fremdsprache; Oct2023, Vol. 50 Issue 5, p492-504, 13p |
| مصطلحات موضوعية: |
FOREIGN language education, HIGH school teachers, LANGUAGE teachers, GERMAN language, SECONDARY school teachers, SELF-correction (Psychology), FORMATIVE evaluation, OBSERVATION (Educational method) |
| Abstract (English): |
This paper investigates which formative assessment practices twelve German as a foreign language teachers in lower secondary school use for speaking and how they motivate them. Classroom observations and retrospective interviews revealed that teachers rarely give individual feedback on speaking performance because of time constraints, prefer implicit corrections such as recasts and try to encourage peer-feedback and self-corrections because the teachers consider them to be less demotivating. [ABSTRACT FROM AUTHOR] |
| Abstract (German): |
Dieser Beitrag untersucht, welche formativen Beurteilungspraktiken zwölf DaF-Lehrpersonen der Sekundarstufe I in Bezug auf die Sprechkompetenz anwenden und wie sie diese begründen. In Unterrichtsbeobachtungen und retrospektiven Interviews zeigte sich, dass die Lehrpersonen aus Zeitnot kaum individuelle Rückmeldungen auf Sprechleistungen geben, implizite Korrekturen wie Recasts bevorzugen und bemüht sind, Peer-Feedback und Selbstkorrekturen zu fördern, da diese als weniger demotivierend erachtet werden. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |