Unterrichtspraxis-Teaching German最新文献

{"title":"The concept of form in language teaching and learning","authors":"Karin Baumgartner, Mathias Schulze","doi":"10.1111/tger.12299","DOIUrl":"https://doi.org/10.1111/tger.12299","url":null,"abstract":"<p>The concept of <i>form</i> is ubiquitous and used frequently and in different areas. The Merriam-Webster (n.d.) lists 18 different definitions for the noun <i>form</i>; some of these entries have additional meaning variants. It is no surprise that the concept of <i>form</i> is used widely in language education and in literary and cultural studies. Both journals of the American Association of Teachers of German—<i>The German Quarterly</i> and <i>Die Unterrichtspraxis/Teaching German</i>—offer an issue that explores <i>form</i> in German Studies and in the teaching of German from a variety of perspectives. For language teachers, spelling and grammar often come to mind when thinking about form. Particularly for applied linguists, the notion of focus on form versus negotiation of meaning has permeated the discussions of interaction in (communicative) language teaching. As the following three Research Articles, six Praxis Articles, and three Forum Articles show, however, <i>form</i> has many more facets and allows for perspectives on language, performance, learning, teaching, the arts, and many others.</p><p>This issue of <i>Die Unterrichtspraxis/Teaching German</i> leads with three Research Articles. In the first of these articles, “Racial literacy and performative pedagogies in the German theater practicum,” Morgan Koerner makes an argument for performing the process of students’ encounter with the literary form using theatrical means. He discusses a case study of a performance-oriented unit in a theater practicum course for German students at the B2 language proficiency level, which combined work on performing and staging poetry with a discussion of the Enlightenment's entanglement with White supremacy and scientific racism. The second article takes a different perspective on form and meaning. Exploring a form-meaning connection—conventional metaphors—that is a fundamental component of everyday communication but is often overlooked in the teaching of German, Jacob Lavoie's study highlights the interplay between students’ lexical knowledge and cross-linguistic differences in figurative language. The results of “Insights into metaphor (mis)understandings” underscore the necessity of nuanced instruction, especially in comprehending metaphors. Carolin Jolitz and Natacha Hélène Gilberte Mally focus on form in oral communication. Their article “The effects of deductive versus inductive pronunciation instruction in combination with captioned video on the acquisition of incongruent grapheme-phoneme correspondences in L2 German” shows that technology-enhanced teaching can help students overcome the orthographic interference in German pronunciation among English speakers.</p><p>For the Forum of this thematic issue, we invited short articles discussing approaches to teaching German grammar—as language form—at schools. In her Forum Article “Putting PACE into action in a high school German classroom,” Helen Miller discusses her application of the PACE (PACE ","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 2","pages":"142-144"},"PeriodicalIF":0.6,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12299","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of deductive versus inductive pronunciation instruction in combination with captioned video on the acquisition of incongruent grapheme-phoneme correspondences in L2 German","authors":"Carolin Jolitz,&nbsp;Natacha Hélène Gilberte Mally","doi":"10.1111/tger.12294","DOIUrl":"https://doi.org/10.1111/tger.12294","url":null,"abstract":"<p>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 <i>EdPuzzle</i>, 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 &lt; v &gt; - /f/, &lt; s &gt; - /z/, and &lt; z &gt; - /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.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 2","pages":"180-199"},"PeriodicalIF":0.6,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effective warm-ups in the German-language classroom: Form and function","authors":"Braden Marie Ross","doi":"10.1111/tger.12298","DOIUrl":"https://doi.org/10.1111/tger.12298","url":null,"abstract":"<p>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.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 2","pages":"214-229"},"PeriodicalIF":0.6,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12298","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Insights into metaphor (mis)understandings","authors":"Jacob LaVoie","doi":"10.1111/tger.12297","DOIUrl":"https://doi.org/10.1111/tger.12297","url":null,"abstract":"<p>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.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 2","pages":"162-179"},"PeriodicalIF":0.6,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Putting PACE into action to teach grammar in a high school German classroom","authors":"Helen Miller","doi":"10.1111/tger.12296","DOIUrl":"https://doi.org/10.1111/tger.12296","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 2","pages":"200-203"},"PeriodicalIF":0.6,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erwerb der Wortstellungsregeln im DaF-Unterricht","authors":"Marija Stanojevic Veselinovic","doi":"10.1111/tger.12295","DOIUrl":"https://doi.org/10.1111/tger.12295","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 2","pages":"204-208"},"PeriodicalIF":0.6,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mastering modal verbs lays the groundwork for higher proficiency","authors":"Peggy Boynton,&nbsp;Traci S. O'Brien,&nbsp;Tracey Patterson","doi":"10.1111/tger.12293","DOIUrl":"https://doi.org/10.1111/tger.12293","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 2","pages":"209-213"},"PeriodicalIF":0.6,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Genre-based writing in the German classroom in the age of generative AI","authors":"Jennifer Redmann","doi":"10.1111/tger.12292","DOIUrl":"https://doi.org/10.1111/tger.12292","url":null,"abstract":"<p>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.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 2","pages":"263-276"},"PeriodicalIF":0.6,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12292","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Duolingo (2024)","authors":"Lisa Steiner","doi":"10.1111/tger.12287","DOIUrl":"https://doi.org/10.1111/tger.12287","url":null,"abstract":"&lt;p&gt;Duolingo, a language learning app centered on gameplay, is a versatile tool suitable for students and teachers looking to acquire new languages. While Duolingo was initially developed for individual language learners, a “Duolingo for Schools” edition allows teachers to use the app with their language learning classes. It is free to download as an app for iOS and Android or available online through the website. Coupled with a very intuitive user interface, Duolingo is accessible to an audience ranging from elementary to higher education and does not impose financial barriers. The app currently has over 300 million users, 12 million in the United States. German is Duolingo's fourth most-studied language after English, French, and Spanish (Pajak, &lt;span&gt;2022&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;With regard to German-language learning, Duolingo spans the Common European Framework of Reference language levels A1–B2 or the equivalent by the American Council on the Teaching of Foreign Languages levels, Novice to Advanced Low, focusing on teaching the four modalities: reading, writing, speaking, and listening. These skills are practiced through fill-in-the-blank activities, matching and translation tasks, speaking and reading tasks, and short listening activities, such as conversations and monologues. Users can adapt the speed and listen to these activities again. While Duolingo trains skills, it does not allow for creative language production. This limits the app to a complementary feature for an otherwise classroom-based language learning experience because it cannot substitute real-life interactions.&lt;/p&gt;&lt;p&gt;Duolingo engages students through its stories and its gamified approach. For example, it allows learners to create personalized cartoon avatars to navigate the learning games, making it more likely to foster a sense of ownership and commitment to the learning process through the app. Furthermore, Duolingo includes game features such as streak counts, collecting points, badges, and gems, which can be earned and then used for customization. Students can track their overall mastery level, indicating the number of words they have learned. Duolingo follows an inclusive approach by intentionally portraying diverse voices, including characters from different backgrounds, ethnicities, genders, ages, and sexual orientations.&lt;/p&gt;&lt;p&gt;In the “Duolingo for Schools” edition, educators can add class sections, link student accounts, and monitor student progress. The platform is easy to navigate and does not require specific computer expertise, but Duolingo also provides tutorial videos and explanations for help. Through a placement test, students can easily find their level of language learning. It is also possible to add students with an existing account, so they do not lose their prior progress information. The platform generates reports that provide a comprehensive overview of each student's performance, including points earned, time spent, and progress toward goals.&lt;/p&gt;&lt;p&gt;Up to Dec","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 2","pages":"307-308"},"PeriodicalIF":0.6,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12287","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An analysis of reviews related to grammar teaching and learning in Die Unterrichtspraxis/Teaching German (2000–2023)","authors":"Lucian Rothe","doi":"10.1111/tger.12291","DOIUrl":"https://doi.org/10.1111/tger.12291","url":null,"abstract":"<p>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 <i>Die Unterrichtspraxis/Teaching German</i> between 2000 and 2023, discussing general trajectories and highlighting works that remain relevant today. The article contributes to the journal's special issue on <i>Form</i> 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.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 2","pages":"290-300"},"PeriodicalIF":0.6,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}