Untersuchung zur Lern- und Arbeitseinstellung zum Englischunterricht in einer 7. Hauptschulklasse mittels der Herstellung von Lernspielen zum Thema Wortschatz

Table of Contents

1. PROBLEMSTELLUNG

1.1 EINLEITUNG

1.2 BEZUG DER HAUSARBEIT ZUM MODUL „GRUNDLAGEN DES ENGLISCHUNTERRICHTS“

1.3.BEZUG ZU DEN AUSBILDUNGSSTANDARDS

1.4 DARSTELLUNG DER LEITFRAGE

2. UNTERRICHTSPRAXIS

2.1 PLANUNG

2.1.1 SITUATION DER KLASSE

2.1.2 ZIELVORSTELLUNGEN DER EINHEIT

2.1.3 BILDUNGS- UND ERZIEHUNGSABSICHTEN

2.1.4 CURRICULARE EINORDNUNG DER UNTERRICHTSEINHEIT

2.1.5 BEZUG ZU DEN BILDUNGSSTANDARDS

2.1.6 DIDAKTISCHE ANALYSE

2.1.7 METHODISCHE ANALYSE

2.2 REFLEXION ÜBER DIE DURCHFÜHRUNG DER UNTERRICHTSEINHEIT

3. EVALUATION

3.1 MEMORY

3.1.1 EVALUATION IN BEZUG AUF DIE METHODE

3.1.2 EVALUATION IN BEZUG AUF DIE MOTIVATION

3.1.3 EVALUATION IN BEZUG AUF DIE BEARBEITUNG

3.1.3.1 EVALUATION IN BEZUG AUF DIE ARBEIT IN DER GRUPPE

3.1.4 EVALUATION IN BEZUG AUF DIE BERATUNG UND BEGLEITUNG

3.2 TABU

3.2.1 EVALUATION IN BEZUG AUF DIE METHODE

3.2.2 EVALUATION IN BEZUG AUF DIE MOTIVATION

3.2.3 EVALUATION IN BEZUG AUF DIE BEARBEITUNG

3.2.3.1 EVALUATION IN BEZUG AUF DIE ARBEIT IN DER GRUPPE

3.2.4 EVALUATION IN BEZUG AUF DIE BERATUNG UND BEGLEITUNG

4. SCHLUSSBETRACHTUNG

4.1 SCHLUSSFOLGERUNGEN IN BEZUG AUF DIE LEITFRAGE

4.2 PERSÖNLICHES RESÜMEE UND AUSBLICK

5. QUELLENANGABEN

Objectives and Research Focus

This paper examines how the integration of learning games, specifically developed by students in a 7th-grade English class, influences student learning behavior, motivation, and active participation. The primary research question addresses whether the hands-on creation of such games can improve the overall learning and working attitudes of students in a challenging and unmotivated classroom environment.

• Fostering student autonomy through the creation of educational materials.
• Enhancing vocabulary acquisition and language application skills.
• Implementing group work as a primary method for active learning and social cooperation.
• Evaluating the role of the teacher as a consultant and observer in student-centered settings.
• Addressing student motivation and engagement in secondary school English education.

Excerpt from the Book

Summary of Chapters

1. PROBLEMSTELLUNG: Sets the stage by highlighting the school's educational mission, the relevance of the module, and defining the central research question regarding the improvement of learning and working behavior.

2. UNTERRICHTSPRAXIS: Details the planning phase, including the specific situation of the class, learning objectives, and the methodological approach for the unit.

3. EVALUATION: Provides a comprehensive assessment of the implementation of the "Memory" and "Tabu" games, focusing on methodology, student motivation, group dynamics, and teacher guidance.

4. SCHLUSSBETRACHTUNG: Concludes the study by evaluating whether the research question was answered and offers a personal reflection and outlook on future teaching practices.

5. QUELLENANGABEN: Lists the academic literature and educational standards used to support the pedagogical framework of the work.

Keywords

English teaching, secondary school, learning games, student motivation, autonomy, group work, Memory, Tabu, vocabulary acquisition, didactic reduction, learning behavior, educational standards, peer-learning, teaching methodology, classroom dynamics.

Frequently Asked Questions

What is the core focus of this publication?

The work primarily focuses on improving the learning and working behavior of unmotivated, low-performing 7th-grade students in English classes through the creation and use of self-made educational games.

Which educational levels and subjects are targeted?

The publication targets secondary school education, specifically English as a foreign language for students in grade 7.

What is the primary research goal?

The goal is to determine if allowing students to create their own learning games fosters autonomy, increases motivation, and leads to more constructive engagement with the learning material.

Which scientific methods are utilized?

The author employs a practical classroom intervention approach combined with systematic evaluation, using feedback surveys and direct observation of student interaction and learning outcomes.

What does the main body of the work cover?

It covers the pedagogical planning of the unit, the concrete implementation of "Memory" and "Tabu" games, and a detailed evaluation of student responses, group dynamics, and the teacher's evolving role.

How can this work be characterized in terms of keywords?

Key terms include student autonomy, active learning, English didactics, motivation, educational games, and group interaction in challenging classroom environments.

Why was the "Memory" game selected for this intervention?

The "Memory" game was chosen for its visual nature, which helps students with varying language levels practice vocabulary and benefit from a lower threshold of complexity.

What role does peer interaction play in the success of the games?

Peer interaction is crucial, as it forces students to negotiate roles, resolve conflicts independently, and support each other's learning, moving away from purely teacher-centered instruction.

How does the teacher adapt their role throughout the process?

The teacher moves from an instructional role to a consulting and observing role, allowing students to take responsibility for their group work and self-correcting their work.

What is the significance of the "Tabu" game in the second phase?

The "Tabu" game introduces a higher level of complexity by focusing on paraphrasing and speaking, which encourages students to use their language skills actively to describe concepts instead of relying on rote memorization.