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The Reconstruction of Sense in the Foreign Language Classroom
An Introduction to Reconstructive Foreign Language Research©2018 Monographs -
First Language versus Foreign Language
Fluency, Errors and Revision Processes in Foreign Language Academic Writing©2015 Thesis -
Developments in Glocal Language Testing
The Case of the Greek National Foreign Language Exam System©2019 Edited Collection -
Language Therapy Space
Teaching English as a Foreign Language to the Visually Impaired©2016 Monographs -
In Search of Processes of Language Use in Foreign Language Didactics
©2015 Monographs -
New Insights into Foreign Language Learning and Teaching
©2004 Edited Collection -
Foreign Language Learning as Intercultural Experience
The Subjective Dimension©2015 Edited Collection -
Researching Online Foreign Language Interaction and Exchange
Theories, Methods and Challenges©2012 Edited Collection -
Practical Approaches to Foreign Language Teaching and Learning
©2009 Edited Collection -
The Concept of Progression in the Teaching and Learning of Foreign Languages
©2006 Conference proceedings -
Digital Storytelling in Second and Foreign Language Teaching
©2020 Monographs -
The Cultural Context in Foreign Language Teaching
©1998 Edited Collection -
Content and Foreign Language Integrated Learning
Contributions to Multilingualism in European Contexts©2011 Edited Collection -
Extroversion/Introversion in Foreign Language Learning
Interactions with Learner Strategy Use©2009 Monographs -
Effective Foreign Language Teaching at the Primary Level
Focus on the Teacher©2001 Edited Collection -
The Notion of Intercultural Understanding in the Context of German as a Foreign Language
in collaboration with Jeanne Riou©2000 Edited Collection -
Current Research into Young Foreign Language Learners‘ Literacy Skills
©2021 Conference proceedings -
Developing C-tests for estimating proficiency in foreign language research
©2018 Edited Collection -
Intercultural Studies and Foreign Language Learning
ISSN: 1663-5809
Learning a foreign language facilitates the most intimate access one can get to the culture and society of another language community. The process of learning a foreign language always involves intercultural levels of engagement between the languages and cultures concerned. This process is also a long and arduous one which involves an enormous variety of factors. These factors are located on individual, socio-cultural and linguistic planes. They engage in a complex interplay between any elements of these more general planes and the concrete learning process of the learner. The series Intercultural Studies and Foreign Language Learning provides a forum for publishing research in this area. It publishes monographs, edited collections and volumes of primary material on any aspect of intercultural research. The series is not limited to the field of applied linguistics but also includes relevant research from linguistic anthropology, language learning pedagogy, translation studies and language philosophy.
24 publications
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Fremdsprachendidaktik inhalts- und lernerorientiert / Foreign Language Pedagogy – content- and learner-oriented
Content and Learner-oriented Foreign Language Pedagogy is dedicated to theoretical, practical and current issues in foreign language learning and teaching. One of the main focuses of Hannover's Department of Foreign Language Pedagogy is media didactics. It encompasses fields such as artistic media, fine arts and music, (volumes 1, 12 and 17) as well as digitized media. They are analyzed from the perspective of their potential contribution to language education (volumes 7 and 28). As well as discussing media-related pedagogy (also covered in volumes 1, 11, 15 and 20 on media didactics) this book series deals with teaching literature (volumes 5 and 10) and content and language integrated learning (CLIL) (volumes 9, 21 and 26). Over the last few years, empirical research has been published on learner language, assessment and the implementation of the language portfolio (volumes 23, 25 and 26). Previous publications have included work by guest researchers, and the publishers welcome ideas for future manuscripts. Co-founder: Karlheinz Hellwig Prior to publication, the quality of the works published in this series is reviewed by all editors of the series. Die Reihe Fremdsprachendidaktik inhalts- und lernerorientiert ist forschungsstrategisch wichtigen theoretischen und praktischen sowie aktuellen Fragestellungen der Fremdsprachendidaktik verpflichtet. Ein Forschungsschwerpunk der Hannoverschen Fremdsprachendidaktik liegt in der Mediendidaktik, sowohl künstlerische Medien, wie Bildende Kunst und Musik (Bände 1, 12 und 17), als auch Medien der digitalisierten Welt werden auf ihren Beitrag zu Bildung (Bände 7 und 28) befragt. Neben einer durchgängigen Behandlung von mediendidaktischen Fragestellungen, die auch durch die Publikationen zum mediendidaktischen Kolloquium (Bände 1, 11, 15 und 20) zum Ausdruck kommt, bilden Literaturunterricht (Bände 5 und 10) sowie bilingualer Sachfachunterricht (CLIL) einen weiteren Schwerpunkt (Bände 9, 21 und 26). In den letzten Jahren sind mehrere Publikationen mit vorwiegend empirischen Fragestellungen entstanden, wie z.B. zur Lernersprache, zur Leistungsmessung und zur Portfolioarbeit (Bände 23, 25 und 26). Gastherausgeberschaften kommen erfolgreich zum Einsatz und auch Manuskriptvorschläge sind erwünscht. Mitbegründet von Karlheinz Hellwig Die Qualität der in dieser Reihe erscheinenden Arbeiten wird vor der Publikation durch alle Herausgeberinnen der Reihe geprüft.
47 publications