Loading...
Title: Handbook for Foreign Language Learning in Online Tandems and Educational Settings

Handbook for Foreign Language Learning in Online Tandems and Educational Settings

by Hermann Funk (Volume editor) Manja Gerlach (Volume editor) Dorothea Spaniel-Weise (Volume editor)
©2017 Others 324 Pages
German Studies
Series: Foreign Language Teaching in Europe, Volume 15

Summary

This book is about foreign language learning in non-formal Online Tandems. The collected papers by contributors who have expertise in the field of Language Pedagogy and Foreign Language Acquisition gather information on online interactions, such as the initiation of tandems, the mentoring of online activities and learners’ interaction, as well as the assessment of the processes at hand. The handbook targets stakeholders, institutions of higher education, language teachers and tandem trainers at educational institutions that want to set up Online Tandems especially designed for third language learners. The book is the result of the three-year project L3TASK carried out at five universities in Austria (Wien), Germany (Jena) and Spain (Alicante, Barcelona, Madrid) and associated partner institutions in China. It was funded by the European Commission in the frame of the Life Long Learning Programme.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the editors
  • About the book
  • This eBook can be cited
  • Table of Contents
  • Foreword
  • Introduction
  • Section 1: Pedagogical Guidelines and Principles for Setting Up and Organising Online Tandems (Hermann Funk / Manja Gerlach / Dorothea Spaniel / Josy-Ann Lätsch)
  • 1.1 Same Same, but Different: How to Find Common Ground in Terminology in Interdisciplinary and International Foreign Language Research?
  • 1.2 Online Tandems – a Distinct Way of Language Learning?
  • 1.3 How to Set up Non-Formal Online Tandems?
  • 1.4 How to Stipulate Online Interactions? Task-Based Language Learning and the Design of Materials
  • 1.5 The Notion of Task in the Context of Online Tandems
  • 1.6 How to Assist Online Tandem Learners?
  • 1.7 How Can We Plan Quality Management and Assessment in Online Tandem Settings?
  • 1.8 References Section 1
  • Section 2: Components of Interactions in Online Tandems
  • 2.1 Identifying Language Needs at the Workplace: Aligning the Needs of Language Learners with the Language Needs of Companies (Susanne Lesk / Martin Stegu)
  • 2.2 Principles of Tandem Interaction – Reciprocity (Lennart T. Koch)
  • 2.3 Who Speaks What Language to Whom and How?(Eva Vetter)
  • 2.4 Non-Understanding in eTandem Conversations (Yasmin El-Hariri / Julia Renner)
  • 2.5 Technological and Pedagogical Perspectives on Tandem Learning (Germán Ruipérez / José Carlos García-Cabrero)
  • 2.6 Telecollaboration and Use of English between Learners of German and Spanish in an Institutional Context of a Spanish University (Claudia Grümpel / Analía Cuadrado Rey, Pamela Stoll)
  • 2.7 Enhanced Language Learning in Non-Formal Tandems (Mireia Calvet Creizet / Javier Orduña)
  • 2.8 Interactional Practices of Third Language Learners: Principles and Documentation (Mireia Calvet Creizet / Javier Orduña)
  • Section 3: E-Tandems in the Institutional Context of Universities: Experiences and Recommendations
  • 3.1 Integration of Electronic Tandems into Classroom Instruction (Carmen Gierden Vega / Patricia Manjavacas Sneesby)
  • 3.2 The Role of Guidance as a Factor for Tandem Organisation(Kateryna Kremenchuk / Yan Li)
  • Appendices
  • Appendix I: Flyer (Spanish Version)
  • Appendix II: Registration Form (German Version)
  • Appendix III: Frequently Asked Questions (FAQs) (English Version)
  • Appendix IV: Worksheets
  • Worksheet Let’s start with a photo (German Version)
  • Worksheet Starting the project (German Version)
  • Worksheet Starting the day (Chinese Version)
  • Worksheet Food and drink (Spanish Version)
  • Worksheet Presentation of a company (Chinese Version)
  • Worksheet Homeland (German Version)
  • Appendix V: Participant Questionnaires4
  • Excerpt of Online-Questionnaire for all Project Participants
  • Excerpt of Online-Questionnaire for learners in non-formal Online Tandems (German-Chinese)
  • Excerpt of Online-Questionnaire for learners in non-formal Online Tandems (German-Spanish)
  • Appendix VI: Confirmation of Participation
  • Appendix VII: Transcripts
  • Transcript of a Spanish-German Online Tandem
  • Transcript of a Chinese-German Online Tandem

Hermann Funk / Manja Gerlach /
Dorothea Spaniel-Weise (eds.)

Handbook for Foreign Language
Learning in Online Tandems and
Educational Settings

img

About the editors

Hermann Funk is Full Professor for Didactics and Methodology in German as a Foreign Language at the University of Jena.

Manja Gerlach is a Research Assistant and national coordinator of the EU project L3TASK.

Dorothea Spaniel-Weise is a Research Assistant and coordinator of the Erasmus Programme at the University of Jena, Institute for German as a Foreign and Second Language.

About the book

This book is about foreign language learning in non-formal Online Tandems. The collected papers by contributors who have expertise in the field of Language Pedagogy and Foreign Language Acquisition gather information on online interactions, such as the initiation of tandems, the mentoring of online activities and learners’ interaction, as well as the assessment of the processes at hand. The handbook targets stakeholders, institutions of higher education, language teachers and tandem trainers at educational institutions that want to set up Online Tandems especially designed for third language learners. The book is the result of the three-year project L3TASK carried out at five universities in Austria (Wien), Germany (Jena) and Spain (Alicante, Barcelona, Madrid) and associated partner institutions in China. It was funded by the European Commission in the frame of the Life Long Learning Programme.

This eBook can be cited

This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.

Table of Contents

Foreword

Introduction

Section 1:
Pedagogical Guidelines and Principles for Setting Up and Organising Online Tandems

Hermann Funk & Manja Gerlach & Dorothea Spaniel
in cooperation with Josy-Ann Lätsch

1.1 Same Same, but Different: How to Find Common Ground in Terminology in Interdisciplinary and International Foreign Language Research?

1.2 Online Tandems – a Distinct Way of Language Learning?

1.3 How to Set up Non-Formal Online Tandems?

1.4 How to Stipulate Online Interactions? Task-Based Language Learning and the Design of Materials

1.5 The Notion of Task in the Context of Online Tandems

1.6 How to Assist Online Tandem Learners?

1.7 How Can We Plan Quality Management and Assessment in
Online Tandem Settings?

1.8 References Section 1 ←5 | 6→

Section 2:
Components of Interactions in Online Tandems

Susanne Lesk, Martin Stegu

2.1 Identifying Language Needs at the Workplace: Aligning the Needs of Language Learners with the Language Needs of Companies

Lennart T. Koch

2.2 Principles of Tandem Interaction – Reciprocity

Eva Vetter

2.3 Who Speaks What Language to Whom and How?

Yasmin El-Hariri, Julia Renner

2.4 Non-Understanding in eTandem Conversations

Germán Ruipérez, José Carlos García-Cabrero

2.5 Technological and Pedagogical Perspectives on Tandem Learning

Claudia Grümpel, Analía Cuadrado Rey, Pamela Stoll

2.6 Telecollaboration and Use of English between Learners of German and Spanish in an Institutional Context of a Spanish University

Mireia Calvet Creizet, Javier Orduña

2.7 Enhanced Language Learning in Non-Formal Tandems

Mireia Calvet Creizet, Javier Orduña

2.8 Interactional Practices of Third Language Learners:
Principles and Documentation

Section 3:
E-Tandems in the Institutional Context of Universities: Experiences
and Recommendations

Carmen Gierden Vega, Patricia Manjavacas Sneesby

3.1 Integration of Electronic Tandems into Classroom Instruction

Kateryna Kremenchuk, Yan Li

3.2 The Role of Guidance as a Factor for Tandem Organisation ←6 | 7→

Appendices

Appendix I: Flyer (Spanish Version)

Appendix II: Registration Form (German Version)

Appendix III: Frequently Asked Questions (FAQs) (English Version)

Appendix IV: Worksheets

Worksheet Let’s start with a photo (German Version)

Worksheet Starting the project (German Version)

Worksheet Starting the day (Chinese Version)

Worksheet Food and drink (Spanish Version)

Worksheet Presentation of a company (Chinese Version)

Worksheet Homeland (German Version)

Appendix V: Participant Questionnaires

Excerpt of Online-Questionnaire for all Project
Participants

Excerpt of Online-Questionnaire for learners in non-formal Online Tandems (German-Chinese)

Excerpt of Online-Questionnaire for learners in non-formal Online Tandems (German-Spanish)

Appendix VI: Confirmation of Participation

Appendix VII: Transcripts

Transcript of a Spanish-German Online Tandem

Details

Pages
324
Publication Year
2017
ISBN (PDF)
9783631716427
ISBN (ePUB)
9783631716434
ISBN (MOBI)
9783631716441
ISBN (Hardcover)
9783631714485
DOI
10.3726/b10732
Language
English
Publication date
2017 (June)
Keywords
Non-Formal Language Learning Online Language Learning Adult Language Learning Third Language Learning European Union Erasmus
Published
Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2017. 324 pp., 27 tables, 45 ill.

Biographical notes

Hermann Funk (Volume editor) Manja Gerlach (Volume editor) Dorothea Spaniel-Weise (Volume editor)

Hermann Funk is Full Professor for Didactics and Methodology in German as a Foreign Language at the University of Jena. Manja Gerlach is a Research Assistant and national coordinator of the EU project L3TASK. Dorothea Spaniel-Weise is a Research Assistant and coordinator of the Erasmus Programme at the University of Jena, Institute for German as a Foreign and Second Language.

Previous

Title: Handbook for Foreign Language Learning in Online Tandems and Educational Settings