{"title":"What puzzles L2 learners about German grammar? Using practitioner research to explore threshold concepts in language curricula","authors":"Cori Crane","doi":"10.1177/13621688241290496","DOIUrl":null,"url":null,"abstract":"Taking the perspective of a language program director (LPD), this practitioner research (PR) study describes how analysis of learners’ reflections written for an advanced undergraduate German course in the United States helped an LPD see how students had experienced learning grammar in lower-level instruction. The study analyses a semester-long project based on the PR framework of exploratory practice (EP), in which students ( n = 30) pursued individual questions (‘puzzles’) about German grammar that would be most meaningful to them in their language learning journey. Initial analysis of the students’ questions revealed a general preference among learners to investigate grammar topics previously covered in the lower-division curriculum. In-depth case studies, focused on two learners’ experiences with EP, show how the project allowed students to investigate their grammar puzzles using resources across the entire curriculum, including dialoguing with teachers and students in other courses. The study looks to threshold concept theory to theorize students’ learning experiences vis-à-vis L2 grammar (specifically inflectional morphology, i.e. case markings) and argues that the flexibility of the EP framework and its core tenets of working towards understanding and involving others supported the LPD in seeing how learners understood and felt about German grammar and grammar instruction across the larger curriculum.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Teaching Research","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1177/13621688241290496","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Taking the perspective of a language program director (LPD), this practitioner research (PR) study describes how analysis of learners’ reflections written for an advanced undergraduate German course in the United States helped an LPD see how students had experienced learning grammar in lower-level instruction. The study analyses a semester-long project based on the PR framework of exploratory practice (EP), in which students ( n = 30) pursued individual questions (‘puzzles’) about German grammar that would be most meaningful to them in their language learning journey. Initial analysis of the students’ questions revealed a general preference among learners to investigate grammar topics previously covered in the lower-division curriculum. In-depth case studies, focused on two learners’ experiences with EP, show how the project allowed students to investigate their grammar puzzles using resources across the entire curriculum, including dialoguing with teachers and students in other courses. The study looks to threshold concept theory to theorize students’ learning experiences vis-à-vis L2 grammar (specifically inflectional morphology, i.e. case markings) and argues that the flexibility of the EP framework and its core tenets of working towards understanding and involving others supported the LPD in seeing how learners understood and felt about German grammar and grammar instruction across the larger curriculum.
这项实践研究(PR)从语言课程主任(LPD)的角度出发,描述了对学习者为美国一门高级德语本科课程撰写的反思进行分析,是如何帮助语言课程主任了解学生是如何在低级教学中体验语法学习的。该研究分析了一个基于探索性实践(EP)这一公关框架的学期项目,在该项目中,学生(n = 30)提出了关于德语语法的个别问题("谜题"),这些问题对他们的语言学习历程最有意义。对学生问题的初步分析表明,学习者普遍倾向于探究低年级课程中曾涉及的语法主题。以两位学习者在 EP 中的经历为重点的深入案例研究表明,该项目如何让学生利用整个课程的资源,包括与其他课程的教师和学生对话,来探究他们的语法困惑。该研究从阈限概念理论出发,对学生在学习第二语言语法(特别是词法,即大小写标记)方面的经验进行了理论分析,并认为 EP 框架的灵活性及其致力于理解和让他人参与的核心原则,有助于 LPD 了解学习者对德语语法和语法教学的理解和感受。
期刊介绍:
Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well. The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications. A wide range of topics in the area of language teaching is covered, including: -Programme -Syllabus -Materials design -Methodology -The teaching of specific skills and language for specific purposes Thorough investigation and research ensures this journal is: -International in focus, publishing work from countries worldwide -Interdisciplinary, encouraging work which seeks to break down barriers that have isolated language teaching professionals from others concerned with pedagogy -Innovative, seeking to stimulate new avenues of enquiry, including ''action'' research