Some reflections on mutual and collaborative learning issues in German language teaching

Аннотация

In research related to the topic of foreign language acquisition, the impact of the environment surrounding language learners on language learning and teaching is also of significant importance. Foreign language lessons, like all lessons in general, are based on teacher-student or student-student relationships. The nature of such interaction is of great importance for foreign language lessons. In such cooperation, mutual learning can be noted as one of the most important requirements of a foreign language lesson. Keywords: Mutual and collaborative learning, foreign language acquisition, surrounding language learners. Introduction: In the learning process, in addition to teaching and learning process. random interaction, the teacher also uses learning Language learners effectively receive the information tasks purposefully directed at mutual learning. For being learned when it is delivered in an optimal way. example, various texts are read together with language For this, it is necessary to provide information in a learners, or exercises and tasks in the textbook are slightly higher order than the previously acquired completed. The language learning environment offers knowledge, that is, in a continuously developing order. language learners a variety of German language Optimal does not mean that the teacher should not learning materials, input is provided by the teacher, make any mistakes at all when communicating with and as a result, the language learners' linguistic language learners, but it means that the foreign competencies are improved. language teacher must always create an interesting, At this point, we would like to dwell on the input motivating, and encouraging environment for language hypothesis. The process of learning any language, learners. whether it is the process of learning a first language or However, it should not be forgotten that no matter a second foreign language, does not take place without how motivating a learning environment the teacher sufficient input. Input refers to information provided in creates, not all language learners will show equally any form related to a foreign language. For example, a good results by the end of the lesson. Despite the fact text in a foreign language, audio and video recordings that several people in the group have already answered for listening and viewing, songs or poems, television the question being asked, some language learners still broadcasts, websites, or blogs can be examples of give the wrong answer. This language learner who gave input. the wrong answer continues to make mistakes, even But of course, input should not only be available in though they initially received input from the teacher terms of quantity, but also the information received as and then from their partners next to them. This process input must be of high quality. Only then will they serve can be explained as follows. to achieve positive results in the foreign language International Journal of Pedagogics 146 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) If the teacher gives positive feedback to the language while hearing the correct answer from the teacher and learner who answered or corrects their answer, the their partner, the input remained as input, that is, it other language learners may not listen to it. They may was not processed to become intake. Regularly used be busy with other things at this time or preparing to information, say words or rules, is better remembered answer. Of course, input is not always equally received than those used less frequently. According to the input by everyone. This can also be understood from one side hypothesis, newly learned information must be actively as follows. The language learner is tired, distracted, has and consciously processed.Therefore, DRILL exercises their mind elsewhere, as a result, they do not pay based on schematic repetitions are considered attention to all the details in the conversation, and they ineffective according to the input hypothesis. read the given text only superficially, understanding it Now, we would like to dwell on the output hypothesis. or not.Therefore, there are also the concepts of input The teacher witnesses the mistakes made by language and intake in the learning process. learners during their oral responses or when checking Input is what the language learner hears from their their written work. As a teacher, it can be understood teacher or partners during the lesson or what they read that input has turned into intake when the language or see during the lesson, while intake is the information learner correctly uses words, sentences, or received as a result of processing what has been heard, grammatical structures. Output is the productive use of seen, or read by the language learner. It can be said a foreign language by the language learner.Based on that the intake rate of each language learner differs this, it can be said that output shows the