Kommunikative Gattungen im Fremdsprachenunterricht. Von der Wissenschaftstheorie zur virtuellen Lernumgebung Cleio

Abstract

The reason for this thesis was the development of the digital learning environment Cleio (TalenTransit) from 2004 to 2007. In a broader approach, this study focuses on the demands of digital learning environments for foreign language learning and teaching at universities and colleges from the perspectives of the sociology of knowledge, linguistics, language learning theory and educational linguistics. The theoretical approach, which is based on literature review, aims to reveal the parallels and provides coherence between these perspectives. Based on the results and conclusions, it can be stated that the socio-constructivist concept of communicative genres can be applied to constitute the central curricular and didactic organization of foreign language teaching and learning. Communicative genres are understood as curricular modules, which can establish the knowledge structure of the Common European Framework of Reference and which can be realized on micro level by assignments (tasks). Our research reveals that digital learning environments do not follow a language learning concept. To facilitate this construction of learning environments, various concepts, developed in the context of Cleio, are proposed and discussed on the basis of theoretical approaches. The task and exercise structure is operationalized with a task manager, a tool for composing learning units. It is suggested that such instruments can support teachers in their development and application of coherent didactic scenarios. Further results of this study suggest that theoretical concepts can be understood as genres and therefore should be analaysed in such a structured way. In the opinionof the author, this leads to an enhanced coherence of the theoretical discourse and also increased accessibility of theoretical insights for teachers