International Journal of Pedagogics
146
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
146-148
10.37547/ijp/Volume05Issue02-38
Some reflections on mutual and collaborative learning
issues in German language teaching
Khasanova Ozodakhon Kurvonali kizi
Head of the Department of German and French Languages, Fergana State University, Doctor of Philosophy in Pedagogical Sciences
(PhD), Uzbekistan
Mustafoyeva Saidakhon Juma kizi
Student, Fergana State University, Uzbekistan
Received:
17 December 2024;
Accepted:
19 January 2025;
Published:
21 February 2025
Abstract:
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
random interaction, the teacher also uses learning
tasks purposefully directed at mutual learning. For
example, various texts are read together with language
learners, or exercises and tasks in the textbook are
completed. The language learning environment offers
language learners a variety of German language
learning materials, input is provided by the teacher,
and as a result, the language learners' linguistic
competencies are improved.
At this point, we would like to dwell on the input
hypothesis. The process of learning any language,
whether it is the process of learning a first language or
a second foreign language, does not take place without
sufficient input. Input refers to information provided in
any form related to a foreign language. For example, a
text in a foreign language, audio and video recordings
for listening and viewing, songs or poems, television
broadcasts, websites, or blogs can be examples of
input.
But of course, input should not only be available in
terms of quantity, but also the information received as
input must be of high quality. Only then will they serve
to achieve positive results in the foreign language
teaching and learning process.
Language learners effectively receive the information
being learned when it is delivered in an optimal way.
For this, it is necessary to provide information in a
slightly higher order than the previously acquired
knowledge, that is, in a continuously developing order.
Optimal does not mean that the teacher should not
make any mistakes at all when communicating with
language learners, but it means that the foreign
language teacher must always create an interesting,
motivating, and encouraging environment for language
learners.
However, it should not be forgotten that no matter
how motivating a learning environment the teacher
creates, not all language learners will show equally
good results by the end of the lesson. Despite the fact
that several people in the group have already answered
the question being asked, some language learners still
give the wrong answer. This language learner who gave
the wrong answer continues to make mistakes, even
though they initially received input from the teacher
and then from their partners next to them. This process
can be explained as follows.
International Journal of Pedagogics
147
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
If the teacher gives positive feedback to the language
learner who answered or corrects their answer, the
other language learners may not listen to it. They may
be busy with other things at this time or preparing to
answer. Of course, input is not always equally received
by everyone. This can also be understood from one side
as follows. The language learner is tired, distracted, has
their mind elsewhere, as a result, they do not pay
attention to all the details in the conversation, and they
read the given text only superficially, understanding it
or not.Therefore, there are also the concepts of input
and intake in the learning process.
Input is what the language learner hears from their
teacher or partners during the lesson or what they read
or see during the lesson, while intake is the information
received as a result of processing what has been heard,
seen, or read by the language learner. It can be said
that the intake rate of each language learner differs
from each other.
Therefore, a foreign language teacher should look for
ways to turn input into intake.Consciously carrying out
this process is even more important. As we mentioned
above, in the language learner who made a mistake
while hearing the correct answer from the teacher and
their partner, the input remained as input, that is, it
was not processed to become intake. Regularly used
information, say words or rules, is better remembered
than those used less frequently. According to the input
hypothesis, newly learned information must be actively
and consciously processed.Therefore, DRILL exercises
based on schematic repetitions are considered
ineffective according to the input hypothesis.
Now, we would like to dwell on the output hypothesis.
The teacher witnesses the mistakes made by language
learners during their oral responses or when checking
their written work. As a teacher, it can be understood
that input has turned into intake when the language
learner correctly uses words, sentences, or
grammatical structures. Output is the productive use of
a foreign language by the language learner.Based on
this, it can be said that output shows the result of the
language learning process. It is appropriate to use it to
analyze the knowledge acquired by language learners
and to plan the next stages of learning.
Figure No. 1. Input-intake-output process
The foreign language learning process is successful if
the outputs of language learners are developed,
corrected, and modified together. Therefore, it is
important for language learners to learn together and
from each other, and to correct each other's mistakes
in the language learning process. If output shows the
knowledge acquired during the lesson, their long-term
effective application is called Outcome, and it shows
the competencies of language learners.
As a result of views on input and output, interaction is
formed. According to the interaction hypothesis, a
lesson is the process of learning between
the teacher and language learners or the mutual
learning of language learners. According to this
hypothesis, language is truly learned not only by simply
speaking or listening, but also when what is being
learned is discussed with each other. For this, language
learners must perform tasks together, tell their
partners something, and know what they have learned
and what else they need to learn.
CONCLUSION
In the process of communicating with their partners,
language learners also prepare for communication in
International Journal of Pedagogics
148
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International Journal of Pedagogics (ISSN: 2771-2281)
the real process. This is one of the main goals of
learning foreign languages.
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