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

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Albrecht, Sandra. "Der plurizentrische Ansatz in DaF-Kursen." Brünner Beiträge zur Germanistik und Nordistik, no. 1 (2023): 17–28. http://dx.doi.org/10.5817/bbgn2023-1-2.

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This article provides an overview of the theoretical foundations of German as a pluricentric language and its current use in German as a foreign language (DaF) instruction4. The article also examines the results of the author's master's thesis at the University of Fribourg (Switzerland) in 2017 on the implementation of pluricentricity in DaF instruction. Furthermore, the article discusses the potential applications of pluricentricity in German language instruction and its benefits. Overall, the article highlights the importance of incorporating pluricentricity into German language instruction

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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 (2003): 285–314. http://dx.doi.org/10.1191/1362168803lr128oa.

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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 clas

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

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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 in

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Lück, Kerstin. "Web-based Foreign Language Reading." CALICO Journal 25, no. 2 (2013): 305–25. http://dx.doi.org/10.1558/cj.v25i2.305-325.

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This study aimed to investigate whether pedagogically guided web-based reading can improve skimming and scanning significantly (i.e., increased productive outcomes) and whether it can enhance student participation and motivation (i.e., increased affective outcomes). Forty-six students enrolled in two German 3 classes at the high school level were selected. The participants read texts about German culture and politics. Qualitative and quantitative findings indicated that the students in the treatment group (Group A) increased their skimming and scanning performance significantly compared to the

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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 (2021): 93. http://dx.doi.org/10.5539/ies.v14n4p93.

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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, Tha

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Sutherland, Richard. "Inexpensive Use of the Videodisc for Proficiency: An Attempt to Link Technology and Teachers." CALICO Journal 4, no. 1 (2013): 67–80. http://dx.doi.org/10.1558/cj.v4i1.67-80.

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This article illustrates an inexpensive use of videodisc technology in the foreign language classroom for proficiency and provides information on foreign language discs. It gives directions for combining disc materials with a given text to produce a proficiency-oriented syllabus. It also shows a simple technique for individualizing videodisc instruction. It concludes with case studies of students who learned German via individualized instruction mediated by videodisc materials.

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

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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 combinat

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Idrizi, Faik, and Arbër Çeliku. "The verbs with the prefix ver- in German and the possibilities of their textual realisation in Albanian and English language." South Florida Journal of Development 5, no. 7 (2024): e4122. http://dx.doi.org/10.46932/sfjdv5n7-020.

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The word formation of the verb in German is very productive compared to the other world languages. This linguistic phenomenon can be very misleading, especially when learning German. So, the main purpose of this article is to recognize how the word formation process in German is manifold and how to deal with the German verbs, especially with the verbs with prefix ver- and their concrete textual realization in Albanian and English. This work does not serve as an instruction on how to form new German verbs can be formed, but primarily discusses the process of semantics from which can be used as

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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 (2016): 153–70. http://dx.doi.org/10.1515/gcla-2016-0011.

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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 langua

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Grasz, Sabine. "Inter-Generational Language Socialization Practices of German-Speaking Migrants in the North of Finland." Languages 10, no. 5 (2025): 94. https://doi.org/10.3390/languages10050094.

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This paper presents findings from an interview study of practices of home language socialization and maintenance of German among German-speaking migrants in northern Finland. The focus of the analysis was on the importance of the minority language German in families, the role of the regional varieties of German, different ways of socializing children with German, and informal and formal means of German language development and instruction reported by nine German-speaking parents and two bilingual teenagers in semi-structured interviews. Thematic analyses of the data showed that there are diffe

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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 (2019): 31–50. http://dx.doi.org/10.1515/gcla-2019-0003.

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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

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Berthelé, Raphael, Peter Lenz, and Elisabeth Peyer. "Predicting foreign language skills based on first languages: The role of lexical distance and relative morphological complexity." Poznan Studies in Contemporary Linguistics 58, no. 3 (2022): 419–48. http://dx.doi.org/10.1515/psicl-2022-0020.

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Abstract Research on adult second language learning shows the importance of the linguistic proximity of acquired languages to the target language as a predictor of learning. Not much research has been done on the impact of linguistic distance in foreign language learning settings. We analysed the speaking, writing, listening, and reading skills of multilingual 14-year-old French learners (N = 409) in a German-speaking context who indicated at least one language other than German as (a) L 1. Using mixed-effect models, we tested associations between linguistic contrasts between French and the in

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Sanjar, Kurbanov Saliyevich. "THE INFLUENCE OF L1 (GERMAN) IN LEARNING ENGLISH LANGUAGE." International Journal of Education, Social Science & Humanities. FARS Publishers 11, no. 3 (2023): 220–25. https://doi.org/10.5281/zenodo.7722365.

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Interference happens frequently in foreign language education, and the teacher should be directed by the actualization regularities of linguistic systems in the minds of the students. Overcoming the interfering influence of the native language requires a thorough understanding of all native and learnt language aspects in comparison plan. The article discusses the role and significance of first   (whose major language is German) language interference in foreign (English) language instruction. It covers the many varieties of interference from a linguistic and didactic standpoint. The a

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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 (2019): 1. http://dx.doi.org/10.5296/ijld.v9i4.15724.

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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 Gr

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

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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 als

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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 (2021): 405–11. http://dx.doi.org/10.24115/s2446-622020217extra-d1121p.405-411.

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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 r

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Ruplin, Ferdinand, and John Russell. "On Generating a German Lexicon." CALICO Journal 5, no. 4 (2013): 51–62. http://dx.doi.org/10.1558/cj.v5i4.51-62.

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Building on a method of compressing lexical information, the authors have defined a set of algorithms providing the minimum amount of information necessary to generate all forms in the German lexicon and to detect spelling errors. Master stems were marked for part of speech and desinences with a view also to making possible inference drills for use in foreign language instruction.

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Abbasova, Kovser. "Leveraging German Pop Culture for Language Acquisition: A Media-Based Approach to Teaching German as a Foreign Language." EuroGlobal Journal of Linguistics and Language Education 1, no. 1 (2024): 46–53. http://dx.doi.org/10.69760/w26m4q62.

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This study explores the integration of German pop culture, including music, television, and social media, into language acquisition to enhance engagement and linguistic proficiency among learners of German as a foreign language. The research involved a diverse group of intermediate to advanced learners and utilized a range of pop culture materials, such as the TV series Dark, music by Rammstein, and content from German social media influencers. Data collection included pre- and post-lesson tests, student feedback, and observational notes. The results indicated a significant increase in student

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Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Studies in Humanities and Education 3, no. 1 (2022): 24–47. http://dx.doi.org/10.48185/she.v3i1.452.

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The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western monolingual LIEPs and have given prevalence to ex-colonial languages as official languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, adding more foreign languages (G

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20

Mazurin, Alexander Sergeevich. "Selection of authentic song material and digital educational resources for teaching German as a second foreign language to pedagogical students in the context of a sociocultural approach." Pedagogy. Theory & Practice 10, no. 5 (2025): 679–85. https://doi.org/10.30853/ped20250081.

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The research aims to justify the expediency of developing criteria for selecting authentic song material and digital educational resources (DERs) for teaching German as a second foreign language to pedagogical students within the context of a sociocultural approach. The article examines the theoretical foundations of the sociocultural approach, reveals the concepts of "authentic learning material" and "DERs", defines their key characteristics, and justifies the necessity of their application within the context of the sociocultural approach. The developed criteria for selecting authentic song m

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Gapon, Valentyna, Liudmyla Chymbay, and Larysa Popkova. "THE STATE OF FOREIGN LANGUAGE LEARNING IN GENERAL SECONDARY EDUCATION INSTITUTIONS IN THE CONTEXT OF UKRAINE'S INTEGRATION INTO THE EUROPEAN EDUCATION AREA." Educational Analytics of Ukraine, no. 2 (2024): 45–64. http://dx.doi.org/10.32987/2617-8532-2024-2-45-64.

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This article presents the findings of a study on the current state of foreign language learning and teaching in the languages spoken by national minorities and indigenous peoples in general secondary education institutions (GSEIs). The authors conducted an analysis of scholarly sources and contemporary legislative acts related to these topics. It is determined that promoting foreign language acquisition is crucial for developing individuals capable of intercultural communication, which is increasingly important in the context of European integration and globalisation. Based on statistical info

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DIMOVA, SLOBODANKA. "Teaching and learning English in Macedonia." English Today 19, no. 4 (2003): 16–22. http://dx.doi.org/10.1017/s0266078403004036.

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An investigation into the current status of English teaching and learning in Macedonia. The focus of this study will be on the spread of English there, within the domain of foreign language education, and it is guided by the following research questions: What is the most dominant foreign language taught and learned in R. Macedonia?How is English teaching implemented in the Macedonian educational system?What are some of the current resources for the teaching and learning of English?In the article, I discuss the implementation of English in the public and private schools and universities, alongs

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Chen, Yu, Chuchu Chen, and Siqi Liu. "Foreign language enjoyment and foreign language classroom anxiety among Chinese learners of German." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. VIII (November 15, 2023): 115–31. http://dx.doi.org/10.30827/portalin.viviii.29242.

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This study examines both the foreign language enjoyment (FLE) and the foreign language classroom anxiety (FLCA) of 201 Chinese university students of non-German majors who were learning the German language. A questionnaire based on the FLE scale and the FLCA scale was employed to examine the participants’ classroom emotions as well as other learner- and teacher-related variables. Participants reported a higher level of FLE than FLCA, with these two emotions being negatively correlated. Also, regression analysis showed that FLE can be strongly predicted by teacher-related variables, while FLCA

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Gradel, Valentina. "The acquisition of the German case system by foreign language learners through computer animations based on cognitive linguistics." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (2016): 113–34. http://dx.doi.org/10.1515/gcla-2016-0009.

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Abstract In the area of teaching German as a foreign language, the major difficulty for learners is to master German cases. With this in mind, Wegener (1995) therefore proposed starting by conveying those syntactic and semantic roles of the case which occur most frequently, i.e., the so-called prototypical functions. Furthermore, Scheller’s (2008) study has shown that animations based on cognitive linguistic theories enhance grammar instruction, although a verification of such an effect for conveying cases is not yet available. The present study therefore examines the question whether an appro

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

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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

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Vasylchenko, Olena, and Tetyana Verbytska. "PECULIARITIES OF PERCEPTUAL-ARTICULATORY LANGUAGE ACQUISITION IN THE CONTEXT OF GERMAN AS A LANGUAGE OF INSTRUCTION IN AUSTRIA." Writings in Romance-Germanic Philology, no. 2(53) (December 17, 2024): 52–65. https://doi.org/10.18524/2307-4604.2024.2(53).323938.

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This article is devoted to the peculiarities of the acquisition of phonetic skills by learners of German as a language of instruction in Austria. The focus of the study is on students whose first language is Ukrainian who came to Vienna in 2022 and had to integrate into the Austrian school system. When addressing the acquisition of German as a language of instruction, special attention is paid to the linguistic situation in Austria, which is strongly influenced by dialect-standard continuum processes. In this context, we first look at the terminology, clarifying the difference between learning

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Kucharová, Jana, Ingrid Kunovská, Eva Stradiotová, and Radoslav Štefančík. "Developing Listening Comprehension Through Podcasts in Foreign Language Learning." Филолог – часопис за језик књижевност и културу 15, no. 30 (2024): 163–83. https://doi.org/10.21618/fil2430163k.

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This paper aims to present one of the possibilities of developing listening comprehension with the help of modern media – the podcast – in the process of teaching and acquiring a foreign language. Two main scientific methods were used: experiment and questionnaire. The experiment aimed to prove that using podcasts in teaching the German language positively affected students’ listening skills. We used the questionnaire to collect data about the opinions, experiences, and attitudes of students from the experimental group about using podcasts in the educational process. The target group consisted

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Kopečková, Romana, Christine Dimroth, and Ulrike Gut. "Children’s and adults’ initial phonological acquisition of a foreign language." Journal of Second Language Pronunciation 5, no. 3 (2019): 374–401. http://dx.doi.org/10.1075/jslp.18033.kop.

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Abstract This study compared children’s and adults’ L2 perception and production in the first hours of exposure to a foreign language. A total of 10 German children and 19 German adults performed a phoneme discrimination task and a sentence imitation task in Polish at two testing times. Exposed to a comparable input, the adult learners were found to perceive Polish sibilant contrasts more accurately than their child counterparts and to maintain this advantage over a two-week-long instruction. However, the two groups did not differ in their developing ability to produce the tested sibilants. A

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Paustovska, Marianna, Valentyna Hutnyk, Sorina Solomko, Iryna Trutsunenko, and Elvira Bondarenko. "Integrated development of german-speaking socio-cultural competence through the formation of linguistic competence in reading." Eduweb 17, no. 3 (2023): 202–12. http://dx.doi.org/10.46502/issn.1856-7576/2023.17.03.17.

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This article aims to analyze the problem of forming students' socio-cultural competence in the process of learning German as a foreign language in a specialized higher language educational institution. The study adopts a qualitative research approach, utilizing an analysis of literature and educational practices in specialized language institutions. The focus is on the sociocultural component of communicative competence and its relevance in foreign language learning. The analysis highlights that sociocultural competence is a crucial functional aspect of language communication, encompassing kno

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Polyanskaya, Lyudmila Andreevna. "The linguodidactic potential of German proverbs and sayings in primary and secondary education." Pedagogy. Theory & Practice 10, no. 3 (2025): 249–57. https://doi.org/10.30853/ped20250031.

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This study seeks to identify the linguodidactic potential of German proverbs and sayings for their effective integration into German language instruction for schoolchildren. The application of proverbs and sayings within foreign language pedagogy not only augments students' lexical resources but also enhances their understanding of the target culture's mentality and national character, while concurrently fostering memory skills and the capacity to appreciate and respect cultural diversity. Their conciseness, rhythmic structure, and balanced form render proverbs and sayings a valuable tool for

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House, Juliane. "Developing Pragmatic Fluency in English as a Foreign Language: Routines and Metapragmatic Awareness." Studies in Second Language Acquisition 18, no. 2 (1996): 225–52. http://dx.doi.org/10.1017/s0272263100014893.

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This study explores whether pragmatic fluency can best be acquired in the classroom by provision of input and opportunity for communicative practice alone, or whether learners profit more when additional explicit instruction in the use of conversational routines is provided. It is hypothesized that such instruction raises learners' awareness of the functions and contextual distributions of routines, enabling them to become more pragmatically fluent.Two versions of a communication course taught to advanced German learners of English for 14 weeks are examined, one version providing explicit meta

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Zhapsarbay, Aiym. "Formation of ethnocultural competence of foreign language student." ОҚМПУ ХАБАРШЫСЫ – ВЕСТНИК ЮКГПУ 27, no. 1 (2021): 5–15. http://dx.doi.org/10.47751/skspu-1937-0022.

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The author of the article examines the formation of ethnocultural competence of students in schools with a non-Kazakh language of instruction. Explains the concept of culture and analyzes the typology of Connes culture. Reveals the meaning of the concept of "ethnoculture", defines its role in the development and upbringing of a child. Ethnoculture is culture, traditions, national characteristics of a certain people. It symbolizes vitality, honor, heights, achievements, consciousness and history of the nation. The article discusses the main tasks of ethnocultural education and some effective wa

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Kuntz, Patricia. "Beliefs about Language Learning: Students and Their Teachers at Arabic Programs Abroad." African Issues 28, no. 1-2 (2000): 69–76. http://dx.doi.org/10.1017/s1548450500006892.

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The U.S. public holds certain beliefs to be self-evident about language learning: To learn a foreign language, one must study abroad. Since World War I and especially after World War II, students of French, German, or Spanish have enrolled in junior year, semester, or summer language programs in Europe. Educators have suggested that by studying the targeted language in an immersion setting, U.S. students gain a higher proficiency than students might acquire with only stateside instruction.

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Shermuxamatova, Dilnoza, and Sohiba Zokirova. "Cultivating Grammatical Proficiency: An Inquiry into Efficacious Learning Strategies for Foreign Language Learners of German." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 456–59. https://doi.org/10.5281/zenodo.15383234.

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This article explores the most effective methods for learning German grammar based on the results of a student-conducted survey. The data shows that classroom learning is the most preferred method, followed by language learning apps and online lessons. Self-study and speaking with native speakers were less popular. The article discusses possible reasons behind these preferences and highlights the importance of combining traditional and modern learning tools. Overall, the findings provide useful insights for language learners and educators aiming to improve grammar instruction strategies.

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Sokoljuk, Maria A. "POLITENESS AS A BASIS OF COMMUNICATIVE BEHAVIOUR (based on German-Russian and Russian-German phrasebooks of the 18th and 19th centuries)." German Philology at the St Petersburg State University 13 (2023): 294–314. http://dx.doi.org/10.21638/spbu33.2023.116.

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Phrasebook as a type of text, aimed at providing the basis of communication in the situation of lack of foreign language knowledge, offers a large number of politeness formulas for definite communicative situations. The article deals with the problem of language expression of politeness in bilingual phrasebooks. The aim of the study is to distinguish communicative behavior peculiarities of representatives of German and Russian cultures and to analyze stable language units, typical for Russian and German in the 18th–19th centuries. The peculiarities of the linguistic expression of politeness ar

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Yusuf, Robe’ah, Fatina Bakar, Masni Mansor, and Aida Husni Abdul Hamid. "THE USE OF T.CUEKARTE DURING FOREIGN LANGUAGE TEACHING AND LEARNING AMONG NON-NATIVE TEACHERS." International Journal of Modern Education 7, no. 24 (2025): 1115–24. https://doi.org/10.35631/ijmoe.724078.

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Foreign language teaching by non-native teachers often faces challenges such as lack of fluency and limited vocabulary. This study aims to evaluate the impact of using T. Cuekarte, an instructional aid in the form of flashcards equipped with Quick Response (QR) codes. The study involved twelve non-native teachers who teach German and Spanish in several Higher Education Institutions (HEIs) in Peninsular Malaysia. The researcher employed the Behaviorism Theory approach, emphasizing the importance of repetition and positive reinforcement. The respondents used T. Cuekarte for three months and prov

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P. Tasić, Ljiljana. "Machine Translation in German Language Teaching and Learning: A Survey of Use and Views Among University Students." Филолог – часопис за језик књижевност и културу 15, no. 30 (2024): 248–71. https://doi.org/10.21618/fil2430248t.

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The use of machine translation is becoming increasingly popular among language learners. Artificial intelligence tools, such as the online service Google Tranlate and the chatbot ChatGPT have the potencial to transform language teaching and learning. This paper examines how students use machine translation and their attitudes towards the application of these tools in the teaching and learning of German language. The participants of this study were students from the Faculty of Philosophy in Niš who are learning German as a foreign language at levels A2.1 and B1.1. The objectives of this researc

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Roche, Jörg, and Ferran Suñer. "Metaphors and grammar teaching." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (2016): 89–112. http://dx.doi.org/10.1515/gcla-2016-0008.

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Abstract Despite the need for transparency and efficiency in explaining grammatical features to learners of a foreign language only very few systematic attempts have been undertaken to demonstrate the pedagogical added value of concept-based approaches to grammar instruction. The purpose of the paper is (1) to discuss the theoretical underpinnings of such an approach, to (2) present relevant theories of multimedia learning and (3) to summarize some empirical evidence on the efficiency of such an approach to language teaching and learning. The concept-based animated grammar, developed for Germa

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Steinlen, Anja, and Thorsten Piske. "Primary school students’ German and English competences in a bilingual programme before and after the COVID-19 pandemic." Neofilolog, no. 64/1 (March 31, 2025): 11–26. https://doi.org/10.14746/n.2025.64.1.2.

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This study examines the impact of the COVID-19 pandemic on language development within a bilingual programme with 50% instruction in the foreign language, English. It compares German and English test scores obtained by 184 students before, to those obtained by 71 students after the pandemic, controlling for cognitive ability and maternal education. English proficiency was measured in reading, writing, receptive vocabulary and receptive grammar. German proficiency was assessed through standardized tests for reading and spelling. While results indicated no significant differences in English read

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Seddiki, Aoussine. "Das Hör- und Aussprachetraining in einer mehrsprachigen Umgebung: Die Ausspracheschulung in Algerien als Beispiel." Traduction et Langues 15, no. 1 (2016): 234–39. http://dx.doi.org/10.52919/translang.v15i1.731.

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Listening and Pronunciation Instruction in a Multilingual Context: Pronunciation training in Algeria as a case study Training related to pronunciation in a multilingual environment is increasingly important and remains topical. Social developments and resulting changes make the main reason. In this article, multilingualism and training in the field of pronunciation are the main avenues of exploration. I consider it important to emphasize the impact of phonetic training on multilingualism characterizing Algerians who learn Deutsch as a foreign language. This analysis also attempts to deal

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Süer, Sedef, and Arzu Karagül. "Innovative Teacher: From the Perspectives of Pre-Service Foreign Language Teachers." International Journal of Psychology and Educational Studies 10, no. 2 (2023): 360–78. http://dx.doi.org/10.52380/ijpes.2023.10.2.1021.

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The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the anal

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Schipolowski, Stefan, Aileen Edele, Nicole Mahler, and Petra Stanat. "Mathematics and science proficiency of young refugees in secondary schools in Germany." Journal for Educational Research Online 2021, no. 1 (2021): 78–104. http://dx.doi.org/10.31244/jero.2021.01.03.

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Reliable information on the integration of refugee students in the German educational system is scarce. In this paper, we examine refugee students’ proficiency in mathematics, biology, chemistry, and physics in comparison to other students with and without an immigrant background, including non-refugee foreign-born students. We analyzed test data from 44,882 ninth-grade students, including 939 refugees, who participated in a national educational monitoring study in Germany (IQB Trends in Student Achievement 2018). In a series of regression models, we estimated the extent to which differences i

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Julaikah, Dwi Imroatu, Ali Mustofa, Audrey Titaley, Rusmiyati, Agus Ridwan, and Soflies Marry E. Bingku. "IMPLEMENTATION OF BINNENDIFFERENZIERUNG IN WRITING FOR GERMAN LEARNERS AS DAF." Paramasastra 12, no. 1 (2025): 137–50. https://doi.org/10.26740/paramasastra.v12n1.p137-150.

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German is widely taught as a foreign language (DaF; Deutsch als Fremdsprache) in Indonesia. However, observations during German language instruction at Universitas Negeri Surabaya (UNESA) have revealed that writing skills pose a significant challenge for many learners. Preliminary observations suggest that diverse language proficiency levels is a primary contributing factor to this challenge. Notably, a substantial portion of German Education students at UNESA did not have prior German language course’s exposure in high school. In light of these observations, the present study underscores the

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Hazem, Lynda Ben. "How does The Chinese Language Program at Carthage University’s Higher Language Institute of Tunis in Tunisia use the 5C Method to Provide a Multi-Faceted Chinese Language Education for Tunisian Students?" Mandarinable: Journal of Chinese Studies 4, no. 1 (2025): 66–76. https://doi.org/10.20961/mandarinable.v4i1.1744.

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To create standards for foreign language instruction in grades K–12, a coalition of four national language organizations—the Council on Foreign Language Teaching in the United States, the Association of French Teachers in the United States, the Association of German Teachers in the United States, and the Association of Spanish and Portuguese Teachers in the United States—was granted funding in 1993. To define content standards for foreign language education, an eleven-member task force representing various languages, program models, levels of instruction, and geographic areas was assigned. The

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Fahmi, Sahal, and Ari Purnawan. "Language Teachers' Strategies for Enhancing Vocabulary Mastery: A Retrospective Study Using Blooket." Journal of Foreign Language Teaching and Learning 10, no. 1 (2025): 50–73. https://doi.org/10.18196/ftl.v10i1.25455.

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Background: Foreign language instruction in Indonesia remains teacher-centered with minimal technology use. Digital tools like Blooket now offer educators opportunities to boost student engagement and vocabulary acquisition through gamification. Objective: This study examines the impact of language teachers in improving students' vocabulary mastery through Blooket. Methods: A retrospective qualitative approach was employed, focusing on 15 language teachers at SMA Negeri 1 Imogiri. The research highlights the effectiveness of gamification strategies in vocabulary instruction. The researcher emp

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Glaser, Karen. "News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence." Intercultural Pragmatics 13, no. 4 (2016): 529–61. http://dx.doi.org/10.1515/ip-2016-0023.

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Abstract While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicit-deductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifica

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B. Nijemčević Perović, Marija. "Collocations in Teaching German as a Foreign Language: Theoretical Framework and Learning Strategies." Филолог – часопис за језик књижевност и културу 15, no. 30 (2024): 231–47. https://doi.org/10.21618/fil2430231n.

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Collocations represent a segment of the lexicon that poses a significant challenge for all learners of a foreign language. However, this aspect does not receive attention in teaching practice proportional to its importance. The reasons for this vary, including teaching approaches, the quality of teaching materials, and the habit of teaching and learning words as isolated units rather than as lexical combinations. This paper aims to deepen the understanding of relevant theoretical discussions on the conceptual definition of collocations from the perspective of glottodidactics, their utility in

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Engelmayr-Hofmann, Katrin. "Hard to Assist? Hard to Resist? FONMT in Foreign Language Learning: Instructors’ Perspectives on Learners’ Rationale." CALICO Journal 42, no. 1 (2025): 25–46. https://doi.org/10.3138/calico-2024-1221.

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This study focused on instructors teaching German as a foreign language at two UK universities and examined their experiences with and attitudes toward free online neural machine translation (FONMT). In September 2022, eight semi-structured interviews were conducted to gather data. The results indicate a general openness toward FONMT, with instructors making varying assumptions regarding their learners’ reasons for utilizing FONMT. In addition, the instructors’ underlying conceptions of language learning in relation to FONMT became apparent and influenced their perspectives on assessment. The

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Tammenga-Helmantel, Marjon, Iryna Bazhutkina, Sharon Steringa, Ingrid Hummel, and Cor Suhre. "Comparing inductive and deductive grammatical instruction in teaching German as a foreign language in Dutch classrooms." System 63 (December 2016): 101–14. http://dx.doi.org/10.1016/j.system.2016.09.002.

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Leucht, Michael, Julia Prieβ-Buchheit, Hans Anand Pant, and Olaf Köller. "Sometimes less is more: educational effectiveness of English as a foreign language instruction in German classrooms." School Effectiveness and School Improvement 24, no. 4 (2013): 435–51. http://dx.doi.org/10.1080/09243453.2012.758640.

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