Relevant bibliographies by topics / Foreign language instruction, german

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Foreign language instruction, german'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Foreign language instruction, german.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Foreign language instruction, german"

1

Jansem, Anchalee. "The Feasibility of Foreign Language Online Instruction During the Covid-19 Pandemic: A Qualitative Case Study of Instructors’ and Students’ Reflections." International Education Studies 14, no. 4 (March 28, 2021): 93. http://dx.doi.org/10.5539/ies.v14n4p93.

Full text
Abstract:
This small scale case study aimed at identifying the feasibility of foreign language online instruction during the abrupt change of teaching mode toward online platforms. The feasibility in this study involves the practicality and the possibility of and the concerns about language teaching and learning foreign language online as reflected by the instructors and the students. One instructor teaching as well as two students majoring each of the eight foreign languages including English, French, German, Chinese, Japanese, Korean, Khmer, and Vietnamese from an autonomous university in Bangkok, Thailand, voluntarily took part in this study. Data collected via semi-structured interviews and post-interviews written reflections indicated three levels of the practicality. The data showed the conditional likeliness of the possibility to carry on online teaching. The last finding presented concerns about foreign language online instruction. Further research is needed for a more complete understanding of the effects of online foreign language instruction in different social contexts.
APA, Harvard, Vancouver, ISO, and other styles
2

Klapper, John, and Jonathan Rees. "Reviewing the case for explicit grammar instruction in the university foreign language learning context." Language Teaching Research 7, no. 3 (July 2003): 285–314. http://dx.doi.org/10.1191/1362168803lr128oa.

Full text
Abstract:
This paper examines the extent to which research findings from second language and immersion programmes, concerning the efficacy of different instructional approaches, are transferable to the context of foreign language learning in British higher education. It draws on data from a four-year longitudinal study involving two experimental groups of undergraduate learners of German as a foreign language, one of which was exposed to ‘focus-on-form’ tuition, the other to ‘focus-onforms’ instruction. The relative merits of the two approaches are assessed through analysis of proficiency gains for classroom instruction and residence abroad phases of the programme, using holistic and discrete proficiency-testing instruments. The study also highlights the effect of formal and naturalistic learning contexts on the rate and order of development of particular grammatical competencies in L2 German for the sample.
APA, Harvard, Vancouver, ISO, and other styles
3

Danylenko, Oksana. "INPUT- AND OUTPUT-BASED GRAMMAR INSTRUCTION IN TEACHING ENGLISH AFTER GERMAN." World Science 3, no. 6(58) (June 30, 2020): 11–17. http://dx.doi.org/10.31435/rsglobal_ws/30062020/7116.

Full text
Abstract:
The article dwells on the peculiarities of instruction and the role of input and output for teaching English grammar to prospective teachers of foreign languages whose major and first foreign language is German. The aim of the survey is to analyze approaches to designing instruction for the second language grammar teaching and develop activities providing effective teaching of the grammar of English for the students with previous experience in learning German as their first foreign language. The emphasis is made on the usage of processing instruction for presenting target forms that entails input-based instruction as a means for transfer enhancement during grammar teaching and a model raising students’ grammar comprehension. As far as production skills constitute one of the aspects of our investigation, we investigated the role of output-based instruction. Grammar teaching deals with grammatical forms and their usage in a particular context. Thus, developing input-based and output-based grammatical activities, we suggested activities that demonstrate the grammatical form and clarify its structure, provide possibilities for comparison of grammatical structures in English and German. The proposed output-based task provides productive grammatical skills development. The focus on form is supported with tasks explicating meaning. Consequently, the connection between grammatical form and its meaning in a certain context is provided. Tasks are communicatively oriented.
APA, Harvard, Vancouver, ISO, and other styles
4

Dalton-Puffer, Christiane, Renate Faistauer, and Eva Vetter. "Research on language teaching and learning in Austria (2004–2009)." Language Teaching 44, no. 2 (February 22, 2011): 181–211. http://dx.doi.org/10.1017/s0261444810000418.

Full text
Abstract:
This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.
APA, Harvard, Vancouver, ISO, and other styles
5

Arnett, Carlee, Ferran Suñer, and Daniel Pust. "Using Cooperation Scripts and Animations to Teach Grammar in the Foreign Language Classroom." Yearbook of the German Cognitive Linguistics Association 7, no. 1 (November 26, 2019): 31–50. http://dx.doi.org/10.1515/gcla-2019-0003.

Full text
Abstract:
Abstract In order to test the efficacy of using cooperation scripts in combination with animations to teach the passive in an advanced language classroom, we designed an intervention study with two groups. The first group received instruction with animations on the grammatical structure of the passive and the second group received the same instruction and animations as the first group, but in addition they were given a cooperation script to use in their small group work. The study uses a quasi-experimental design with a post-test and delayed post-test. The learners were university students in advanced German who had received classroom instruction and spent time in a German-speaking country. Therefore, they had explicit instruction on the morphology and function of the passive as is customary in first- and second-year textbooks for English-speaking learners. This study shows that students with the cooperation script perform better on open-ended tasks than students who worked independently.
APA, Harvard, Vancouver, ISO, and other styles
6

Suek, Leni Amelia. "APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS." Englisia Journal 5, no. 2 (May 1, 2018): 66. http://dx.doi.org/10.22373/ej.v5i2.3072.

Full text
Abstract:
Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.
APA, Harvard, Vancouver, ISO, and other styles
7

Fehrmann, Ingo. "Teaching the form-function mapping of German ‘prefield’ elements using Concept-Based Instruction." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 153–70. http://dx.doi.org/10.1515/gcla-2016-0011.

Full text
Abstract:
Abstract Empirical findings in Second Language Acquisition suggest that the basic structure of German declarative sentences, described in terms of topological fields, poses certain challenges to learners of German as a foreign language. The problem of multiple prefield elements, resulting in ungrammatical verb-third sentences, figures most prominently in the literature. While the so-called V2 constraint is usually treated as a purely formal feature of German syntax both in the empirical as well as in the pedagogical literature, the present paper adopts a usage-based perspective, viewing language as an inventory of form-function mappings. Basic functions of prefield elements have already been identified in research on textual grammar and information structure. This paper presents results from a pilot study with Japanese elementary learners of German as a foreign language, where the form-function mapping of German prefield elements was explicitly taught following the guidelines of an approach called Concept-Based Instruction. The findings indicate that, with a focus on the function-function mapping, it is in fact possible to explicitly teach these rather abstract regularities of German to beginning learners. The participants’ language production exhibits a prefield variation pattern similar to that of L1 German speakers; at the same time the learners produce very few ungrammatical verb-third sentences.
APA, Harvard, Vancouver, ISO, and other styles
8

Radionova, Svetlana Aleksandrovna, Gulnara Zamirovna Sharaeva, and Rezeda Yoldizovna Mukhtarova. "Mnemonics as the technique of lexico-grammatical skills formation in foreign language lessons." LAPLAGE EM REVISTA 7, Extra-D (July 21, 2021): 405–11. http://dx.doi.org/10.24115/s2446-622020217extra-d1121p.405-411.

Full text
Abstract:
Currently the school is acutely concerned with the use of mnemonic instruction to help remember linguistic phenomena in a foreign language. The article discusses in detail mnemonics and the ways of using them at lessons on English and German at the stage of teaching lexical and grammatical phenomena, ranges mnemonic strategies that assist to remember unfamiliar vocabulary and grammar of the English and German languages more effectively, efficiently and easily, describes algorithms for working with various mnemonic devices, and gives a reference on the possibilities of their modification. The results obtained prove mnemonic techniques are an effective study tool which can be utilized by Russian-speaking students in learning English and German.
APA, Harvard, Vancouver, ISO, and other styles
9

Zafiri, Makrina, Vassiliki Vakalopoulou, and Vassiliki Pliogou. "The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study." International Journal of Learning and Development 9, no. 4 (October 29, 2019): 1. http://dx.doi.org/10.5296/ijld.v9i4.15724.

Full text
Abstract:
In recent years, dyslexia has become an important issue in the field of foreign language teaching and learning. In this research we will explore dyslexia in connection to teaching and learning a foreign language. More particularly, in this research, we will be probing into the teaching of German as a foreign language. The purpose of this research is to investigate the effectiveness of the application of Differential Instruction, the application of the Grammar –Translation Method, the Audio-Visual Method, the Communicative Approach to language teaching as well as the Multisensory Method to a Greek student with dyslexia. The girl is in the first year of junior high school and is being taught German as a foreign language at school. The research method, which was applied, focused on qualitative research through the use of semi - structured interviews. This research is also a case study. Action research was conducted, for the needs of this small-scale research, through ten differentiated instruction lessons which were taught to a student with dyslexia. The student and her mother were the major sources of data collection. More particularly, the semi - structured interviews were conducted before and after the implementation of differentiated instruction with the student and her mother. We initially attempted to collect information through semi-structured interviews, on the student's family profile, and after conducting the ten lessons, we tried to verify the effectiveness of the approaches and methods which were applied. The results of this research showed that the effectiveness of differentiated instruction was immense as the student’s performance improved in the foreign language.
APA, Harvard, Vancouver, ISO, and other styles
10

Bosnar-Valković, Brigita. "TEACHING METHODS OF FOREIGN LANGUAGE ADULT LEARNERS DISLIKE." Tourism and hospitality management 7, no. 1-2 (December 2001): 47–52. http://dx.doi.org/10.20867/thm.7.1-2.4.

Full text
Abstract:
Adults are demanding foreign language learners. My sample in the questionnaire consisted of 20 adult learners of German language in the hotel and tourism industry - false beginners and intermediate level learners. The questionnaire they were asked to fill in consisted of twelve questions asking the learners to admit to the teaching methods they dislike in learning German or would like to eliminate from the process in general. First of all they expect their learning to be an almost stress-free activity. In order to achieve that, as much as possible should be learnt in the classroom because they have difficulties reconciling home study with other duties. In the textbooks they need some instruction and equivalents in their native language to feel secure. Roleplays and listening to native speakers talking rapidly stresses them most. On the contrary, videotapes make them relaxed. Certainly there are some other things adult learners might dislike and it is very useful for the teacher to ask them about these things. The more you know about learners’ likes and dislikes, the more fulfilling and successful the process of acquiring foreign language skills will be.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Foreign language instruction, german"

1

Kraemer, Angelika Natascha. "Engaging the foreign language learner using hybrid instruction to bridge the language-literature gap /." Diss., Connect to online resource - MSU authorized users, 2008.

Find full text
Abstract:
Thesis (Ph.D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian, and African Languages, 2008.
Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 253-272). Also issued in print.
APA, Harvard, Vancouver, ISO, and other styles
2

Johannes, Elisabeth. "DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/741.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Strack, Uwe-Michael Peter Bernhard. "Didactization of a youth novel as CALL material for advanced Grade 11-12 learners of German as a foreign language /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1226.

Full text
Abstract:
Thesis (MPhil)--University of Stellenbosch, 2006.
CD-ROM inside back cover. Title of CD-ROM: Ausländerfeindlichkeit in Deutschland : ein interaktives Leseprogramm für den fortgeschrittenen DAF-Unterricht. On title page: Master of Philosophy (Hypermedia for Language Learning). Bibliography. Also available via the Internet.
APA, Harvard, Vancouver, ISO, and other styles
4

Van, Orden Stephen. "Integrating Digital Technologies in the German Language Classroom: A Critical Study of the Technology-Integration Experiences of Three Secondary German Teachers." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/796.

Full text
Abstract:
German language teachers are gaining increased access to smart classrooms and digital technologies that offer teachers and students greater access to authentic cultural and language materials and enable more student target language communication. Teaching with technology changes the teaching and learning environment in many ways. Little is known about how integrating technology into the daily German-language-teaching curriculum changes the implicit power structures embedded in all classroom interactions. Because of the central, decision-making role of the teacher, this study uses a critical theory of technology lens to examine the daily technology integration experiences of three secondary German language teachers. This study employed a holistic, multiple case study design with a mixed purposive sampling strategy. One classroom observation and two interviews were conducted with each informant. The three secondary German language teachers' descriptions of their decision-making process as they integrate digital technologies into their daily curriculum provide a deeper, more contextualized understanding of their perceptions of their technology integrations. The interpretation of the interview data produced several conclusions. First, digital technology integration is a process that happens over time for the three informants. Second, the informants' decisions about their classroom technology integrations are influenced by their second language acquisition (SLA) beliefs. Third, the informants' classroom technology integrations are influenced by the implicit power relations embedded in the normalized classroom discourse. Fourth, the informants' perception of their own identity and their students' identities influences their classroom technology integrations.
APA, Harvard, Vancouver, ISO, and other styles
5

Burghardt, Josef. "Database system for teaching German." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834506.

Full text
Abstract:
It is not revolutionary to say that repetition and practical experience is a very important aspect in learning about and understanding a topic. This is especially true for languages, particularly from the point of view of vocabulary.Like in many other processes that deal with gaining knowledge, studying foreign words involves a lot of side work: For instance the selection of words, or their presentation for the actual training.The purpose of this thesis is to automate the study of vocabulary. To do so, an intelligent software package was developed. Divided into three parts the project takes into account the aspects from the language point of view, from the studying point of view, and from the computer science point of view.The fundamental idea to accomplish the goal is a relational database system. It is utilized by software programs that solve their tasks in respect to data management, data manipulation, storage and retrieval, in an efficient way.The system is developed for English speaking persons studying German as a foreign language. And with every language having its own nature, it naturally influences all levels and aspects of design and utilization of the database.l:
Department of Computer Science
APA, Harvard, Vancouver, ISO, and other styles
6

Ostertag, Veronica Susanne. "An Investigation Of The Value Of Fictional Texts As A Tool For Enriching German Language And Culture Learning: A Kaleidoscopic View Of Outcomes And Possibilities." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194252.

Full text
Abstract:
Given current changes and trends in foreign language (FL) education (National Standards, waning interest in FL study), educators need to develop intellectually stimulating tasks to encourage personal, inter-/intrapersonal and cultural growth. Although many researchers postulate that fictional texts are a superior means to accomplish this goal (Swaffar, 1992; Shanahan, 1997; Einbeck, 2002), only few have experimented with using them as a basis for culture learning (Scott and Huntington, 2002) or measured their overall efficacy for FL learning. This study investigated the effectiveness of fictional media in the German intermediate FL classroom using a multi-faceted research design incorporating different data sets (questionnaires, student journals, and CMC chats), which underwent quantitative and/or qualitative analyses.The pre-posttest format for of three questionnaires assessed changes in learners' responses to FL attitude and motivation for study, course interest, the National Standards, perceptions about the intellectual content of fictional media, motivation, and enjoyment. Results showed that literature provides educational value beyond the level of language acquisition and encourages a multitude of learning dimensions.Students' CMC journals written about fictional media were analyzed using the Linguistic Inquiry and Word Count (Pennebaker, Francis, & Booth, 2001) to ascertain changes of word usage in certain categories over the duration of the semester. A qualitative analysis using Grounded Theory (Glaser & Strauss, 1967; Glaser 1992 & 1998) showed emergent changes and themes relevant for culture and language learning. In addition to the journals, learners' CMC chats were also analyzed qualitatively to investigate the social nature of L2 language use and its pedagogical implications (Vygotsky, 1986). Shifts in categories and the emergence of themes were attributed to the effect of Text content/Genre rather than Time, and learners' chat did not evidence co-constructivist/dialogic learning as first postulated.
APA, Harvard, Vancouver, ISO, and other styles
7

Caplan, Elizabeth A. "The Effects Of Animated Textual Instruction On Learners' Written Production Of German Modal Verb Sentences." Scholar Commons, 2002. http://purl.fcla.edu/fcla/etd/SFE0000042.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Strauss, Trudie. "Moodle and blended learning in teaching German for beginners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96947.

Full text
Abstract:
Thesis (MA)--Stellenbosch University, 2015
ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that the best way to improve teaching is the implementation of technology, by means of a Blended Learning approach. However, little thought is given to the practical considerations of this statement. Reflection on whether the Blended Learning approach can be implemented in the already established teaching practice or whether this necessitates a complete change in teaching methods rarely happens. This study aims to determine whether the incorporation of certain aspects of Blended Learning into an already existing teaching methodology results in a significant change in learners’ German performance. Grade 8 beginner German learners took part in this study during the third term of 2014. Two groups were identified: an experimental group and a control group. The experimental group did all homework assignments on the available online learning platform, Moodle, while the control group did homework assignments in the conventional way – on paper. At the end of the third term, learners’ examination results were compared to the results of the examination of the second term. The changes in the results of the two groups were compared to determine whether one group manifested a significantly greater change in results than the other. The outcome of the study is that incorporating only elements of a Blended Learning approach into an already existing teaching system, while keeping the methods of instruction constant and only changing the medium of homework delivery, does not have a significant influence on learners’ performance in German.
AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming beskikbaar nie.
rs201508
APA, Harvard, Vancouver, ISO, and other styles
9

Stander, Alison Gretchen. "An investigation into the validity of mobile technologies as a support structure for first year students studying German as a foreign language in a South African context." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6543.

Full text
Abstract:
Thesis (MPhil (Modern Foreign Languages. Hypermedia for Language Learning))--University of Stellenbosch, 2011
ENGLISH ABSTRACT: The high penetration rate of mobile devices all over the world, and especially in South Africa, has significantly increased the relevance of Mobile Assisted Language Learning (MALL). The objective of this study is to ascertain the viability of incorporating MALL technology to enhance the language learning experience of South African university students who are studying a foreign language. The students enrolled for the beginners’ German course at Stellenbosch University served as participants in this study, and surveys and interviews were used to establish their exposure to mobile devices, as well as their experiences in relation to the incorporation of Short Messages Service (SMS) into their German course. The results indicate that although the vast majority of students are mobile device owners, only a few students will embrace the idea of using these devices to improve their language skills without any incentive. Without constant motivation and encouragement to use mobile technologies, and the willingness from everybody involved in both teaching and learning a foreign language, mobile technology as a support structure cannot be implemented successfully.
AFRIKAANSE OPSOMMING: Weens die hoë indringingsaanslag van mobiele toestelle regoor die wêreld, en so ook in Suid-Afrika, het die relevansie van Mobiele Ondersteuning vir Taal Onderrig (MOTO) aansienlik verhoog. Die uitkoms van die studie is om te bepaal wat die lewensvatbaarheid is, van die inkorporering van MOTO tegnologie om die taal aanleer ervaring van Suid-Afrikaanse studente wat `n vreemde taal aanleer te verhoog. Die studente wie geregistreer was vir die Duits beginners klas by die universiteit van Stellenbosch, het gedien as deelnemers aan die study. Opnames en onderhoude was gebruik om die studente se blootstelling ten opsigte van mobiele toestelle vas te stel, so ook hul ervaring van die inkorporering van kortboodskapdienste (SMSe) in die Duitse module. Die resultate toon dat alhoewel die meeste studente eienaars is van een of ander mobiele toestel, dat daar slegs `n paar studente is wat die konsep van die gebruik van hierdie toerusting vir die verbetering van taal vermoë, sonder enige insentief, aangryp. Sonder konstante motivering en aanmoediging om mobiele toestelle te gebruik, en die bereidheid van almal wie betrokke is in beide die leer en die onderrig van ’n vreemde taal, sal die implementering van mobiele tegnologie as ’n ondersteuningsmiddel nie suksesvol geskied nie.
APA, Harvard, Vancouver, ISO, and other styles
10

Richardson, Diane Fern, and Diane Fern Richardson. "Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621855.

Full text
Abstract:
One of the major challenges that persists in postsecondary foreign language (FL) education in the US today is how to implement a more integrated approach to language and literature instruction, that is, one that fosters critical awareness on multiple levels and prepares learners to be globally-connected and engaged citizens (MLA, 2007; Swaffar & Urlaub, 2014). Major contributions for achieving these goals have come from an array of pedagogical approaches that share in common their focus on language as a resource for making socially and symbolically rich meanings that do more than convey facts or express objectives. These include those designated as multiliteracies and genre-based approaches, as well as those that promote intercultural, symbolic and literary competencies as integral to the language learning experience. All of these frameworks acknowledge to some extent the fact that ambiguity-understood here as the multiplicity, indeterminacy, or destabilization of meaning-characterizes language itself and thus also our day-to-day and global communication, as well as the experience and process of FL learning. This dissertation, based on a qualitative classroom-based research study, considers how ambiguity can more be comprehensively integrated into FL learning and in particular into text-oriented teaching practices. The approach taken was a pedagogy that embraces ambiguity by providing learners and educators with strategies for navigating the moments of indeterminacy, uncertainty, and doubt that they will inevitably encounter in and out of the FL classroom. The study, set in an intermediate German language and culture course at a large public university, investigates 1) how to incorporate and assess moments of ambiguity more comprehensively across the curriculum and 2) how learners responded to various encounters with ambiguity, including ambiguity of genre, perspective, and silence. Data analysis revealed that purposeful integration of induced ambiguity can facilitate more comfort with those three dimensions and that it complements the principles of a multiliteracies-based FL pedagogy.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Foreign language instruction, german"

1

Rach, Ruth. Breakthrough German: The complete introductory course for reading, speaking and understanding German. London: Macmillan, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Basic German. New York: McGraw-Hill, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Basic German. Lincolnwood, Ill., U.S.A: NTC Pub. Group, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Webster's new world 575+ German verbs. Hoboken, NJ: Wiley, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Swick, Edward. Webster's New World 575+ German Verbs. New York: John Wiley & Sons, Ltd., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Swick, Ed. German Vocabulary. New York: McGraw-Hill, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Swick, Ed. German Vocabulary. New York: McGraw-Hill, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

German grammar. Chicago, Ill: McGraw-Hill, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Paxton, Norman. German grammar. Lincolnwood, IL: NTC Publishing Group, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

German verbs. Lincolnwood, Ill: NTC Pub. Group, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Foreign language instruction, german"

1

Blackshire-Belay, Carol A. "Foreign Workers’ German." In Creole Language Library, 431. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/cll.11.43bla.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Stoller, Fredricka L., and Shannon Fitzsimmons-Doolan. "Content-Based Instruction." In Second and Foreign Language Education, 71–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Stoller, Fredricka L., and Shannon Fitzsimmons-Doolan. "Content-Based Instruction." In Second and Foreign Language Education, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_7-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Brandl, Klaus. "Task-Based Instruction and Teacher Training." In Second and Foreign Language Education, 425–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Brandl, Klaus. "Task-Based Instruction and Teacher Training." In Second and Foreign Language Education, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_34-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lambert, Richard D. "The Winds of Change in Foreign Language Instruction." In Language Policy and Pedagogy, 81. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/z.96.05lam.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rousse-Malpat, Audrey, and Marjolijn Verspoor. "Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective." In Language Learning & Language Teaching, 55–73. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/lllt.49.03rou.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Díaz Cintas, Jorge, and Marco Fernández Cruz. "Using subtitled video materials for foreign language instruction." In The Didactics of Audiovisual Translation, 201–14. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.77.20dia.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kempen, Gerard. "Language Technology and Language Instruction: Computational Diagnosis of Word Level Errors." In Intelligent Tutoring Systems for Foreign Language Learning, 191–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77202-3_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jahn, Egbert. "Denglish Instead of German? The Changing Use of Language in Germany." In German Domestic and Foreign Policy, 123–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-47929-2_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Foreign language instruction, german"

1

Simonova, Ivana. "Learning styles in foreign language instruction." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059656.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zhang, Chunying, and Weihong Zhang. "Human-Computer Interaction-Based Foreign Language Instruction." In International Conference on Logistics Engineering, Management and Computer Science (LEMCS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/lemcs-15.2015.68.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Santoso, Iman, Syihabuddin Syihabuddin, Aminudin Azis, and Iwa Lukmana. "Turn-Taking in German as Foreign Language Classroom." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007173306890694.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hubackova, Sarka. "GERMAN AS A FOREIGN LANGUAGE IN PRIMARY SCHOOL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2023.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mullerova, Marie. "German As A Second Foreign Language At Czech Schools." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.57.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Simonova, Ivana, and Petra Poulova. "Students' learning preferences in foreign language instruction: Comparative research." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201040.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dianing Kartika, Ajeng, Yunanfathur Rahman, and Dwi Imroatu Julaikah. "Fostering Critical Thinking Skills in German as Foreign Language Classroom." In International Conference on Education, Social Sciences and Humanities. Jakarta: RedWhite Press, 2019. http://dx.doi.org/10.32698/hum0210.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Simonova, Ivana. "Learning styles in foreign language instruction two-year comparative study." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644566.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bobyreva, Natalia, Nadezhda Pomortseva, and Farida Shigapova. "NURTURING STUDENTS’ CREATIVITY IN FOREIGN LANGUAGE INSTRUCTION IN LINGUISTICS MAJOR." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0385.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kravets, Tatiana V. "ORGANIZING OLYMPIADS IN GERMAN AS A FOREIGN LANGUAGE (FROM WORK EXPERIENCE)." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.13.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Foreign language instruction, german"

1

Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2310.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Foreign language instruction, german' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography