Dafni Wiedenmayer / Evelyn Vovou (Hrsg.)Soziopragmatische Untersuchungen beim Fremdsprachenlernen

About this book deutschenglish

Despite the action-oriented nature of contemporary foreign language teaching, the sociopragmatic dimension of language is often neglected in didactic practice. Through ist in-depth exploration of various facets of sociopragmatic awareness and competence, this edited volume offers fresh and insightful perspectives on language teaching, learning, and assessment – positioned at the intersection of theory, research, and classroom practice. At the center are communicative stumbling blocks – namely, sociopragmatic failures – that are frequently overlooked in foreign language instruction, in this case specifically within the context of teaching German as a foreign language, yet can have serious consequences in real-life language use. The contributors analyze these phenomena from a sociolinguistic perspective and demonstrate, in a practice-oriented manner, how educators can strengthen their learners' communicative action competence through the explicit, purposeful teaching of socially and culturally situated language patterns. The wide range of topics addressed in the volume illustrates that both the challenge of adequately integrating the sociopragmatic dimension of language and the dynamic nature of foreign language instruction are part of an ongoing process that calls for differentiated, context-sensitive approaches. The contributions span themes such as the evaluation of foreign language competences, the role of empathy as a means of overcoming limited sociopragmatic awareness, and various methodological and didactic approaches, including storytelling, foreign language coaching, and more. The aim of the authors is to examine the construct of sociopragmatic competence in a practice-oriented way, to present relevant didactic approaches, and to offer impulses for readers, so that foreign language instruction can better meet the demands of an increasingly globalized society.