KI IN DER PHRASEODIDAKTIK? ANMERKUNGEN ZU DEN CHANCEN UND (AKTUELLEN) GRENZEN FÜR DIE PRAXIS DES DAF-UNTERRICHTS
AI IN PHRASEODIDACTICS? COMMENTS ON THE OPPORTUNITIES AND LIMITATIONS OF USING AI IN GERMAN AS A FOREIGN LANGUAGE TEACHING PRACTICE

Summary/Abstract: This paper aims to reflect on the use of chatbots, such as ChatGPT and Copilot, in all phraseological work stages in the classroom, including discovery, practice and consolidation, as well as active language production. Despite the current limitations identified, such as the inability to "understand" phraseology-specific terminology and the difficulty in generating texts at a certain CEFR level or in a specific language style and register, chatbots' added value for phraseodidactic practice remains. This paper presents three arguments in favor of the conscious use of language models in phraseodidactics: learning processes personalization, internal differentiation in teaching, and the use of multilingualism. This approach promotes critical thinking by encouraging learners to discuss, analyze, and question AI-generated responses and results to different prompts.

• Details
• Contents