Teachers' use of target language in the German classroom

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 1999-06-01 DOI:10.1080/09571739985200041

P. Neil, John Salters, A. Mcewen

引用次数: 4

Abstract

This article examines the target language used by ten teachers of German and compares the grammatical features of their language with the appearance of forms in the textbook. It is argued that whilst teachers have increased the amount of target language used, there appears to be a lack of progression in linguistic complexity.

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教师在德语课堂中对目的语的使用

本文考察了10位德语教师所使用的目的语，并将其语言的语法特征与教科书中形式的出现进行了比较。有人认为，虽然教师增加了目标语言的使用量，但语言复杂性似乎缺乏进步。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

期刊介绍： The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages