Zur Rolle der Transparenz der Zielsetzung und des Feedbacks bei der Förderung der Sprachkreativität bei DaF-Lernenden
| Title in English | The role of transparency of objectives and feedback in promoting language creativity among learners of German as a foreign language |
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| Year of publication | 2025 |
| Type | Appeared in Conference without Proceedings |
| Citation | |
| Description | This article deals with the promotion of linguistic creativity among learners of German as a foreign language. It focuses on the presentation of a newly designed course on aesthetic learning at Masaryk University in Brno, which aims to motivate learners to develop their own creativity in the foreign language through working with aesthetic media and to continue to support them in developing their own creativity. The theoretical basis of the course is the concept of aesthetic learning in German as a foreign language/German as a second language teaching (Bernstein/Lerchner (eds.): 2014) and aspects of the didactics of literariness (Dobstadt/Riedner: 2017). The main focus is on holistic learning and directing the learners' attention to the form of the statement. In our article, we want to focus primarily on the area of creative writing, which is promoted in the course through the examination of existing literary or other artistic works, and explore the question of which aspects have the strongest influence on the promotion of one's own creativity in a foreign language. Specifically, we are interested in the role played by professional guidance through precise objectives that are communicated to the learners, in which the individual stages of creativity development are also made transparent and can therefore be used for constructive feedback to further develop the learners' creativity. This question will be explored and discussed on the basis of observations of the learners' results and their written reflections throughout the course. |
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