Ist Fehlerkorrektur im Fremdsprachenunterricht ein aggressives Verhalten?
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Magdalena Olpińska-Szkiełko
Abstract
The objective of the article is to reflect on the question whether error correction procedures employed by foreign language teachers can be perceived as an aggressive behavior. In the introducing part it is stated that error correction in foreign language teaching has had a long tradition and is broadly accepted as a necessary part of the leaning process both by learners and by teachers. Can error correction under these circumstances be understood as an aggressive behavior? The author’s position upon this question is explained and justified. In the following section the practice of error correction in German as Foreign Language classes in Polish secondary schools is touched upon and analyzed. Some of the techniques widely used by German teachers, e.g. red crosses and red underlining in the learner’s work or the teacher’s concentration and comments only on the incorrect elements of the learner’s work, can and should be perceived as the teacher’s aggressive behavior towards the learner. Arguments for this assertion are further discussed in this part of the article. In the closing part the author tries to sum up the conclusions drawn from considering the presented matters and gives some implications for the didactic process with regards to the error correction practices.
Abstract
The objective of the article is to reflect on the question whether error correction procedures employed by foreign language teachers can be perceived as an aggressive behavior. In the introducing part it is stated that error correction in foreign language teaching has had a long tradition and is broadly accepted as a necessary part of the leaning process both by learners and by teachers. Can error correction under these circumstances be understood as an aggressive behavior? The author’s position upon this question is explained and justified. In the following section the practice of error correction in German as Foreign Language classes in Polish secondary schools is touched upon and analyzed. Some of the techniques widely used by German teachers, e.g. red crosses and red underlining in the learner’s work or the teacher’s concentration and comments only on the incorrect elements of the learner’s work, can and should be perceived as the teacher’s aggressive behavior towards the learner. Arguments for this assertion are further discussed in this part of the article. In the closing part the author tries to sum up the conclusions drawn from considering the presented matters and gives some implications for the didactic process with regards to the error correction practices.
Kapitel in diesem Buch
- Frontmatter I
- Inhalt V
- Einleitung: Sprachliche Aggression beschreiben, verstehen und erklären 1
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Teil I: Zum Ausdruck verbaler Aggression
- Was sind aggressive Sprechakte? 35
- On the strength of explicit and implicit verbal offences 51
- The offensiveness of animal metaphors 73
- Aggression in Banter 89
- Aggressiv oder supportiv? 123
- Offene und versteckte Aggression im Gebrauch von Dysphemismen und Euphemismen 145
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Teil II: Verbale Aggression in Praxisfeldern
- Kommunikative Gewalt in der Psychotherapie 171
- Ist Fehlerkorrektur im Fremdsprachenunterricht ein aggressives Verhalten? 209
- „Von Ihrer Bewerbung können wir keinen Gebrauch machen“ 219
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Teil III: Hassrede und Ideologie
- Zur Multi-Akt-Semantik der Ethnophaulismen 245
- Kulturhistorische Blicke auf die Sprache des Dritten Reiches und die antisemitische Hassrede 269
- „Um den Schädling zu vernichten” 289
- Implizite Aggression in Onlinekommentaren anlässlich der Debatte um rassistische Sprache in Kinderbüchern 305
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Teil IV: Inszenierungen verbaler Aggression
- „Doing aggressive 2.0“ 331
- The leader’s voice and communicative aggression in social media 357
- Politische Clowns in Klartext-Manier: Expressivität und Aggressivität in Zeiten transnationaler Öffentlichkeit 377
- Verbale Aggression in parlamentarischen Debatten 401
- Verbale Aggression im Realsozialismus und ihre Literarisierung 425
- Inszenierte Aggression in poetischer Sprache 447
- Autorinnen und Autoren 471
- Namen- und Sachregister 479
Kapitel in diesem Buch
- Frontmatter I
- Inhalt V
- Einleitung: Sprachliche Aggression beschreiben, verstehen und erklären 1
-
Teil I: Zum Ausdruck verbaler Aggression
- Was sind aggressive Sprechakte? 35
- On the strength of explicit and implicit verbal offences 51
- The offensiveness of animal metaphors 73
- Aggression in Banter 89
- Aggressiv oder supportiv? 123
- Offene und versteckte Aggression im Gebrauch von Dysphemismen und Euphemismen 145
-
Teil II: Verbale Aggression in Praxisfeldern
- Kommunikative Gewalt in der Psychotherapie 171
- Ist Fehlerkorrektur im Fremdsprachenunterricht ein aggressives Verhalten? 209
- „Von Ihrer Bewerbung können wir keinen Gebrauch machen“ 219
-
Teil III: Hassrede und Ideologie
- Zur Multi-Akt-Semantik der Ethnophaulismen 245
- Kulturhistorische Blicke auf die Sprache des Dritten Reiches und die antisemitische Hassrede 269
- „Um den Schädling zu vernichten” 289
- Implizite Aggression in Onlinekommentaren anlässlich der Debatte um rassistische Sprache in Kinderbüchern 305
-
Teil IV: Inszenierungen verbaler Aggression
- „Doing aggressive 2.0“ 331
- The leader’s voice and communicative aggression in social media 357
- Politische Clowns in Klartext-Manier: Expressivität und Aggressivität in Zeiten transnationaler Öffentlichkeit 377
- Verbale Aggression in parlamentarischen Debatten 401
- Verbale Aggression im Realsozialismus und ihre Literarisierung 425
- Inszenierte Aggression in poetischer Sprache 447
- Autorinnen und Autoren 471
- Namen- und Sachregister 479
