Toward Real-life Teaching: Theories and Students’ Perceptive Hypothesis Concerning Technology-enhanced Approaches in the L3 German Classroom

Abstract

The following chapter describes and discusses survey-based findings of students’ perception concerning the acquisition of a third language supported by modern technologies at the university level and provides an overview of research on teaching methodologies. The surveys show that selected reality-based activities not only support students’ language-learning efforts, but also contribute to a more relaxed acquisition of the German language, an important factor of Stephen Krashen’s theory of the lowering of the “Affective Filter,” which stems from 1984. The goal was to find specific technology-enhanced exercises that support the acquisition of the German language, including relatively complex grammatical structures. Although the surveys were conducted among students who took German classes at various levels, the assumption can be made that some aspects of the findings and suggestions are also beneficial for the teaching of other foreign languages.

Citation

Andersen, S.-O. (2020), "Toward Real-life Teaching: Theories and Students’ Perceptive Hypothesis Concerning Technology-enhanced Approaches in the L3 German Classroom", Mather, P.-A. (Ed.) Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language (Emerald Studies in Higher Education, Innovation and Technology), Emerald Publishing Limited, Leeds, pp. 75-90. https://doi.org/10.1108/978-1-83982-128-820201006