Lernen und Lehren von Fremdsprachen: Kognition, Affektion, Interaktion. Ein Forschungsüberblick
The paper outlines a number of central parameters and issues in second language research. It particularly focuses on describing the state of art with respect to cognitive, attitudinal-affective, and interactive dimensions in second language learning and teaching. In addition, the relationship between individual and group-specific features of learners are discussed. Finally, the main institutional, curricular, and evaluative aspects of the topic are dealt with, focussing on the school as the dominant form of institutionalizes instruction in <st1:country-region><st1:place>Germany</st1:place></st1:country-region>. At the end of each section important research issues are identified that should be dealt with in the future. As to research methodology, the methods of investigation should be considered and chosen according to the issue(s) and problems studied, but, generally speaking, one would expect a combination of quantitative and qualitative procedures and measurements to be appropriate in most cases. It is suggested that all research projects make explicit their particular methodological considerations and decisions in view of the topic(s) under investigation and the results aimed at.
The discussion of the relevant research topics and the processing of the respective literature had to be selective, of course. Some areas have not been included deliberately, namely the content dimension of second language acquisition, e.g. cultural learning and intercultural understanding, perspectives of bilingualism or multilingualism and the historical dimension of second language learning and teaching.
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