German Language Course Research Articles

Effective warm‐ups in the German‐language classroom: Form and function

AbstractThis 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.

“War is destructive, but it reconstructs anew…:” Refugee Education and State Consolidation in Imperial Austria during the First World War

Abstract This article explores aspects of the organization of refugee education in imperial Austria during the First World War. Authorities in charge of refugees’ control and their eventual assistance interpreted access to education in two ways. First, it was an avenue of relief through schooling, aimed to counter the effects of uprootedness and, thus, safeguard some continuity in refugee children’s lives. Second, it was a way to ensure the making of productive and loyal citizens. In this context, this article looks at various policies regarding organization of schooling for displaced children. Moreover, it analyzes the ways language entered the realm of the refugee-focused classroom. Officials used schooling in refugee students’ vernacular to relieve the effects of their displacement and to reinforce ethnonational classifications of imperial subjects. At the same time, education through refugee children’s growing exposure to German language courses became a measure of a gradual inculcation of an imperial consciousness. Furthermore, it was a civilizing dimension of displacement management and, in this way, it became an avenue to consolidate a war-feeble state.

A Lesson Design on the Subject of Climate Change as a Course Unit in Language Teaching

Aim. The purpose of this qualitative research is the preparation, implementation and evaluation of a present-related lesson focused on the selection of the subject of climate change for elective German courses taught in universities. For climate change, the issues of sustainability and peace are also important. It is important to address these issues in educational institutions. The dove of peace is an important figure. Methods. In this research the document analysis technique was used. The research on the subject of climate change, sustainability and peace in the context of relation to the present was taken up during the winter semester of 2022/2023 academic year in the elective German courses of the researcher at Hacettepe University. Results. The successful contribution of the lesson planning model already mentioned in this article was also observed in the teaching activities at primary and secondary schools conducted earlier. The participants discussed climate change, sustainability, and peace. Conclusion. It was observed that the participants voluntarily talked about climate change, sustainability, and peace. It is important to state that the interest of the participants in German courses continued. Originality. German language courses are offered as a foreign language learning practice and elective foreign language courses in schools, private institutions, and universities in Turkey. Participants from all the departments of the Hacettepe university voluntarily attended the elective German language classes. To conduct the German courses effectively, a suitable method should be developed to help the participants who come from different countries having various levels of fluent speech.

An analysis of reviews related to grammar teaching and learning in Die Unterrichtspraxis/Teaching German (2000–2023)

AbstractTeaching 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 Die Unterrichtspraxis/Teaching German between 2000 and 2023, discussing general trajectories and highlighting works that remain relevant today. The article contributes to the journal's special issue on Form 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.

The New ‘Back to Normal’: CEFR Online Interaction Activities and Strategies in German as a Second Language (GSL) Courses

During the two years of the pandemic, online interaction activities certainly aided communication between communities, families and students, and at work. After these two years, now – in 2023 – interaction activities seem to have returned to a level of normality, but what kind of normality are we referring to? This paper intends to explore online interaction activities and strategies at a time when online interaction is no longer necessary, due to extreme external conditions, but remains a sense-making practice in German as a Second Language (GSL) courses. This point of view is based on the author’s conviction that online interaction has become part of today’s real-life communication in our increasingly digital world, and that students of German language courses are supposed to engage in real-life tasks during the tutorials and beyond, such as online discussions about a specific topic with their peers. In this context ‘multi-modal learning’ is key for a successful (language) learning process with a view to achieving digital citizenship.

Using music reviews in the intermediate L2 German classroom: An exploratory lesson in genre‐based writing

AbstractThis article presents an exploratory genre‐based writing lesson conducted in a third‐year collegiate German language course. While genre‐based approaches to writing have gained recognition in second language (L2) contexts, little attention has been given to learner perceptions of genre‐based writing activities. Additionally, there is a lack of pedagogical strategies and materials for intermediate‐level German language classes. This article addresses these gaps by introducing a lesson on consumer music reviews designed following genre‐based pedagogical principles, the flipped classroom approach, and the use of language corpora. The lesson, consisting of two 75‐min class periods, aimed at familiarizing students with the structure and style of consumer music reviews, culminating in the writing of their own reviews. Using authentic texts and incorporating the Digitales Wörterbuch der deutschen Sprache corpus tool for vocabulary building, students engaged with contemporary German‐language music. Data from student surveys indicated positive perceptions of the lesson, particularly regarding vocabulary acquisition, lesson structure, and topic relevance. Students also found the corpus tool beneficial for contextual understanding and word usage. This exploratory lesson highlights the potential of genre‐based writing pedagogy, the flipped classroom model, and corpus tools for L2 writing development and contributes to the growing body of literature on genre‐based writing in L2 classrooms.

Social-Cultural Processes within Sumy Region during the Period of the German Occupation 1941-1943 (Based on the Materials of “Sumy Visnyk” Newspaper)

The objective of the article is to cover the social-cultural processes on the territory of Sumy region during the period of the German military occupation in 1941-1943. The majority of the research source base comprises publications in the local occupation newspaper “Sumy Visnyk” which was issued 1941 to 1943. Its articles give the opportunity to study thoroughly certain social-cultural processes in general and the development of the theatrical and educational spheres, functioning of a museum, a cinema, and libraries in particular. Also, it enables characterizing the everyday life of the population in the state of occupation. The authors have come to a conclusion that the occupational periodicals were aimed at creating a positive perception of the occupation authority by the local population, manipulating the masses to make further resistance impossible. The life of the population was quite hard and also limited in many aspects. It included a curfew, restrictions for trade and migration. The purpose of the social policy was the use of the workforce but the workers were obliged to have an employee registration card provided by the labour exchange. The newspaper articles pour the light on such phenomena of cultural life as cinema premiers, theatre performances and concerts which had an extensive repertoire. Radiobroadcasts turned into the main tool for informing the population and taking ideological control over it. The museum resumed its work, the exhibitions of different pieces of art (paintings, embroidery and woodcarving) were held quite often. The educational reform took the turn of Ukrainization. Some new vocational-technical colleges, schools and German language courses were opened. A certain liberalization of a spiritual life was initialized. Worship in the Orthodox churches was also resumed.

Moodle Platform in The Study of German as a Second Foreign Language

The article considers the methodological principles of the organization of blended learning in the study of German as a second foreign language at the Department of Applied Linguistics of the National University “Lviv Polytechnic”. The authors summarize the experience of domestic and foreign researchers on the implementation of blended learning and technology for distance learning in the virtual learning environment Moodle.It is noted that the German language courses developed and posted on the e-learning platform contribute to the formation of communicative competence, readiness to communicate in various spheres of public life. This exploration demonstrates the possibility of using the Moodle platform to develop a foreign language course by students, because there is the possibility of online presentation of educational material in a group, at the student’s workplace, as well as sufficient methodological assistance in the form of audio and video materials. Simultaneously with full-time learning, tests are used in a distance format, the learning process is the result of cooperation between teachers and students in the network by means of information technology such as video conferencing, chats, forums, e-mail. With the help of this platform, a system of automated control and self-control of acquired knowledge, initial and final control and an available electronic journal with assessments has been developed, which improves learning efficiency and increases motivation of participants in this type of learning. This study proves that the electronic platform for learning a foreign language is effective for both parties to the initial process: not only students but also for teachers.

Cultural factors on German language teaching and students’ cross-cultural psychological anxiety

BackgroundEducational environments are evolving, recognizing that language acquisition extends beyond the science of linguistics and spans broader dimensions of sociocultural understanding. In the realm of German language education, there exists a marked effect of cultural factors on teaching strategies and student performance, which in turn influences cross-cultural anxiety. This study investigates the integration of cultural factors into the curriculum and pedagogy to alleviate cross-cultural anxiety, thus fostering a more conducive learning landscape for German language students.Subjects and MethodsThe study incorporated a mixed-subjects design involving both students and teachers of German language courses across various educational institutions. These participants were selected based on their exposure to German language learning environments. The Foreign Language Classroom Anxiety Scale (FLCAS) and the Sociocultural Adaptability Scale were employed as the primary data collection tools. These standardized scales served to quantify the perceived levels of cross-cultural anxiety and the extent of cultural factor integration in the pedagogy. The collected data was rigorously analyzed using the statistical software, SPSS23.0.ResultsThe analysis of the collected data showed a compelling pattern. There was a significant correlation between the extent of cultural factor integration in teaching methodologies and the levels of cross-cultural anxiety among the students. As the implementation of culturally integrative teaching strategies increased, the foreign language anxiety experienced by learners decreased accordingly. This observational pattern was consistent across the various educational institutions involved in the study.ConclusionsThe research validates the import of cultural integration in alleviating cross-cultural anxiety. Incorporating such strategies could potentially enhance the efficacy of German language teaching.

The Research on the Integration of Original German Textbooks and Value Education in the Framework of Sino-German Cooperative Education

This paper takes the current situation of the ideological and political education in German language courses in Sino-German cooperative education programs in domestic universities as a starting point and explains the importance and necessity of German language courses with ideological and political education in the process of cooperative education. Based on the framework of ideological and political education in foreign language courses proposed by Professor Wen Qiufang, this paper explores the organic integration of teaching materials and ideological and political education in terms of teaching contents, management, course evaluation and teachers’ words and actions by secondary development of the original German teaching materials.

Spazi di apprendimento virtuali per la didattica della lingua tedesca

E-learninng Spaces for Teaching German as a Foreign Language. This contribution, which takes into account the online didactic affordances in a German Language and Translation course for university students, is divided into two parts: the former focuses on the potential of the chat as a didactic tool; the latter shows the activities performed on an e-learning platform during a German Language and Translation course. Specifically, attention will focus on examples of chat interaction, error correction and concrete teaching activities – supplemented by targeted use of corpora and digital lexicographic resources – involving forms of fixation and memorization, while leaving room for reasoned, creative and conscious forms of autonomy.

Automatic Classification of Online Discussions and Other Learning Traces to Detect Cognitive Presence

Cognitive presence is a core construct of the Community of Inquiry (CoI) framework. It is considered crucial for deep and meaningful online-based learning. CoI-based real-time dashboards visualizing students’ cognitive presence may help instructors to monitor and support students’ learning progress. Such real-time classifiers are often based on the linguistic analysis of the content of posts made by students. It is unclear whether these classifiers could be improved by considering other learning traces, such as files attached to students’ posts. We aimed to develop a German-language cognitive presence classifier that includes linguistic analysis using the Linguistic Inquiry and Word Count (LIWC) tool and other learning traces based on 1,521 manually coded meaningful units from an online-based university course. As learning traces, we included not only the linguistic features from the LIWC tool, but also features such as attaching files to a post, tagging, or using terms from the course glossary. We used the k-nearest neighbor method, a random forest model, and a multilayer perceptron as classifiers. The results showed an accuracy of up to 82% and a Cohen’s κ of 0.76 for the cognitive presence classifier for German posts. Including learning traces did not improve the predictive ability. In conclusion, we developed an automatic classifier for German-language courses based on a linguistic analysis of students’ posts. This classifier is a step toward a teacher dashboard. Our work also provides the first fully CoI-coded German dataset for future research on cognitive presence.

Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools

ABSTRACT The majority of European educational systems regard the provision of high-quality language and learning support for students with immigrant background as the greatest challenge and consider separate language support classes as ‘the solution’ to the educational disadvantages these students face. Austria recently implemented separate language support programmes (‘German language support classes and courses = GLSCC’) for students with beginner-level German language skills. There is a growing body of literature which indicates that separate language learning programmes result in lower academic achievement of students with immigrant background compared to inclusive programmes. This study presents teachers’ perceptions (n = 1.267) of positive or negative effects of the GLSCC in Austrian schools. With regard to positive effects, teachers view the GLSCC as an opportunity for individualised and differentiated instruction. However, many teachers reported negative effects in the social dimension which refer to social exclusion and processes of othering. Furthermore, the findings indicate a variety of deficiencies on a didactic (e.g. students miss content in other subjects) and organisational level (e.g. lack of adequate rooms) and indicate a strong need for improved teacher education and training to teach heterogeneous classes.

Edukativni eskejp rum u visokoškolskoj nastavi nemačkog jezika - od ideje do evaluacije nastavnog časa

The educational escape room presents an innovative approach to teaching, with potential benefits such as facilitating learning, motivating students, and promoting the development of general and professional skills. However, due to its novelty in the realm of education, there is limited empirical research on this teaching activity. Our study aims to investigate the didactic possibilities of using the educational escape room to teach German language at the university level. We designed tasks that corresponded to the language skills of 19 first-year students and incorporated them into a German language course. During the 60-minute activity, we observed the participants and then conducted a survey consisting of 11 scaled items. Using the SPSS programme, we analysed the survey data. Our results show that the educational escape room has both positive and negative aspects. While participants rated the activity positively because they were able to process and review lesson material effectively and because collaborative learning was encouraged, some had difficulty focusing on tasks while learning together. Overall, we recommend the use of the escape game as a teaching tool at tertiary level, but at the same time we would like to emphasise that more research is needed to better understand its didactic significance and to mitigate the negative effects.

Methodology ofteaching country studies in Germanlanguage course at a non-linguistic university

Methodology ofteaching country studies in Germanlanguage course at a non-linguistic university

How Output Outweighs Input and Interlocutors Matter for Study‐Abroad SLA: Computational Social Network Analysis of Learner Interactions

AbstractThis data‐driven study framed in the interactionist approach investigates the influence of social graph topology and peer interaction dynamics among foreign exchange students enrolled in an intensive German language course on second language acquisition (SLA) outcomes. Applying the algorithms and metrics of computational social network analysis (SNA), we find that (a) the best predictor of target language (TL) performance is reciprocal interactions in the language being acquired, (b) the proportion of output in the TL is a stronger predictor than input (Principle of Proportional Output), (c) there is a negative relationship between performance and interactions with same‐first‐language speakers, (d) a significantly underperforming English native‐speaker dominated cluster is present, and (e) there are more intense interactions taking place between students of different proficiency levels. Unlike previous study abroad social network research concentrating on the microlevel of individual learners’ egocentric networks and presenting an emic view only, this study constitutes the first application of computational SNA to a complete learner network (sociogram). It provides new insights into the link between social relations and SLA with an etic perspective, showing how social network configuration and peer learner interaction are stronger predictors of TL performance than individual factors such as attitude or motivation, and offering a rigorous methodology for investigating the phenomenon.

GERMAN LANGUAGE FUTURE TEACHERS TRAINING IN HIGHER EDUCATIONAL INSTITUTIONS OF THE USA

The article deals with the issues of future German language teachers training in higher educational institutions of the United States of America. It is determined that the training of future German language teachers is carried out according to educational programs that consist of several compulsory courses (German, English, methods of teaching foreign languages) and a wide range of elective courses. The generalization of the content of German language teacher training programs is presented. Three main blocks of courses that are offered for study within these educational programs are identified. To improve the acquired language skills, a separate German language course is provided, which is detailed in various topics. In general, much attention is paid to the development of free speech through systematic conversations on civilization and various topical issues. At the same time, it is worth noting the individualization of training, as for this purpose morphological and phonetic exercises are often developed according to the needs and level of knowledge of each individual student. The methodological block of the program contains empirical studies of teaching foreign languages to children and adults. At the same time, theoretical foundations of foreign language teaching: approaches, methods, techniques are also mastered. Pedagogical practice is obligatory. Students can implement the acquired knowledge of German language teaching methods through practical application, including lesson planning, classroom observation, materials development and technology integration. The combination of the above mentioned blocks of the program is special topics in German, which include literature or literary criticism, linguistics, linguistic pedagogy. Elective courses are aimed not only at improving the level of German language proficiency, but also cover the study of literature, history and culture of German-speaking countries, as well as familiarization with their media. The importance of compulsory practice in teaching German and the possibility of studying and internships abroad is stated. It is found that the vast majority of future German language teachers in the United States have a bachelor's degree and only about a third – a master's degree. It is established that special attention is paid to the formation and development of speech skills and intercultural communication skills.
 Keywords: future teachers training; program; university; students; higher education institutions; German language.

BAHASA JERMAN SEBAGAI JEMBATAN BERKARIR DI JERMAN

The best chance for someone to advance their career abroad these days is to be fluent in German. The goals of the virtual community service at SMAN 1 Maluku Tenggara are to (a) enlighten students about employment options in Germany and (b) increase their motivation to learn German through a variety of media. A total of 37 people participated in this activity, including 3 study program lecturers, 30 students majoring in science, social studies, and languages, 3 outstanding German students who were ready to go and work in Germany, and 1 teacher for German courses at the school. German is spoken. The method used in this activity is interactive lectures, wherein each member of the German Language Education Study Program team presents the subject in turn by creating interactive and educative situations in the form of discussions and questions and answers. As well as providing understanding and awareness to students, about how important it is to learn German as a career bridge in Germany, and how to increase motivation to learn German through various media. The evaluation and reflection results revealed that the Community Service activities were enthusiastically welcomed by the students. The data analysis reveals that: (1) Students' perceptions of career opportunities in Germany explain that 54.75% of students are very interested in continuing their studies in Germany; 52.93% of students are very interested in joining the program from the German government for vocational schools; 64% of students are very interested in working in Germany; 54.33% of students are very interested in studying while working at FSJ, and 57.16% are very interested in participating in AuPair program in Germany. This necessitates that German language teachers give these students additional attention and guidance so that they can enhance their understanding of the German language in the study program for German language education or through the available German language courses; (2) Students' satisfaction with their increased motivation to learn German through various media revealed that approximately 59.29% of students were very interested in learning from German books, 56.16% in watching videos and films in German, 62.14% in listening to German songs, 67.95% in watching YouTube in German, and 34.29% in reading Facebook posts on social media in German. In this regard, German language teachers need to provide assistance, so that the information obtained from various media can be explained properly to avoid the wrong concept

A Lesson Design on the Subject of Religion as a Course Unit in Language Teaching

Aim. The purpose of this qualitative research is the preparation, implementation and evaluation of a sample lesson focused on the selection of the subject of religion for the German courses taught in universities. The second purpose of this research is to contribute to international understanding between peoples with different religious beliefs. Methods. This research pertaining to religion is qualitative in nature. In this research, the document analysis technique was used. The research on the subject of religion was taken up during the 2021/2022 academic year in my selective German courses at the Hacettepe University. Results. The successful contribution of the lesson planning model mentioned in this article was also observed in the teaching activities in primary and secondary schools conducted earlier. It was also seen that the students who attended the German courses in connection with education or work in Europe. Conclusions. It was observed that the participants talked about Islam, Christianity, Judaism, Buddhism and Hinduism. It is important to remark that the interest of the participants in German lessons still continues. Therefore, effective lesson planning models and unique methods should be further developed. Originality. German language courses are offered as a foreign language learning practice in Turkish schools, private institutions and universities as elective foreign language courses. Students from all the departments of the university may attend the elective German language classes. To conduct the German courses effectively, a suitable method should be developed which will help the participants who come from different countries and students with different levels of fluency.

Is There a Association Between the Conditions in Accommodations and the Mental Health of Refugees in Germany? - A Cross-Sectional Study

Crowded conditions, noise and little privacy and other characteristics of refugee accommodations can have a negative impact on the mental health of the partially traumatized refugees. The study investigates, whether there are correlations between satisfaction with certain accommodation features in individual and shared accommodation and mental health. We used the IAB-BAMF-SOEP survey from Germany 2016 (n=4491 refugees). Linear regression models are calculated to test the association between mental health and the type of accommodation (single accommodation/shared accommodation) and satisfaction with the accommodation (general satisfaction, satisfaction with food quality/noise level/privacy/leisure activities/access to public transport/security, german language courses). We adjust for sociodemographic factors, potentially traumatic experiences prior to arrival in Germany and postmigrant exposures (e. g. asylum status). Within the two accommodation types, there is high heterogeneity with respect to the characteristics examined. Refugees with poor mental health were significantly more likely to live in shared accommodation. When the above covariates were controlled for, the association disappeared. The other eight accommodation characteristics remained significantly associated with poorer mental health. The largest effects on mental health were observed for the satisfaction with safety, privacy, and general satisfaction. Here, the difference between persons who were barely satisfied compared with persons who were very satisfied amounted to 5-6 points on the SF-12 mental sum scale. International results on the relationship between accommodation conditions and mental health of refugees were confirmed for Germany. This results in an increased need for mental health services in subjectively worse housing. Questions about satisfaction (especially safety, privacy, and general satisfaction) are more suitable for identifying critical accommodations than the classification into single or shared accommodations, because shared accommodations were assessed very differently. Screening instruments can help identify problematic shelters. However, reverse causality cannot be conclusively ruled out.