Das Dokument ist im Jahr 2019 im Rahmen des Lehramtsstudiums im Master für das Studienprojekt im Praxissemester für das Fach Englisch geschrieben worden. Es enthält die Forschungsskizze zum Projekt (Portfolia Teil A) sowie den Abschlussbericht zum Forschungsprojekt mit Ergebnissen (Portfolio Teil B). In dem Studienprojekt ging es darum, mithilfe eines eigens für dieses Studienprojekt entwickelten Beobachtungsbogen herauszufinden und zu evaluieren, wie einzelne Englischlehrkäfte an der Praxissemesterschule im Englischunterricht Arbeitsaufträge an die Lerngruppe stellen.
Inhaltsverzeichnis (Table of Contents)
- PORTFOLIO PART A
- Action Research during the 'Praxissemester': Exposé
- Introduction
- Theoretical Background
- What is meant by the term instruction?
- Giving instructions as a specific challenge for teachers in the EFL classroom
- Planning the Action Research
- Anticipated Challenges
- Appendix A: The (provisional) Observation Sheet
- References
- PORTFOLIO PART B
- Final report about the Action Research Project during the 'Praxissemester'
- Final Report: Introduction
- Conducting the Action Research Project
- Action Research: Evaluation
- Action Research: Discussion
- Reflecting on the 'Praxissemester' in general
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This action research aims to investigate how EFL teachers at a German Gymnasium give instructions in the EFL classroom. By observing and reflecting on the teaching practices of two EFL teachers during the "Praxissemester" internship, the researcher seeks to understand the specific challenges of instruction in a foreign language setting. The project aims to provide insights into the practical application of theoretical concepts related to EFL instruction and contribute to the researcher's professional development as a pre-service teacher. The key themes explored in this research include: * **Instructional practices in the EFL classroom:** This encompasses a range of strategies and techniques used by EFL teachers to effectively convey instructions to students. * **Challenges of giving instructions in EFL:** The project examines the unique difficulties EFL teachers face in ensuring student understanding due to the foreign language context. * **The importance of effective instruction for successful learning:** The research highlights the crucial role of clear and comprehensible instructions in facilitating student learning and classroom management. * **Professional development of pre-service teachers:** This action research serves as a practical learning experience for the researcher, fostering their understanding of real-world EFL teaching practices. * **Action research methodology:** The research utilizes action research as a method to investigate and improve teaching practices through a cycle of observation, reflection, and action.Zusammenfassung der Kapitel (Chapter Summaries)
The first chapter introduces the action research project, outlining its focus on investigating how EFL teachers give instructions in the classroom. It frames the research within the context of the "Praxissemester" internship and highlights the importance of observing and reflecting on professional teaching practices. Chapter two provides a theoretical background on the concept of instruction in EFL settings. It defines the term "instruction" and explores the specific challenges EFL teachers face when giving instructions in a foreign language. Chapter three details the planning process for the action research, including the research question and the methodology for collecting and analyzing data. Chapter four anticipates potential challenges that might arise during the action research process.Schlüsselwörter (Keywords)
The key terms and concepts explored in this action research include: EFL (English as a Foreign Language), instruction, teaching practices, classroom observation, action research, pre-service teacher development, challenges of instruction, foreign language learning.
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- Saleem Arif (Author), 2019, How do EFL teachers give instructions in the EFL classroom? An observation of two EFL-teachers’ teaching practice, Munich, GRIN Verlag, https://www.grin.com/document/1377383
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