Kevin Salzmann – författare

Sammelband aus dem Jahr 2023 im Fachbereich Pädagogik - Schulpädagogik, , Sprache: Deutsch, Abstract: Dieser Sammelband besteht aus drei Hausarbeiten. Die erste Arbeit widmet sich dem kreativen Schreiben und analysiert dessen Bedeutung und Nutzen für den Deutschunterricht und die beteiligten Akteure. Dazu wird der Begriff „kreatives Schreiben“ zunächst erläutert und anhand seiner Grundsätze und dem Einfluss aus anderen Forschungsgebieten näher bestimmt. Anschließend werden der Ursprung und die geschichtliche Entwicklung dieses Schreibprozesses kurz dargestellt, woraufhin eine Abgrenzung zum produktionsorientierten Schreiben erfolgt. Abschließend werden die Teilfunktionen von kreativen Schreibformen im Deutschunterricht sowie die Rolle des Lehrers und seine Bewertungsmöglichkeiten vorgestellt.Die zweite Hausarbeit beschäftigt sich mit kreativen Schreibaufträgen im Geschichtsunterricht. Da es aus heutiger Sicht im Gegensatz zum kreativen Schreiben im Deutschunterricht bisher nur äußerst wenige geschichtsdidaktische Publikationen zu diesem Thema gibt, soll diese Hausarbeit einen kleinen Beitrag für das bisher eher dürftig wissenschaftlich beachtete Potential für den Geschichtsunterricht leisten. Die Unterrichtsstunde zum Thema Märchen im dritten Text wurde am 27.01.15 im Rahmen des Seminars „Schülerzentrierter Sprachunterricht“ als Simulation durchgeführt. Deshalb wird in der nachfolgenden Lerngruppenanalyse auf die pädagogische Situation einer fingierten Lerngruppe einer Integrierten Gesamtschule Bezug genommen, in der Formen des Kreativen Schreibens regelmäßig im Deutschunterricht durchgeführt werden.

Seminar paper from the year 2013 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,0, University of Kassel (Institut fur Fremdsprachenlehr- und Lernforschung), course: Task-based learning in the EFL classroom, language: English, abstract: In modern second language teaching the role of task-based learning has become a very important aspect. Due to the fact that very often exercises in EFL classrooms have no clear connection to real world situations, researchers and modern English teachers try to put emphasis on tasks which help learners to use the target language effectively in different situations outside the classroom. This term paper has its focus on the implementation of task-based learning and teaching in EFL classrooms and the way task-based activities can be designed especially for young learners. Based on the fact that motivation plays an important role in language learning, it is also necessary to concentrate on possibilities to make the English language attractive for young learners and to help them realizing that through task-based learning activities they can learn something which can be transfered to real life situations. Therefore, I would like to give a brief overview about task-based learning in general and the way it provides effective language learning with the help of motivational tasks in order to show that in-class language practice does not necessarily have to be an artificial situation. With a focus on young learners, I would like to concentrate on the question how to implement a task-based writing activity which supports creativity and active second language use.

Seminar paper from the year 2014 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 2,3, University of Kassel (Institut fur Anglistik/Amerikanistik), course: Introduction to Second Language Acquisition, language: English, abstract: In the field of Second Language Acquisition (SLA), researchers often get confronted with a controversial issue: Are children better second language learners than adults? Do they always outperform older learners?After a general introduction into the field of SLA, this term paper focuses on the relevance of age in second language learning. Theories of critical and sensitive periods during the learning process will be examined in order to emphasize that age has an important impact on effective SLA. Afterwards, specific differences in child and adult SLA will be taken into consideration; how do children acquire a second language and how is it different from the acquisition of an old- er person? By answering these questions differentiated it might be possible to come to a conclusion whether children or adults are better second language learners.

Seminar paper from the year 2015 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,3, University of Kassel (Institut fur Fremdsprachenlehr- und Lernforschung, Interkulturelle Kommunikation), course: Hauptseminar: Error Analysis, language: English, abstract: Given that mistakes and errors are inevitable in second language acquisition, EFL teachers have to provide corrective feedback (CF) for their students to promote writing accuracy. In second language acquisition research, CF is a topic of great interest since Truscott (1996) argued that error correction has no significant effect for students' new pieces of writing. Ferris (1999) and several other advocates have proven that different types of CF can be beneficial for L2 writing accuracy; however, as this thesis will demonstrate, direct and indirect types, as well as focused and unfocused types of error correction rely on different didactic approaches with different effects in students' language awareness to be expected. As studies on written corrective feedback present divergent results, further research has to be done to get deeper insight into feedback practices that also include personality factors and other individual learner differences that might affect students perceptions of different CF strategies.