Unterrichtspraxis-Teaching German最新文献

Prior research indicates that first language (L1) orthography can adversely affect second language (L2) phonological acquisition, yet studies on orthographic interference and pedagogical strategies to mitigate these effects remain sparse. Addressing these research gaps, this study investigates the impact of orthographic interference on L2 German pronunciation among L1 English speakers, employing a technology-based homework intervention with EdPuzzle, an educational video platform, in three beginner courses. Students in two experimental groups engaged with captioned video clips and were guided through questions using either an inductive or deductive approach, while a control group focused solely on meaning. Analysis of a pre-intervention production task revealed German grapheme-phoneme correspondences < v > - /f/, < s > - /z/, and < z > - /ts/ were most frequently mispronounced. Comprehensibility ratings by native German speakers suggest that both experimental groups significantly improved in their word-level productions, with the inductive group also significantly improving in their sentence-level productions. This study also sheds light on student perceptions of these instructional activities, enhancing our understanding of engaging L2 German pronunciation pedagogy. This research underscores the potential of integrating technology and accessible content in homework assignments to enrich and supplement L2 German pronunciation instruction in the classroom.

This article explores three questions developed to be central to the creation and implementation of an effective classroom warm-up: Does it help jumpstart students’ use of German? Can it capture students’ attention? And does it encourage building rapport through providing opportunities for personal expression or relevance? Based on my experience as an instructor for the first and second semesters of the German language sequence at the University of Illinois at Urbana-Champaign, I argue that a well-constructed warm-up in a German language course is more than a low stakes invitation to cultivate a mindset conducive to the demands of language learning; it is an opportunity to begin learning from a place of genuine interest, trust, and confidence. By implementing warm-ups with the guidelines outlined in this article in mind, mnemonically referred to as JARR (Jumpstarting language use, capturing Attention, and building Rapport through Relevance) warm-ups, instructors can set students up for success not only for the next hour of learning, but also for their entire language journey—all in the first 5 minutes of class.

Conventional metaphors are a fundamental component of everyday communication, yet they are often overlooked in post-secondary German-language programs. This study examines the extent to which vocabulary breadth influences 19 L2 German learners’ comprehension of conventional German metaphors, particularly those that exhibit cross-linguistic differences in lexical form and conceptual motivation. Employing a mixed-methods analysis, this research investigates the interpretations of 40 highly-frequent, polysemic verbs in metaphorical contexts by L2 German speakers. The findings indicate a significant relationship between the breadth of a learner's vocabulary and their ability to accurately decode conventional metaphors. However, the study also reveals that learners with extensive vocabularies may be misled by their own knowledge, frequently failing to recognize extended metaphorical meanings despite familiarity with the lexeme and confidence in their interpretations. These results highlight the intricate interplay between lexical knowledge and cross-linguistic differences in figurative language, underscoring the necessity for nuanced instruction in metaphor comprehension.

Genre, defined as a “staged goal-oriented social process” (Martin, 2009), has long stood as a key principle in second-language writing instruction. This article presents the principles underpinning genre theory as it relates to the language curriculum and the five phases of genre-based L2 writing pedagogy. This pedagogy provides the foundation for a case study in which students in an intermediate, fifth-semester German class at a small liberal arts college received instruction in the film review genre. Student products written prior to classroom work with film reviews are compared with those written after students had gained an awareness and understanding of the film review genre, revealing the positive effects of genre-based instruction on student writing. In light of the future impact of generative artificial intelligence (AI) on writing pedagogy, the final section addresses how ChatGPT and similar platforms can potentially enhance genre-based pedagogies. The article suggests ways in which generative AI can be incorporated into each phase of genre-based second language writing instruction. As technologies such as ChatGPT become established in language classrooms, it is clear that the writing process must share the stage with written products, both in instruction and assessments.

Teaching and learning grammar has been a cornerstone of many German language courses. This article analyzes reviews of teaching and learning materials related to grammar, which were published in Die Unterrichtspraxis/Teaching German between 2000 and 2023, discussing general trajectories and highlighting works that remain relevant today. The article contributes to the journal's special issue on Form by providing an opportunity to reflect on and discuss the relevance of grammar-related resources in German studies. It also reminds readers of instructional materials that focus on the grammatical form of language and that continue to be useful due to their theoretical insight, pedagogical advice, and/or practical classroom examples.