Visuelle Kompetenz im Fremdsprachenunterricht: Die Bildwissenschaft als Schlüssel für einen kompetenzorientierten Bildeinsatz

Abstract

This study deals with the use of images in the foreign language classroom. My research in more than 500 texts on the use of visual media in foreign language teaching shows that for centuries images have been recommended as teaching tools for foreign language classes because of their didactic functions (for the clarification of meaning, the practice of grammar and vocabulary, motivation, increase of memory and intercultural learning). It also shows that because of their wide use teaching methodologists demanded in 1989 to train students' visual competences. However, barely any empirical research has been done in German foreign language teaching methodology regarding these assumed didactic functions; and competence models for the development of visual competences (visual literacy) are still lacking. Yet, both are needed to employ images in language classes in a goal-oriented and successful manner. Based on scientific research by visual studies / visual culture this study devises principles for the use of visual media in foreign language teaching. With reference to psychological studies it explains the didactic functions of images (see above) and draws up conditions that have to be met for the successful use of visual media. To facilitate the choice of suitable images for class this study presents a typology of images for foreign language teaching, which is based on categories from the field of visual culture. Next, this study develops a methodology for the work with images in the foreign language classroom, referring to scientific methods but also considering important didactic principles such as process-orientation. In addition, with reference to research on visual literacy this study introduces a definition of visual competence as well as competence models. One chapter brings together the didactic functions of images, their conditions, the typology of images, the methodology, the definition of visual competence, and the competence models and shows how these results can be implemented in class: For two English classes I chose pictures of different types because of their didactic function(s). In a next step, I devised tasks to have the students work with the pictures according to didactic principles (process-orientation, action-orientation etc.). Due to the new methodology the students' visual competences can be trained in this course, too. This helps them to access and understand images which supports the images' didactic function(s). I conclude that visual studies is the key to the effective use of pictures in foreign language classes because it is the source of the results that I base my hermeneutic study on.