Abstract
In recent times, two fundamental developments can be observed in foreign language teaching and learning that have the potential to radically change it: 1. Various streams of usage-based linguistics have documented the highly phraseological nature of language and communication and have thus called for a new image of language. From the point of view of foreign language didactics, the teaching and learning of phraseological units has thus moved to the centre of didactic reflection, at least if the aim is to prepare learners for realistic communication skills. 2. At the same time, the unstoppable advance of digitalisation, especially in the form of artificial intelligence and machine learning (e.g. ChatGTP, DeepL (Translate/Write), Youglish, Speechify, etc.) has a considerable influence on foreign language teaching. The aim of the paper is to take up both recent developments and to present a phraseodidactic model for self-directed foreign language learning with ChatGPT. It combines two central processes for learning phrasemes: 1. Recognising and 2. Practising the meaning and use of phrasemes. Both processes operate within the logic of progression on the phraseme-sentence-text levels. From a methodological perspective, data on the above research focus is collected with the help of survey and interviews conducted by scholars and students at the University of California Berkeley compared with other universities supplemented by classroom observations. We analyze the findings and propose solutions.
Presenters
Zehlia Babaci WilhiteResearch Affiliate/Adjunct Professor/Lecturer, Languages, Literatures and Cultures, University of California Berkeley, University of San Francisco and San Jose State University, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Communications and Linguistic Studies
KEYWORDS
Language, Teaching, Learning, Phraseodidactic, Communication, ChatGpT
