Introductory remarks 9

Part 1: Basic issues of TEFL

1. Introduction:

Fremdsprachendidaktik and Foreign Language Pedagogy 11

1.1 The aims of Fremdsprachendidaktik 12

1.2 The contributions of Sprachlehrforschung to Foreign Language Teaching 16

2 Scientific disciplines related to Foreign Language Teaching

(Bezugswissenschaften) 20

2.1 General remarks: Allgemeine Didaktik 21

2.2 Processes of learning EFL 23

2.3 Processes of teaching EFL 27

2.4 Contributions to content aspects of TEFL 32

1. Research methods 42

3.1 Research design and research methodology 43

3.2 A conventional differentiation: qualitative and quantitative research methods 45

3.3 Further approaches: descriptive and explanatory research 48

3.4 Evidence-based research and meta-analyses 53

4 Communicative Competence and Communicative Language Teaching (CLT) 61

4.1 The occurrence of CLT 62

4.2 The development of CLT in Germany 62

4.3 The development of CLT in the English-speaking countries 64

4.4 Further influences of CLT 66

4.5 Trivializations and misunderstandings 67

5 Implementing CLT: issues of methodology 73

5.1 Approach, strategy/method and technique 74

5.2 Implementing CLT in TEFL classrooms 77

6 Official recommendations: Council of Europe and European Centre for Modern Languages 98

6.1 Relevant aims of the Council of Europe (CoE) and the European Centre for Modern Languages (ECML) 99

6.2 Threshold Level, Common European Framework of Reference and the Companion Volume with New Descriptors 101

6.3 The European Language Portfolio 109

7 Official studies and guidelines: Standing Conference (KMK) and affiliated institutions 118

7.1 From PISA to DESI 119

7.2 KMK-Standards and the Institute for Quality Development in Education (IQB) 126

7.3 KMK Strategy-Paper: Education in the digital world 137

Part 2: Learners and teachers in the context of digitization

8 Successful learners 143

8.1 Learning styles 144

8.2 Learning models 147

8.3 Motivation and interest 153

8.4 Digital natives and computer competence 157

9 Being a better teacher 163

9.1 Teaching styles and subjective theories 164

9.2 Fundamental preconditions: classroom management and classroom climate 170

9.3 A major challenge: inclusion and heterogeneity 175

10 Teacher education in the digital age 180

10.1 Digital immigrants 181

10.2 Pre- and in-service training 187

10.3 KMK requirements for teaching in the digital world 193

Part 3: Practical issues of TEFL

11 Th e interplay between reliable methods and digital media 197

11.1 Computer, Internet, and digitization: a brief overview 198

11.2 Th e integration of digital tools into TEFL classrooms 201

11.3 Th e interdependence between analogical and digital knowledge, skills and attitudes 228

12 From language to literature: Intercultural Discourse Competence 230

12.1 Plea for an integrated view 231

12.2 From Communicative Competence to Intercultural Discourse Competence 232

12.3 ICD: the power of language 241

12.4 ICD: the power of cultures 243

12.5 ICD: the power of literature 245

13 A teaching model as starting point 250

13.1 The MET - a science-oriented teaching model 251

13.2 Planning and starting the lesson 255

13.3 Presenting knowledge and skills - assertive questioning 259

13.4 Guided and independent practice 262

13.5 Cooperative and project-based learning 268

14 Feedback: formative assessment 275

14.1 Newer research into feedback 276

14.2 Formative feedback given by teachers to students 282

14.3 Formative peer feedback 288

14.4 Feedback given by students to teachers 290

15 Feedback: summative assessment 296

15.1 Formative and summative assessment: common features of feedback 297

15.2 Summative assessment: general traits 298

15.3 Guidelines, regulations and laws 299

15.4 Suggestions for meaningful summative assessment 304

Conclusion: simple, une