No. 13
Kontext und Konstruktion: Fremdsprachendidaktische Theoriebildung und ihre Implikationen für die Fremdsprachenforschung

The article starts from the assumption that theory formation in foreign language didactics as well as research on foreign language learning have to take into consideration the contexts of learning and teaching and the language learning processes induced by them to the same extent.


By critically discussing the information processing paradigm and some of its contemporary advocates, it is shown to what extend epistemological constructivism serves the demanded connection between context and process and which consequences for research on foreign language learning can be deduced from this alternative paradigm.

Seite 1-62, Heft 1/2002, Band 13
Fremdsprachenlernen und Kinder- und Jugendliteratur: Eine kritische Bestandsaufnahme

The article aims to summarize research into the use of children’s literature in foreign language learning and teaching, drawing mainly on German monographies and articles on English, French and Russian as a foreign language and German as a second language and international publications on German as a foreign language issued over the past twenty-five years. It recounts the arguments for and against the use of children’s literature in the foreign language classroom, the criteria for the selection of texts and the uses of children’s literature in different areas of language learning and teaching, with special emphasis on creative writing, reading and cultural studies.

Seite 63-111, Heft 1/2002, Band 13
Strategisch lesen lernen in der Fremdsprache

Experienced and successful readers regulate their processes of meaning construction – especially when the reading task is difficult – by a flexible and context sensitive use of reading strategies. Following a brief discussion of conceptualisations of the reading process and the role of reading strategies, this article suggests that reading strategy instruction, in order to be effective, should incorporate both cognitive and metacognitive elements: (a) orientation into the use of reading strategies, (b) practice and application of reading strategies; and (c) an awareness raising component.

Seite 113-141, Heft 1/2002, Band 13