LEADER 06826nam 2200373 450 001 9910629400603321 005 20230326210539.0 010 $a1-78735-926-3 035 $a(CKB)25508860400041 035 $a(NjHacI)9925508860400041 035 $a(EXLCZ)9925508860400041 100 $a20230326d2022 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aAb Initio Language Teaching in British Higher Education $eThe Case of German /$fedited by Ulrike Bavendiek [and three others] 210 1$aLondon :$cUCL Press,$d2022. 215 $a1 online resource (244 pages) 225 0 $aAdvances in language education 311 $a9781787359277 327 $a

Foreword by Martin Durrell

Editors' introduction

SECTION 1: TRENDS AND DEVELOPMENTS

1 Beginners German: Ja, bitte! Development and status quo of German ab initio education in degree programmes and language centres at UK universitiesMartina Wallner and Elisabeth Wielander

2 German ab initio in Languages for All programmes: Student profiles and course design Sabina Barczyk-Wozniak

3 Preparing Generation Z students for a world of volatility, uncertainty, complexity, and ambiguity (VUCA) through language learningKasia ?anucha and Alexander Bleistein

SECTION 2: PEDAGOGY AND TEACHING METHODS

4 Reading literature in the ab initio classroomDaniela Dora and Katharina Forster

5 Using music in ab initio courses Kirsten Mericka

6 Grammar teaching and learning in the German ab initio classroomBirgit Smith

7 Selecting the right resources for beginners level: A textbook evaluationChristian Mossmann

8 Intercultural awareness in the teaching and learning of German: The case of

ab initio - Eva Gossner and Dagmar Paulus

SECTION 3: INNOVATIVE APPROACHES

9 The 'flipped classroom' approach in the German beginner contextMandy Poetzsch

10 New approaches to feedback in ab initio language classes: a case studyRuth Winter

11 Two for the price of one: Using a cognitive theory of metaphors for vocabulary

teaching and learning Silke Mentchen

12 Effective vocabulary learning apps: What should they look like? An evaluation

with a particular view to German language acquisitionAnnemarie Ku?nzl-Snodgrass, Theresa Lentfort and Maren de Vincent-Humphreys

SECTION 4: LEARNER FOCUS

13 Developing learner autonomy in German ab initio programmesThomas Jochum-Critchley

14 Individual Differences in ab initio language learning: Working with learners' strengthsUlrike Bavendiek

List of figures and tablesList of contributors
Glossary and list of abbreviations
Foreword by Martin Durrell
Acknowledgements

Editors' introduction
Ulrike Bavendiek, Silke Mentchen, Christian Mossmann and Dagmar Paulus
Part I Trends and Developments

1 Beginners' GermanJa, bitte! Development and status quo of German ab initio education in degree programmes and language centres at UK universities Martina Wallner and Elisabeth Wielander
2 German ab initio in Languages for All programmes: student profiles and course design Sabina Barczyk-Wozniak
3 Preparing Generation Z students for a world of volatility, uncertainty, complexity, and ambiguity (VUCA) through language learning Kasia ?anucha and Alexander Bleistein
Part II Pedagogy and teaching methods

4 Reading literature in the ab initio classroom
Daniela Dora and Katharina Forster
5 Using music in ab initio courses Kirsten Mericka
6 Grammar teaching and learning in the German ab initio classroom Birgit Smith
7 Selecting the right resources for beginners' level: a textbook evaluation Christian Mossmann
8 Intercultural awareness in the teaching and learning of German: The case of ab initioEva Gossner and Dagmar Paulus
9 The 'flipped classroom' approach in the German beginner context Mandy Poetzsch
10 New approaches to feedback in ab initio language classes: a case study Ruth R. Winter
11 Two for the price of one: Using a cognitive theory of metaphors for vocabulary teaching and learning Silke Mentchen
12 Effective vocabulary learning apps: what should they look like? An evaluation with a particular view to German language acquisition Annemarie Ku?nzl-Snodgrass, Theresa Lentfort and Maren de Vincent-Humphreys
Part IV Learner Focus

13 Developing learner autonomy in German ab initio programmes Thomas Jochum-Critchley
14 Individual differences in ab initio language learning: working with learners' strengths Ulrike Bavendiek
Index

. 330 $aDrawing extensively on the expertise of teachers of German in universities across the UK, this volume offers an overview of recent trends, new pedagogical approaches and practical guidance for teaching at beginners level in the higher education classroom. At a time when entries for UK school exams in modern foreign languages are decreasing, this book serves the urgent need for research and guidance on ab initio learning and teaching in HE. Using the example of teaching German, it offers theoretical reflections on teaching ab initio and practice-oriented approaches that will be useful for teachers of both German and other languages in higher education. The first chapters assess the role of ab initio provision within the wider context of modern languages departments and language centres. They are followed by sections on teaching methods and innovative approaches in the ab initio classroom that include chapters on the use of music, textbook evaluation, the effective use of a flipped classroom and the contribution of language apps. Finally, the book focuses on the learner in the ab initio context and explores issues around autonomy and learner strengths. The whole builds into a theoretically grounded guide that sketches out perspectives for teaching and learning ab initio languages that will benefit current and future generations of students. 606 $aGerman language$xStudy and teaching 615 0$aGerman language$xStudy and teaching. 676 $a438.0071 702 $aBavendiek$b Ulrike 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910629400603321 996 $aAb Initio Language Teaching in British Higher Education$93000291 997 $aUNINA