ILLUSTRIERENDE UND PERSÖNLICHKEITSENTWICKELNDE FUNKTIONEN VON BILDERN IM DAF-UNTERRICHT / PICTURES AS ILLUSTRATION AND A MEANS FOR PERSONALITY DEVELOPMENT IN TEACHING GERMAN AS A FOREIGN LANGUAGE
Journal Title: Journal of Languages for Specific Purposes (JLSP) - Year 2014, Vol 1, Issue 1
Abstract
The following article focuses on pictures and their functions in teaching German as a Foreign Language. The questions of the article are based on two approaches, namely on the cognitive turn and the communicative turn. In spite of the fact that they led to certain developments, they had also some negative consequences. The cognitive turn focuses less on individuals in foreign language teaching and the communicative turn focuses on intellectually simpler learning materials. The major question of the article is how these deficits can be reduced. The article considers the conscious application of pictures to be a potential way of overcoming the shortages. Several German as a Foreign Language coursebooks will be analysed from the following points of view: What aims is the application of pictures based on? To what extent do coursebooks try to integrate the emotional and intellectual dimensions of the teaching and learning process? Among different functions of pictures, the function of pictures for personality development will be especially highlighted because secondary secondary school students are in a period in which they need a certain kind of value based orientation. The reason for choosing pictures as a possible way of achieving these aims is that today’s students are surrounded by pictures everywhere. Day by day they come across different pictures which obviously have an effect on them. Foreign language teaching is supposed to consider these facts and intensify the reflection on the functions of pictures. New approaches need to be developed because pictures can function not only as illustration but they can also contribute to students’ intellectual and emotional enrichment. With the help of the coursebook analysis, the article intends to give an answer to the question whether the chosen coursebooks use pictures’ full potential they offer for personality development. The article proposes the hypothesis that the chosen German as a Foreign Language coursebooks have deficiencies in exhausting all of the potential offered by pictures because they disregard pedagogical aims. The article will prove this hypothesis because the majority of the pictures is used for illustrative or semantic purposes but not for supporting students’ personality development. Through a presentation of theoretical guidelines and practical suggestions the article intends to show that a combination of texts and pictures can reduce the deficits caused by the cognitive and communicative turn
Authors and Affiliations
Andrea Taczman
Keywords
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