Unterrichtspraxis-Teaching German最新文献

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.

This paper explores graphic novels that address issues of diversity and migration and enhance multiliteracies learning in the German classroom. By adopting a multiliteracies approach, the paper proposes a transformative learning approach that explores these issues within graphic novels. Examples of learning activities from an intermediate course illustrate how graphic novels amplify marginalized voices and facilitate candid inquiries into topics like racism and colonialism. The study highlights the relevance of graphic novels in addressing evolving teaching challenges and meeting the diverse demands of education in the context of global events and calls for social justice.

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.

This praxis-oriented article reports on the design, implementation, and evaluation of an upper-level online German course aimed at advancing the second language (L2) proficiency of US university students. Drawing on the noticing hypothesis and empirical L2 acquisition research, the study underscores the necessity of combining attention to linguistic form and meaning to optimize learning. The course design leveraged the multiliteracies approach and a multimodal guided reading framework to address the challenge of integrating multiple linguistic levels and literacy dimensions, prioritizing reading and development of the vocabulary knowledge and utilizing technology to present materials in various formats conducive to multimedia learning. The study presents both an affordance-based and evidence-based evaluation of the course. Findings indicate significant improvements in vocabulary size, high engagement levels, and positive learner perceptions toward the course materials and assignments. These outcomes suggest that the complex interplay of the focus on meaning and form within a multimodal online learning environment can effectively enhance L2 proficiency. The article concludes with recommendations for educators looking to implement similar courses, offering a model that can be adapted to various upper-level university contexts.

Immersive virtual reality (iVR) is a novel form of computer technology that promises to transform not only the delivery of language and cultural instruction but also how students produce language. The existing, yet limited, scholarship on the applications of iVR in the language classroom suggests affective and cultural benefits (e.g., increased student motivation and enthusiasm and bringing inaccessible locations and cultures to students) and a positive impact on vocabulary acquisition and speaking proficiencies, but evidence of iVR's effect on listening comprehension, reading, writing, and grammar instruction as well as higher-level cognition remains scarce and inconclusive. The project presented in this article, “Mapping Queer Berlin,” targets this scholarly gap by investigating how iVR can improve students’ reading and listening proficiencies and promote advanced research and communication skills. The explanation of the project design and the learning process and outcomes aims to guide instructors on how to integrate iVR into their classrooms, including its technological constraints and pedagogical pitfalls. Drawing on the instructor's and students’ reflections, the article concludes that iVR is currently not mature enough to facilitate significant improvements in students’ language proficiencies beyond an elementary level but shows potential for transforming language curricula with future developments.