Maria V. Petrova

Background. The relevance of the study is determined by the development of performative foreign language didactics in both Russian and foreign pedagogical science. Performative didactics offers a comprehensive approach to teaching, integrating communicative, aesthetic, and creative aspects.

Objectives. The goal of the study is to characterize a series as a large performative form from the perspective of performative foreign language didactics and to investigate the potential of filming a series as a performative method of foreign language learning, analyzing its potential in overcoming the language barrier and developing communicative and intercultural competences in students.

Study Participants. The study is based on the analysis of a student project — a six-part series in German, “Leben mit Akzent”. The series was created by students of the Faculty of Journalism at Lomonosov Moscow State University in 2016–2018 as a part of an extracurricular German language project. The project was implemented under the guidance of a teacher and with the involvement of relevant technical specialists and native speakers.

Methods. The study uses a comprehensive approach, combining elements of historical, descriptive, and didactic types of analysis. The research methodology is based on the key principles of performative didactics: active learner involvement, performativity as a focus on physical action with an aesthetic component, contextuality, dialogicity, unpredictability, and reflection.

Results. The research results show that the performative approach in foreign language teaching, which has emerged in both Russian-speaking and foreign pedagogy, is closely linked to the communicative approach. It integrates aesthetic elements and into the educational process. The study demonstrates that performative and project-oriented approaches share many similarities, as both are based on active learner engagement in the educational process. Unintentional memorization plays a key role in this process. The study comprehensively examined the structure of work on the student series “Leben mit Akzent”, highlighting the stages of the process and emphasizing the importance of each stage for learning German.

Conclusions. A series represents a large performative form, the realization of which is only possible within the framework of extracurricular project activities. Creating a series in German is a multi-step process that not only involves students but also contributes to the development of various language skills in learners. Successful implementation of the project requires a high level of language proficiency from students as well as the involvement of a team of experienced technical specialists.