German Language Teaching Research Articles

Evaluation and Feedback in German Language Education: Enhancing Students’ Language Learning Motivation and Sense of Achievement

Evaluation and Feedback in German Language Education: Enhancing Students’ Language Learning Motivation and Sense of Achievement

Relation between School Effectiveness and Trust in the Instructor Based on the Candidate Teachers’ Views

The purpose of this research is determining the relation between school effectiveness and trust in instructors on the basis of the opinions of the bachelor level students studying at Gazi University, Gazi Faculty of Education. The research has been conducted using the correlational survey model. The current situation has been detected and described on the basis of the candidate teachers’ opinions. The universe of the research consists of the students of Gazi University, Faculty of Education. Firstly 8 departments were determined using the cluster sampling method while selecting samples from this universe. 350 students were included in the sample using the element sampling method among the students of 2nd, 3rd and 4th grades studying in those departments selected. The Perceived School Effectiveness Index (PSEI) adapted to Turkish by Yıldırım (2015) from School Effectiveness Index (SE-Index) originally developed by Hoy (2004) and the scale of “Trust in Instructor” adapted to Turkish by Kale (2013) from “Student Trust in Faculty (STP-Scale)” scale developed by Forsyth et al. (2011) were used for collecting data in the research receiving permission from the researchers. According to the findings obtained in the research, the school effectiveness perception of the departments of Arabic Language Teaching, Social Sciences Teaching, English Language Teaching and Pre-School Teaching are “lower than the mean”, and the perception of the departments of German Language Teaching, Guidance and Psychological Consultancy, Turkish Language and Literature Teaching and Elementary School Teaching are “higher than the mean”. The level of trust in the instructors has been found to be at “Mean” level for all departments. Considering these results, one may say that both the school effectiveness and the trust in the instructor are at mean level. Meaningful difference was found between the perception of the departments on school effectiveness among the departments of Elementary School Teaching and English Language Teaching and Arabic Language Teaching. It is observed that there is meaningful difference between the departments of Elementary School Teaching and Pre-School Teaching in terms of trust in the instructors. Again according to the research results, there is mean, positive and meaningful relation between school effectiveness and trust in the instructor. It has been suggested that trust in the instructor is a meaningful predictor of school effectiveness. Certain shared findings were reached in the quantitative researches examined such as the finding that managerial, organizational and personal variables are correlated with school effectiveness.

A Study on The Satisfaction Perceptions Towards Distance Education of German Teacher Candidates

Bu çalışmada Covid-19 salgın dönemi uzaktan eğitim alan Alman Dili Eğitimi Bölümü öğrencilerinin uzaktan eğitime yönelik memnuniyet algılarını tespit etmek amaçlanmıştır. Bu amaç doğrultusunda bir devlet üniversitesi Eğitim Fakültesi Yabancı Diller Eğitimi Alman Dili Eğitimi Bölümü’nde öğrenim gören 80 üniversite öğrencisine Uzaktan Eğitim ile ilgili memnuniyet anketi uygulanmıştır. Anketten online olarak elde edilen veriler frekans ve yüzde gibi tanımlayıcı istatistikler yoluyla R Studio programında analiz edilmiştir. Araştırma sonucunda öğrencilerin uzaktan eğitim sistemini çok fazla benimsemedikleri görülmüştür. Almanca eğitiminin uzaktan sürdürülmesine ilişkin video kayıtlarının, esnek eğitim olanaklarının ve zamandan tasarrufun olumlu olduğu görülürken, internete ulaşamama, teknik sorunlar ve sosyal olarak izole edilmiş olma gibi konular olumsuz yönler olarak tespit edilmiştir. Araştırmanın bir diğer dikkat çekici sonucu ise öğrencilerin yüz yüze eğitimde olduğu kadar olmasa da öğretim üyeleri ile iletişim kurmakta çok zorlanmadıklarını belirtmeleridir. Anketi oluşturan her bölümde kararsız öğrencilerin fazla olması araştırmanın bir diğer çarpıcı sonucudur. Bu sonuç, uzaktan eğitimde teknik sorunların giderilmesi ve uzaktan eğitimin iyileştirilmesi durumunda kararsız öğrencilerin uzaktan eğitime uyum sağlayabilecekleri ve uzaktan eğitimden memnun olabileceklerini göstermektedir. Bu tür çalışmalar diğer üniversitelerde de yürütülürse ve ortak sorunlar tespit edilirse sorunların üstesinden gelmede ve eğitim siteminin iyileştirilmesinde ortak adımlar atılabilir.

독일어와 한국어 모국어화자의 독일어 어두 유성 파열음 VOT 분석과 DaF에의 활용방안: 독일인, 오스트리아인, 스위스인 화자를 중심으로

On the premise that the cause of errors in the word-initial voiced plosives of German by Korean learners is considered as a negative transference phenomenon of the mother tongue, the purpose of this study is to comparatively analyze the degree of aspiration and VOT of word‐initial voiced plosives of Koreans learning German, and discuss the script plan that can be used in the German language education field. In addition, this study compared and analyzed any deviations between the VOTs of wordinitial voiced plosives of German, Austrian, and Swiss speakers who speak German as their native language.

Problems of Online Learning in Deutsch III Courses for Students of the German Language Education Study Program at the State University of Malang

This study aims to describe the problems of online learning in the Deutsch III course based on internal factors and external factors for students of the German Language Education Study Program from the State University of Malang, Class of 2020/2021. This study uses a quantitative descriptive approach with questionnaires and interviews. This research procedure is making an approach instrument, collecting data, analyzing data, triangulating the data that has been collected, and then drawing conclusions. The research results are in the form of a description of the problematic internal factors of students, including a) learning motivation, and b) understanding of the Deutsch III material. Next is a description of the problematic external factors of students, which consist of a) the learning process and b) supporting facilities. Based on the description of the problems of online learning above, both from internal factors and external factors for students, it can be concluded that there are not only negative impacts but also positive impacts accompanying online learning problems in Deutsch III courses.

Citation Analysis of Doctoral Theses Prepared in the Field of German Language Education

Çalışmada Alman dili eğitimi alanında hazırlanan doktora tezleri ve atıf yaptıkları kaynaklar arasındaki ilişki, araştırmacıların atıf eğilimleri, bunun yıllar içerisindeki değişimi ile ilgili verilere ulaşılması ve söz konusu tezlerde öne çıkan kitap, dergi ve yazarların belirlenmesi amaçlanmıştır. Bu amaçlara yönelik olarak 2005-2022 yılları arasında Alman dili eğitimi alanında hazırlanan doktora tezlerinde yapılan atıfların kaynak türlerine ve dillerine göre dağılımına, bunların yıllar içerisindeki değişimine, bu tezlerde en çok atıf yapılan kitap, dergi ve yazarlara yönelik tespitlerde bulunulmuştur. Çalışma sonucunda alanda hazırlanan doktora tezlerinde yıllar içerisinde dergi ve tez türlerine, 2017-2022 yıl aralığında ise dalgalanmaların yaşandığı bildiri ve diğer kaynak türlerine yapılan atıf oranında artış yaşandığı görülmüştür. Kitap türüne atıf yapma oranında düşüş olduğu, yine de toplamda en sık atıf yapılan kaynak türünün kitap olduğu anlaşılmıştır. Bunların yanında Almanca kaynaklara daha sık atıf yapıldığı, ancak bu noktada yıllar içerisinde bir düşüşün de söz konusu olduğu, İngilizce kaynaklara yapılan atıf oranın yükseldiği belirlenmiştir. Ayrıca alanda öne çıkan yazar ve kaynaklara yönelik bir tespitte bulunmak için en sık atıf alan 20 yazar, dergi ve kitabın listesi oluşturulmuştur.

(How) Can didactic research find its way into the classroom? Results from a questionnaire survey on the lesson preparation and continuing professional development of German teachers

Abstract The gap between research about education and teaching practice is well-known in most subjects/disciplines. A nationwide online questionnaire survey regarding which sources German-language teachers use for lesson preparation and what in-service training opportunities they perceive may shed light on how research findings can be incorporated into classroom practice. These are some of the results from the 403 responses: In-service training courses are popular, but judged to be of little use. Social media offers are frequently used and assessed as helpful – despite the often poor quality, which teachers do not necessarily recognise. Therefore subject didactics should rethink certain traditions and explore new ways of reaching teachers. Because teachersʼ pracƟces of lesson preparaƟon tend to be idiosyncratic rather than determined by the subject matter, the findings from the survey are equally relevant and useful for all subjects and can contribute to a better alignment of subject science, subject didactics and teaching practice.

Development of Podcast Spotify-Based Learning Media in Hörverstehen Course Level A2

The European Curriculum Framework or GER (Germanistische Europäische Rahmen) German language proficiency levels are divided into several groups, namely A1- A2 – B1 - B2 – C1 – C2. This requires students to master the four language skills (Speaking, Writing, Reading and Listening). Hörvestehen courses equivalent to level A2 are courses that practice listening skills. In the Hörverstehen Level A2 course, there are still many students who do not pass the listening ability (Hören). This demands that it is necessary to develop Learning Media in the Höverstehen Level A2 course. The Learning Media developed is packaged through learning media based on the Spotify Podcast, Podcast Spotify is a learning media that can be accessed anywhere, anytime and interestingly by integrating aspects of language skills according to the European Curriculum Framework or GER (Germanistische Europäische Rahmen). So, with Podcast Spotify will be able to convey the content of learning Hörverstehen Level A2 to students in the German Language Education Study Program. Therefore, the development of Spotify Podcast-Based Learning Media in the Höverstehen Level A2 course includes 6 themes, namely Leben und Lernen in Europa, Freizeit und Hobbys, Medien im Altag, Vom Land in die Stadt, Kultur erleben and Arbeitswelten. This development aims to develop learning media based on the Spotify Podcast in the Hörverstehen Level A2 Course in the German Language Education Study Program. The target of this Spotify Podcast-based learning media is to improve students' listening skills in learning German Level A2. In developing this Spotify Podcast-based learning media using the ADDIE model development method. In making Audio, the data was taken from the Studio Express A2 book and which was further developed in the form of the Spotify Audio Podcast.

The Application of Self Organized Learning Environment (SOLE) Learning Model on Learning Outcomes of German Language Teaching Planning Course

The implementation of Distance Learning (PJJ), carried out at the German Language Education Study Program at Pattimura University, is inseparable from various obstacles that hinder the lecture process, one of which is the learning outcomes obtained by students. This study is quasi-experimental quantitative research, namely One-Group Pretest-Posttest, to test the effect of the application of the Self Organized Learning Environment (SOLE) learning model on student learning outcomes in the German Language Teaching Planning Course. The sample consisted of 30 5th-semester students of the German Language Education Study Program. The instrument used in this study was tests. The results of the data analysis showed that the students’ posttest was higher than the pretest, with an average score (mean) of the pretest = 74.93 and an average score (mean) of the posttest = 89.86. This result means that there is an influence in the application of the SOLE model on the students’ learning outcomes.

THE MEDIA GENRE INTERVIEW AS A BASIS FOR THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN TEACHING GERMAN AS A FOREIGN LANGUAGE

This article attempts to present separate equivalents of the term "interview", ie. oral and written texts in the form of questions and answers, and the definition of the term "communicative competence" on the basis of the parameters set in the European Language Framework. In this context, the importance of the media genre interview as a didactic tool suitable for different target groups and language levels, as a means of good preparation and a model for their own language production in German language teaching will be considered.

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.

PENINGKATAN KOMPETENSI BERBICARA GURU BAHASA JERMAN DENGAN MENGGUNAKAN MEDIA DIGITAL

The activity under the title Improving the Speaking Competence of German Language Teachers using Digital Media aims to improve German speaking skills of teachers at the BI level by using digital media. The importance of improving teachers' speaking skills, is one of the factors supporting the career of German language teachers, in addition to their pedagogical competence. Beside of that, teachers can apply it in the process of learning German in class. The expectation is teachers are able to develop themselves and learn for the advancement of their career and compete globally. According to observations, it is seen that not all teachers understand the model test of German language skills at level B1. In addition, some teachers still do not take advantage of developing digital media to improve language competence. One of the language skills that is deemed necessary to be trained is speaking. As one of the productive competencies, speaking skills need to be trained continuously as part of improving language competence. As an institution which produces professional educators, Faculty of Teacher Training and Education Pattimura University needs to provide knowledge and experience in helping German language teachers improve speaking competence at B1 level. This activity involved 16 German Language teachers from high school in West Seram Regency. The used methods were varied, namely playing, lecturing, question and answer, discussion, partner work and group work. This activity is carried out in several stages. First, it begins with the introduction of the B1 level of speaking competency test. Second, providing material about digital media and techniques that can be used. Third, implementation. In this stage, the teachers practiced speaking with partners. Then they discussed and working the task in groups. Finally, presenting the project of the group's work about tourism spot in West Seram

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

PERSEPSI PESERTA DIDIK TENTANG PENTINGNYA BELAJAR BAHASA JERMAN DI ERA GLOBALISASI

The purpose of this virtual outreach activities at SMAN 4 Masohi, Central Maluku district, with the theme "The Importance of Learning German in the Era of Globalization." This activity drew a total of 28 participants, including 1 German teacher, 19 science students, 1 alumni who were in Germany, 3 alumni who had passed to work in Germany, 1 German Language Study Program student who had achieved, and 3 German Language Study Program lecturers. The method used in the socialization activity is interactive, namely, the presentation of material is delivered alternately by all members of the socialization team of the German Language Education Study Program by creating interactive and educative situations in the form of discussions and questions and answers. In addition to providing students with an understanding and awareness of the importance of learning German in the age of globalization.This activity was enthusiastically welcomed by the students. It can be seen from the results of the answers given that this socialization activity has changed the perception of students who previously did not know what to know and increased students' insight about the importance of learning German in the era of globalization

Digitizing Lehrwerkanalyse Materials with the Flip PDF Professional Application

The development of digital book using the Flip PDF Professional application for Lehrwerkanalyse course is motivated by the lack of interactive teaching materials for students. The aims of this research are: (1) to develop a digital book for Lehrwerkanalyse course through the Flip PDF Professional application; (2) to determine the feasibility of digital books based on expert judgment and student perceptions. This research is a research and development (R&D) using the ADDIE development model. This research was tested on students of German Language Education Study Program, Universitas Negeri Malang. The stages of this research are: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. The data collection method used a questionnaire to obtain assessment data from students on the product. The result of the product is an OFFEN digital book contains 8 materials presented in the form of text, video, audio, supporting images, mini quizzes, and essay assignments for the Lehrwerkanalyse course. The results of the expert assessment using the Gregory validity formula, the feasibility is at a score of 0.96 (very high). The implementation of digital book for students results in that these digital books have an attractive appearance, easier to understand the material, can be used as independent teaching materials, and is easy to access. Based on these two assessments, the OFFEN digital book is suitable to use as independent teaching material.

TRAINING PROSPECTIVE TEACHERS TO APPLY DIDACTIC RHYME TEXTS IN TEACHING GERMAN AT NEW UKRAINIAN PRIMARY SCHOOL

The article considers the problems of professional prospective teachers’ training to use rhyming texts in teaching German at new Ukrainian primary schools. The results of the students’ questionnaire on the relevance of this training are given, its goals and objectives are determined within the elective course “Communicative and game technologies of early foreign language learning” for the third-year undergraduate students majoring in “Secondary Education”. The main professional competencies required for prospective teachers to use rhyming texts in early learning, in particular developing professionally oriented methodological and communicative skills: to select, adapt and methodically competently apply rhyming texts in accordance with the purpose of training; to intensify the educational activities of primary school students, to provide motivational, semantic and procedural basis for foreign language communication of students at the German language lessons and extracurricular activities through the use of didactic rhyming texts; to organize effective German-language interaction of pupils, to model and monitor pupils’ communicative game activity in German in the process of work on a didactic rhyming text. The experience of conducting lectures and practical classes of the elective course is described, the peculiarities of developing prospective teachers’ professional competence in applying didactic rhyming texts at two stages of German language primary school pupils’ teaching are demonstrated. Examples of professionally-oriented tasks and role-playing games for the developing prospective teachers’ methodological and communicative competencies in applying didactic rhyming texts in the early German language teaching are given.

Text-Picture-Material in science education: A comparison of Omani and German teachers’ attitudes, motivational orientations and self-regulatory skills

ABSTRACT Texts and instructional pictures are widely used for facilitating students’ understanding of complex content, especially in science subjects. International large-scale assessments repeatedly reveal differences in students’ science achievement between countries. Since text-picture material (TPM) plays an essential role in science education, it is reasonable to investigate TPM-related distinguishing characteristics. In general, teachers need professional competences such as attitudes, motivational orientations, and self-regulatory skills for supporting student learning. It is plausible to assume that this also applies for teaching and learning with TPM. This article reports on comparisons of (a) Omani and German science teachers (country comparison), and (b) German science and language teachers (domain comparison). In a cross-sectional design, data was collected from 450 secondary school teachers. Structural equation models revealed country-specific and domain-specific differences in teachers’ TPM-competences. This study contributes to the body of research on teacher professionalism in different cultural settings, providing implications for teacher education.

Undergraduate German as a Second Foreign Language Learning Experience and Improvement Strategies

In order to speed up international cooperation and exchange, the government is encouraging higher education institutions to provide more foreign language courses in addition to English in light of China’s progress in reform and opening up. This study used interview and questionnaire surveys to analyze the current state of German language education as a second foreign language and student learning involvement in it in China. The goal was to understand students’ experiences learning German as a second foreign language. Additionally, suggestions were made to enhance the structure of college German courses for non-German majors.

Undergraduate German as a Second Foreign Language Learning Experience and Improvement Strategies

In order to speed up international cooperation and exchange, the government is encouraging higher education institutions to provide more foreign language courses in addition to English in light of China’s progress in reform and opening up. This study used interview and questionnaire surveys to analyze the current state of German language education as a second foreign language and student learning involvement in it in China. The goal was to understand students’ experiences learning German as a second foreign language. Additionally, suggestions were made to enhance the structure of college German courses for non-German majors.

Sustainable Professional Development of German Language Teachers in China: Research Assessment and External Research Funding

The academic evaluation of teachers of languages other than English (LOTEs) has been extensively researched, especially from the perspective of academic publications. However, little attention has been paid to another key performance indicator in teacher assessment, namely, external research funding. Focusing on German language teachers (GLTs), this paper adopts a mixed methods approach to investigate the assessment requirements for LOTE teachers in terms of external research funding and the factors that may impact their accomplishments. Based on Bronfenbrenner’s ecological systems theory and conservation of resources theory, we analyzed policy documents from the universities under investigation, examined “German or Germany-related” funding approvals, and conducted semi-structured interviews with eight GLTs to explore the environmental factors (individual context, institutional context, social context, chronological context) that may influence the survival of GLTs in terms of the requirements for external research funding. The findings indicate that factors from each ecological context interact with one another and have a combined influence on GLTs’ external research funding application activity. Moreover, there is an imbalance between the academic demands faced by GLTs and the resource support that is available to them. This imbalance may affect the survival and development of GLTs and is likely to have a continuing influence throughout their career. The study concludes by offering some suggestions at different levels to facilitate the sustainable professional development of GLTs.