SPECIFIC FEATURES OF THEORY AND PRACTICE OF TEACHING FOREIGN LANGUAGES TO STUDENTS IN GERMAN-SPEAKING COUNTRIES
DOI:
https://doi.org/10.11603/m.2414-5998.2023.3.14278Keywords:
foreign language education, German-speaking countries, theoretical foundations, pedagogical strategies, intercultural competence, technology integration, experiential learning, language proficiency, socio-cultural dynamicsAbstract
This research article delves into the intricacies of teaching foreign languages to students in German-speaking countries (based on a German model), uncovering the distinctive features that shape both theoretical frameworks and practical implementations. The globalized world necessitates effective language education, and within German-speaking nations, language learning holds a pivotal role due to their commitment to multilingualism and intercultural communication. This study examines the multifaceted approach to language education, which considers linguistic, cultural, and cognitive aspects. It explores the integration of diverse theoretical foundations, such as communicative language teaching and intercultural competence, to tailor teaching methodologies. Cultural context and technological advancements, including digital tools and experiential learning, contribute to fostering language skills and intercultural understanding. Furthermore, this article highlights future research prospects, including the exploration of pedagogical strategies, assessment methods, technology integration, teacher training, and the socio-cultural dynamics influencing language education. Ultimately, this investigation provides insights into how language education in German-speaking countries adapts to the demands of a globally connected society.
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