Learners Of German Research Articles

Improving German Speaking through YouTube Media in Higher Education

This study aims to obtain data and information about the effectiveness and practicality of YouTube in learning German speaking for second-semester students of the German language education study program in terms of learning outcomes and student responses. This study was experimental research, and the experimental model used was a pre-experimental design. The design form used is a one-group pre-test post-test group. The sample selection was done using the purposive sampling technique. Data collection was done through a German-speaking skill test. The data were analyzed using t-test analysis. The findings of the research revealed that there was a significant difference before and after using YouTube media in learning German speaking, and student responses showed very positive results of 87.28%, so it was declared successful, effective, and practical to use in learning German speaking.

Additive and Causal Connectives in GFL Argumentative Writing

The main objective of foreign language learning and teaching is the development of communicative language competence. One of its key components is discourse competence which consists of three main elements: cohesion, coherence and text composition (Bagarić Medve and Pavičić Takač 2013). The development of writing skills is acknowledged as one of the main challenges in foreign language learning and teaching, which includes the appropriate usage of cohesive devices in order to tackle the semantic relationships within a text. In German, explicit cohesive devices refer to coordinating conjunctions, subordinating conjunctions and adverbial connectors. While a bulk of previous research has focused on English as a foreign language, the studies conducted among the learners of German are still scarce Earlier studies (e.g. Breindl 2016; Vaakanainen and Maijala 2022) pointed to a limited range of variations within the same semantic group and an inappropriate use of connectives when comparing their usage between native speakers and learners of German as a foreign language (GFL). The aim of the present study is to analyse the frequency, variation and errors of causal and additive connectives (coordinating conjunctions, subordinating conjunctions and adverbial connectors) in GFL argumentative writing. The corpus consists of 43 argumentative essays written by Croatian GFL students at B2 level. The findings concerning frequency show that additional connectives are most frequently used within the whole corpus, whereas causal connectives take third place. The additive coordinating conjunction und is the most frequent additive item, the subordinating conjunction weil is the most frequently used causal item. The results connected to variation point to a wider range in the use of additional connectives in comparison to causal, but also reveal more error recognition within the additive semantic group. The most common types of errors concerning connectors detected in the corpus are as follows: syntax, meaning, spelling/punctuation, redundancy and register. In order to utilize these research findings aiming at improving the writing skills of GFL students in the learning/instructional process, practical implications are presented at the end.

Multilingual Assessment of Primary School Pupils in the HungarianContext

Multilingual approaches to teaching and learning are linked to significant benefits at the linguistic and metalinguistic levels in the European context. The study is based on the Dynamic Model of Multilingualism. Multilingualism research is considered to be a neglected area in the Hungarian context, however a handful of studies have appeared on third language acquisition and multilingual awareness recently. 44 subjects took part in the investigation. This study aims to investigate certain factors influencing third language acquisition. The following research questions have been formulated. The first question seeks to answer whether L2 knowledge and age have an impact on L3 achievement. The second question examines whether L2 experience has an impact on L3 proficiency and on multilingual awareness. The third question seeks to determine whether the order of language acquisition influences L3 proficiency and multilingual awareness? Data were collected using self-constructed C-tests and a Multilingual Competence Test. Mann-Whitney tests showed that L2 knowledge supported a higher level of L3 proficiency but only in the GE groups. Age played an integrative role in L3 proficiency in EG and GE groups although there was one year difference amongst the groups. The results suggested that a higher level of L3 knowledge could contribute to a higher level of cross-linguistic awareness but not a higher level of metalinguistic awareness in each group. Learning German as an L2 can lead to a higher level of L3 proficiency and multilingual awareness. Keywords: multilingual awareness, L2 knowledge, L3 proficiency, English, German

Subphonemic Detail and Foreign Language Learning: Word-final Sibilants in Korean Learners of L2 English and L3 German

Subphonemic Detail and Foreign Language Learning: Word-final Sibilants in Korean Learners of L2 English and L3 German

THE ROLE OF TRANSLATION STUDIES IN GERMAN LANGUAGE AND LITERATURE STUDIES

The aim of this research is to examine students’ attitudes and experiences regarding translation classes in German language and literature studies. This quantitative and qualitative research was conducted on the basis of a questionnaire with third-year students who, as part of the compulsory course Modern German Language 5, attended translation classes in the winter semester, with two classes a week. The results of the conducted questionnaire represent an over- view of the current status and role of translation studies in the classes of German as a foreign language in the German language and literature studies department at the Faculty of Philosophy of the University of Niš. The results of the research indicate to what extent translation studies affects the process of learning German as a foreign language and how translation teaching can be improved in order for students to acquire linguistic and translation competence. In addition to the practical significance of the research for translation classes, the work also has a theoretical significance, since various approaches and theories in the teaching of translation are present- ed that thematize translational categories (also areas of linguistics) such as lexicon, semantics, pragmatics, etc. and the means by which the process and product of translation are described or reflected. Many aspects of translation (understanding, intention, communication, mediation, communication, etc.) are reflected and intertwined in the attitudes of the students.

Students’ Anxiety in Learning German: Types, Levels, Effects and Strategies

Students’ Anxiety in Learning German: Types, Levels, Effects and Strategies

Research on Strategies for Enhancing the Ability of Chinese German Learners to Tell Chinese Stories Through Short Videos

Research on Strategies for Enhancing the Ability of Chinese German Learners to Tell Chinese Stories Through Short Videos

The Impact of AI Models on Students' Writing Competence and Writing Motivation in the Context of Learning German as a Foreign Language in India

The advent of Artificial Intelligence (AI) in education may encourage instructors to rethink their teaching methodologies. However, due to the rapid advances in technology, the involvement of digital agencies in education has increased manifold. This paper seeks to discuss the implications of such agencies for academic writing in German. Chat Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence-generated text (AI-generated content) model that is based on artificial intelligence (AI). This paper uses a case study to explore the impact of ChatGPT on students' writing competence and writing motivation in the context of learning German as a foreign language in India. The results of this case study indicate that two factors become most challenging for Academic Writing in a Foreign Language (FL): "Limited Experience" and "Personal Writing Style". The findings of this study confirm the prevalence of cross-cultural rhetorical patterns and reinforce the importance of the setting of writing. The paper also analyses the role of manual human agencies in teaching as well as learning Academic Writing in foreign languages.

Gamification in Foreign Language Classes (on the Example of Learning German)

Gamification in German classes is an innovative approach that incorporates game elements and mechanics into the language learning process. Gamification, which includes game elements such as points, levels and rewards, aims to increase students’ engagement and motivation in learning a foreign language. Various methods of gamification can be applied, including digital platforms, interactive exercises and learning games. Gamification not only makes learning German more enjoyable, but also creates a competitive and engaging environment where students can practice their language skills in a fun and interactive way. In addition, gamification provides opportunities for personalised learning, allowing learners to move at their own pace and focus on the areas in which they need to improve. Integrating gamification into German language classes shows promising potential to increase engagement, motivation and ultimately improve language proficiency. In recent years, this approach has received more and more attention as it makes the learning process more enjoyable and effective. In this article we will examine the prospects and relevance of gamification in foreign language classes.

Sociolinguistic competence and varietal repertoires in a second language: A study on addressee‐dependent varietal behavior using virtual reality

AbstractThe present study takes a variationist perspective to explore the varietal repertoires of adult learners of German as a second language (L2), that is, their variable use of standard German, Austro‐Bavarian dialect, and mixture varieties. Forty L2 learners completed a virtual reality task involving interactions with dialect‐speaking and standard‐German‐speaking interlocutors. Using Bayesian multilevel modeling, the goal was to explore differential outcomes in the acquisition of sociolinguistic competence by determining whether participants adjusted their varietal behavior to match that of the interlocutor (i.e., varietal convergence). The results show that there were no interindividual addressee‐dependent convergence tendencies. A holistic person‐centered analysis of individual learners’ intraspeaker variation revealed that only select L2 learners adjusted their usage patterns but did not entirely invert their usage of dialect and standard language as a function of the variety of the interlocutor. Introspective qualitative data speak to potential drivers behind the differential development of L2 (multi)varietal repertoires.

Wortschatzerwerb – Wortschatzdidaktik – Wortschatzarbeit

Abstract Well-developed vocabulary skills are crucial for effective communication. Didactically speaking, it is therefore essential to explicitly foster the development of lexical competence in the classroom. This applies to both learners of German as a first and second language. The design of systematic vocabulary activities should aim to increase both the quality and quantity of learners‘ word knowledge and to ensure long-term retention of acquired words. While various approaches exist for teaching vocabulary in foreign language teaching, systematic and targeted approaches for supporting vocabulary acquisition in teaching German as a first language have yet to be established and, more importantly, effectively implemented in the classroom. Drawing upon findings from language acquisition research and linguistic models, we propose a framework for explicit vocabulary activities that facilitates the integration of new words into learners‘ mental lexicons (vocabulary breadth) and, in connection with this, promotes the development of semantic, relational, and formal word knowledge (vocabulary depth). The article will demonstrate how this framework was implemented in Deutsch Kindergarten, a new teaching resource developed in Switzerland. It will also highlight broader didactic principles, such as criteria for vocabulary selection and principles for vocabulary teaching, which should be considered in the classroom.

Augmented reality technology in learning German as a foreign language: technological and didactic aspects

This paper explores the application of augmented reality (AR) technology for developing foreign language professional communication skills in learning German. The study involved creating a virtual tour of architectural landmarks in Kyiv related to German architects, with AR elements like QR codes linking to textual, visual and video information and 3D models. The technological and didactic requirements for implementing AR were determined. Students prepared informative materials and tested the tour. The results of the questionnaire confirmed the motivational effect and expanded content from AR. Some difficulties were the dependence on gadgets and software. AR elements facilitated remembering terminology in context. The approach allows combining speciality content and language learning. AR technology can potentially enhance the learning process, but further research on methods is needed.

Flashcards Based Learning Model in Learning German Vocabulary

<p><em>In today's era, especially after the pandemic, the education sector in every school is being revitalized. The author observes that in the refreshment of education, particularly for learners, there is a need for a better or enhanced learning medium during instruction. The author wants to specifically highlight other useful and alternative options of the learning medium and prove that it is possible to reintroduce old and engaging learning materials in every foreign language class. Especially, the focus is on the learning medium of flashcards.</em><em> </em><em>The author conducts this scientific writing through theoretical research and exploration from various journals, theses, and online sources. In summary, the author can conclude that it is possible to refresh the learning materials with new styles or forms, which could provide diverse new or alternative learning opportunities. Not least, it is also possible, particularly in German language instruction, to preserve or enable practical and easy language acquisition for learners using flashcards.</em></p>

Signature Dynamics of Development in Second Language Sociolinguistic Competence: Evidence From an Intensive Microlongitudinal Study

AbstractThis study is the first to explore microdevelopment in sociolinguistic evaluative judgments of standard German and Austro‐Bavarian dialect by adult second language learners of German by using dense time serial measurements. Intensive longitudinal data (10 observations per participant) were collected from four learners at approximately weekly intervals over 3 months. We employed generalized additive models with superimposed periods of significant change to identify rapid developmental phases in individual developmental trajectories. By triangulating these models with qualitative introspective and retrodictive interview data, we identified environmental and psychological stimuli for change. Learners evinced increasing and decreasing periods of significant change, independent of length of residence. Dynamic constellations of identity‐ and agency‐related variables alongside more intensive social interaction with target‐variety speakers contributed to significant changes. We discuss findings from a complexity perspective and advocate for microlongitudinal studies in variationist second language acquisition to better capture stimuli for change in learners’ emerging multivarietal repertoires.

Going above and beyond: Motivations of L2 German learners to (dis)continue language study

AbstractSecond‐language (L2) learner motivation has been a thriving subfield within L2 acquisition research for decades, particularly since the development of the L2 Motivational Self System (L2MSS), a multi‐faceted motivational theory. This survey‐based study examines (1) whether L2MSS facets differ between students intending to continue (or discontinue) learning German past the language requirement and (2) whether any relationship exists between the different selves within the L2MSS, students’ L2 Learning Experience (L2E), and their Willingness to Communicate (WTC). Third‐semester learners’ mean ratings of their Ideal Self, Anti‐Ought‐To Self, WTC, and Attitudes Toward the L2 Community were significantly higher among students intending to continue German study beyond the language requirement (N = 28) than those discontinuing study (N = 46). Multiple regression analyses predicted a positive effect of the Ideal Self on ratings of both L2E and WTC. Qualitative analysis revealed themes of fear and positive attitudes toward the German language/culture among learners intending to continue German study, while non‐continuers predominantly mentioned the language requirement. Both continuers and non‐continuers mentioned the concrete and abstract utility of language learning as an additional motivation. The implications of these results for student recruitment and retention in German language programs are discussed.

The lexical content of high‐stakes national exams in French, German, and Spanish in England

AbstractSurprisingly little is known about the number and frequency level of words that beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish are expected to know when taking high‐stakes national exams in England. This study presents exploratory analyses of the lexical content of the listening and reading tests of these exams, a corpus totaling 116,647 running words. Specifically, it seeks to understand the number and frequency level of words that (a) this demographic seems to be expected to know and (b) could be needed for awarding organizations to create exams year‐on‐year. Key findings include that the proportion of low(er)‐frequency words in the corpus of exam papers seemed large, given the stage of the learners and the purpose of the assessments. Critically, these low(er)‐frequency words changed at a high rate between papers, likely incurring a heavy reliance on the lexical inferencing abilities of these relatively inexperienced language learners.

The Impact of Diffidence and Stereotypes on the Performance of Francophone Learners of English

The Impact of Diffidence and Stereotypes on the Performance of Francophone Learners of English

Out with the old, in with the new: contrasts involving new features with acoustically salient cues are more likely to be acquired than those that redeploy L1 features

Feature-based approaches to second language (L2) phonology conceptualize the acquisition of new segments as operations that involve either the addition of new phonological features, or the rebundling of existent ones. While the deficit hypothesis assumes that only features that are fully specified in the L1 can be redeployed to the L2 in order to create new segments, it has been shown that features which are completely absent in the L1 can also be learned. This article investigates whether a learning scenario in which features are only partially available (that is, they are present in the L1, but are redundant with other features) is less challenging than learning an entirely new feature, even when the new feature has acoustically salient cues. Since Spanish has a much smaller vowel system /i e a o u/, L2 learners of German with Spanish as L1 need to learn a system with front rounded vowels as well as tense/lax contrasts. We tested L1 Spanish speakers' perception of the German contrasts /i/ ~ /I/ (e.g., Miete/mitte, where [+/– tense] is acquired) and /u/ ~ /y/ (e.g., Spulen/spülen, where L1 feature [+/–round] redeploys to a front vowel). The results showed that experienced L2 learners are more successful when discriminating between sounds in a feature acquisition scenario than in redeployment; however, neither of the non-native contrasts was easier to perceive than the other in the identification task. The differences in performance between tasks and in the acoustic saliency of the cues by contrast (F2 vs. duration and F1) suggests that L2 phonological acquisition is likely to take place at a surface level and favors learning through attunement to auditorily salient acoustic cues over internal rearrangement of abstract features, regardless of their presence in the L1.

О поэтической полемике между Паулем Целаном и Иоганнесом Бобровским

The main purpose of this work is to explore the experience of confronting guilt ‘after Auschwitz’ in the creative dialogue between two significant poets of the twentieth century — Paul Celan and Johannes Bobrowski. Despite their importance, their works remain inade­quately studied, particularly in the context of the interaction between language and existence, or more precisely, poetic semiotics and the ontological foundation of existence. Sander Gil­man, an American Germanist, in his work “Why and How I Study German” aimed at stu­dents of the German language in the United States, notes: “Learning German means under­standing the path that leads from the text to the crematory”. Celan shared a similar senti­ment. Bobrowski, while agreeing with Celan's belief that Auschwitz revealed the infernal nature of the German language, attempted to counter him by suggesting that even within the language of the underworld, a poet could serve as a synergistic participant in the manifesta­tion of Truth from the Light of Truth in the performative "production of the presence" of God. One of those who supported him in this argument was perhaps the most complex author in German history, Hamann, whom Goethe considered to be “the brightest mind of his time” and the future “forefather and teacher” of all Germans. In this context, the poetic dialogue between Celan and Bobrowski concerning the German ‘language after Auschwitz’ could be seen as an effort to prevent its complete deontologization, due to what the philosopher Hei­degger referred to as “the lack of holy names," stemming from “the defining characteristic of the present era of the world being the closed dimension of the Sacred”.

Reading short stories in a foreign language: Is it as pleasurable as in the L1? Absorption and appreciation of short stories in Dutch secondary school students learning German as a foreign language

Against the background of a decreasing interest in reading among Dutch adolescents, we investigated whether reading short stories in a foreign language other than English (i.e., German) in an educational context, as opposed to reading in the first language leads to less absorbing reading experiences and, related to that, lower appreciation of stories.We collected absorption and appreciation data from 277 learners of German in Grade 10 of Dutch secondary education. Half of them read an originally German short story, whereas the other half read its Dutch translation.Our results indicate that adolescents learning a foreign language in secondary school become less absorbed in foreign language literary texts and that this is related to their lower appreciation of these texts, compared to their first language translations.