Learners Of German Research Articles

Pengaruh Penggunaan Google Jamboard terhadap Hasil Belajar Mahasiswa Produktive Sprachfertigkeiten

This research aims to describes the influence of google Jamboard on the learning outcomes of students on Produktive Sprachfertigkeit Aufbaustufe A2.1 (writing skills). The research was carried out at the German department-Pattimura University,and the sample were the German learners from the 2nd semester to participate in the course Productive Language Skills Advanced Level A2.1 (Writing Skills). This research has two variables, namely Google Jamboard as an free variable and the learning outcomes as a bound variable. The research methods were experiment. The data were obtained in the first examination (pre-test) and from the second examination (post-test). The data were checked with t-test and the result of the analysis showed that t - value is greater than the t-critical value (8,40 >2,9). This means, it is a positive influence of Google Jamboard on the learning outcomes of students.

The Effectiveness of Using the Digital-Based Flipped Classroom Model in Learning German Grammar level A2.1

The importance of using technology must be a form of today’s learning. To realize student-centered learning, a supportive learning model is needed. Learning German grammar is one of the subjects which considered quite difficult because it requires a good and right understanding in specified time. This research was aimed to know the effectiveness of digital-based flipped classroom model in learning German grammar level A2.1. The method was quasi-experimental design. The experimental design used one group pre test-post test. The instruments used in this study were tests, questionnaires and observation sheets. The results of the data analysis showed the mean value of the pre-test was 48.82 and the mean value of the post-test was 77.35. Thus there is an increase after using the flipped classroom, which is 28.53. From the calculation, the average value of N-Gain score was 57.14%, so it can be concluded that the use of flipped classroom is quite effective in learning German grammar level A2.1. This statment is reinforced by the results of the questionnaire which concludes that most students think that flipped classrooms need to be applied in learning German grammar level A2.1.

Turn design in talk-in-interaction in a foreign language – Collaborative turn constructions and ellipses in casual conversations among German high-school learners of English

Abstract This study explores the ability of advanced adolescent German learners of English to optimize turn design for talk-in-interaction, focusing on collaborative turn constructions and ellipses. Data deriving from recorded conversations conducted in the foreign language among German learners of English are compared to conversations between native speakers of British English and integrated into a diagnostic approach that helps identify deficits in the field of interactional skills. The results show that the two syntactic formats occur less frequently in learner conversations, which indicates that learners are less likely to use syntactic resources to bind their contribution immediately to prior talk or to the situational context. It is argued that this has a negative effect upon the sequential fit of turns and that conversational practice targeted toward a syntax for conversation would help learners achieving a more fluid interplay of conversational moves.

Development of Moodle-Based E-Learning on the Website for German Reading Skills A2

This study examines the use of Moodle-Based E-Learning on the website for german reading skills A2. The purpose of this study is to define and explain how Moodle-based e-learning can be used in german reading skills A2 because of the low achievement of students in reading skills and not optimal use of the internet in supporting learning success. LMS is one way to develop online learning or e-learning, which is a web-based learning management application that facilitates learners to learn properly in a virtual classroom, a class in a virtual world. The LMS used in this study is a Moodle-based LMS. An analytical descriptive strategy was used as a research method. Therefore, the use of moodle- based e-learning is very suitable for use in learning German, given that currently the world of education cannot be separated from technology and internet networks, besides that there are many educational institutions that have been facilitated by infrastructure in utilizing existing technology. It is also proven that learning with the Moodle as LMS application is more effective than conventional learning in improving students' reading skills. From some of the results and research findings, several suggestions related to this research were put forward, the point of which is that it is time for a change in mindset in responding to the internet as one of the factors that support learning success.

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

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

Functioning of Directive Speech Acts in Modern German Linguistic Culture

The speakers have a large amount of personal freedom when expressing their opinions in German. In general, Germans do not feel the need to say what you should or should not do/have in a direct manner. This can be seen through many different types of linguistic behaviors such as mimicking and directive speech acts (DSAs). The DSAs are called directive, because they often include an order or command in the speaker's words. The way how people use these DSAs varies in German culture depending on situational factors and social norms. The development of the linguistic culture in Germany, i.e., change in attitudes toward language use, has made directive speech acts more and more acceptable over time. This is illustrated by a comparison of two representative surveys conducted twenty years apart. The first representative study on directive speech acts focuses on directives addressed to learners of German as a foreign language, while the other deals with directives addressed to tourists visiting Germany.

Motivation zum Deutschlernen in Kroatien

The benefits of language learning of children and young people in Croatia have been brought to attention due to increasing global cooperation and international networking. Above all, the tourism sector, which is now the most important branch of the economy in the country, is partly responsible for the continuing motivation to learn foreign languages. Language acquisition is a complex topic that combines many aspects and perspectives. It is influenced by different factors (Riemer 2001) and can often be viewed in relation to specific regions – the latter has aroused our interest after many years of experience in higher education. Croatian students from Zagreb, Osijek, Rijeka and Zadar were asked about their motivation for learning German. Considering the differently developed regions in Croatia, it was investigated whether there are region-specific differences in attitudes towards the German language and motivation to learn German between students from the two geographical regions of Croatia (continental vs. Adriatic Croatia). The procedure was quantitatively oriented. The results come from a questionnaire survey that was carried out specifically for this purpose and they clearly indicate that students from Croatia make a very specific decision to study German and thus to learn German language. It was found that region-specific characteristics or the economic situation of the region and the job opportunities it offers also have an impact on the choice of study in Croatia.

How Foreign Language Enjoyment Acts as a Buoy for Sagging Motivation: A Longitudinal Investigation

AbstractThe current study contributes to the recent debate on the question whether learner emotions can be intrinsically motivating or whether they are no more than diffuse action tendencies (Dörnyei 2020). Adopting a longitudinal approach, we combined repeated analysis of variances and mixed effects modelling to capture interactions between Foreign Language Enjoyment (FLE) and its three dimensions, Foreign Language Classroom Anxiety (FLCA), and Attitudes/Motivation (AM) and its four dimensions over the course of one semester. Participants were 360 foreign language learners of English, German, French, and Spanish in a Kuwaiti university. FLE (and the dimensions FLE Personal and FLE Social) and FLCA remained stable over time but FLE Teacher decreased significantly. Levels of AM also decreased significantly, more specifically, the dimensions Motivation and Attitudes toward the Learning Situation. Mixed effects modelling analyses revealed that FLE (including FLE Personal and FLE Social) and FLCA had medium effects on the AM dimensions. Significant interaction effects were found for FLE Teacher and Time for the AM dimensions. We argue that high FLE can act as a buoy for sagging motivation and thus become intrinsically motivating.

“Analytical,” “Angry,” and “(Too) Honest”?! Learners' Stereotypes about Teachers of German

AbstractThis study investigated stereotypes about teachers of German that 67 novice learners of German at a U.S. university had reportedly encountered. Consequently, the investigation explored the perceived accuracy of clichés associated with native‐speaker and non‐native‐speaker instructors. Students' stereotypical notions were sorted into categories using principles of grounded theory. Statistical analyses showed that respondents were able to list various stereotypes about instructors of German. Responses also reflected societal narratives concerning native‐speaker and non‐native‐speaker teachers' strengths and shortcomings. Last, and of importance to the future of German Studies, participants considered more favorable stereotypes about teachers as more accurate and less‐favorable clichés as more inaccurate. The study discusses implications for teaching, program advertisement, and research on how learners' imagined construct of the language classroom community may benefit the study of German.

ВИКОРИСТАННЯ СЕРВІСУ KLETT AUGMENTED В ПРОЦЕСІ ВИВЧЕННЯ НІМЕЦЬКОЇ МОВИ ЯК ДРУГОЇ ІНОЗЕМНОЇ

The article considers the didactic principles of using the Klett Augmented service 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 introduction of electronic technologies in the educational process. Modern achievements in neurodidactics are taken into account, in particular "Learning by Doing", the effectiveness of "multichannel" learning through the receipt of information through audio, visual, audio-visual, motor-kinetic channels is analyzed. The Klett application makes it possible to organize the study of the German language in a meaningful, dynamic, diverse way, varying theoretical material with practical tasks, and in the digital age – analog learning material with digital. In the course of the research the authors came to the conclusion that expedient and methodically correct use of Klett mobile application is an effective application in the process of learning German as a foreign language, promotes phonetic, lexical, communicative, translation skills, ability to use language skills in future professional activities. The service promotes the development of sociolinguistic competence, which manifests itself through interest in learning a foreign language and culture, provides the educational process with innovative characteristics, promotes effective independent work, effectively supports the work of teacher and / or student.

How experience with tone in the native language affects the L2 acquisition of pitch accents.

This paper tested the ability of Mandarin learners of German, whose native language has lexical tone, to imitate pitch accent contrasts in German, an intonation language. In intonation languages, pitch accents do not convey lexical information; also, pitch accents are sparser than lexical tones as they only associate with prominent words in the utterance. We compared two kinds of German pitch-accent contrasts: (1) a “non-merger” contrast, which Mandarin listeners perceive as different and (2) a “merger” contrast, which sounds more similar to Mandarin listeners. Speakers of a tone language are generally very sensitive to pitch. Hypothesis 1 (H1) therefore stated that Mandarin learners produce the two kinds of contrasts similarly to native German speakers. However, the documented sensitivity to tonal contrasts, at the expense of processing phrase-level intonational contrasts, may generally hinder target-like production of intonational pitch accents in the L2 (Hypothesis 2, H2). Finally, cross-linguistic influence (CLI) predicts a difference in the realization of these two contrasts as well as improvement with higher proficiency (Hypothesis 3, H3). We used a delayed imitation paradigm, which is well-suited for assessing L2-phonetics and -phonology because it does not necessitate access to intonational meaning. We investigated the imitation of three kinds of accents, which were associated with the sentence-final noun in short wh-questions (e.g., Wer malt denn Mandalas, lit: “Who draws PRT mandalas?” “Who likes drawing mandalas?”). In Experiment 1, 28 native speakers of Mandarin participated (14 low- and 14 high-proficient). The learners’ productions of the two kinds of contrasts were analyzed using General Additive Mixed Models to evaluate differences in pitch accent contrasts over time, in comparison to the productions of native German participants from an earlier study in our lab. Results showed a more pronounced realization of the non-merger contrast compared to German natives and a less distinct realization of the merger contrast, with beneficial effects of proficiency, lending support to H3. Experiment 2 tested low-proficient Italian learners of German (whose L1 is an intonation language) to contextualize the Mandarin data and further investigate CLI. Italian learners realized the non-merger contrast more target-like than Mandarin learners, lending additional support to CLI (H3).

The Use of the LITMUS Quasi-Universal Nonword Repetition Task to Identify DLD in Monolingual and Early Second Language Learners Aged 8 to 10

This study evaluates whether the short version of the German LITMUS quasi-universal nonword repetition task (LITMUS-QU-NWR) can be used as an index test for monolingual and early second language learners (eL2) of German aged 8 to 10 years. The NWR taps into quasi-universal phonological knowledge via the so-called language-independent part and into language-specific phonological knowledge via the language-dependent part. Thirty-six monolingual and thirty-three eL2 learners of German, typically developing (TD) and diagnosed as language-impaired (DLD), participated in the study. The effects of the language group (Mo vs. eL2) and the clinical status (TD vs. DLD) on repetition accuracy are investigated by a logistic mixed-model analysis. Receiver operating characteristics (ROC) and likelihood ratios are calculated to determine the diagnostic accuracy of the two parts. The group comparisons showed significant effects of the clinical status but not of the language group. The ROC analyses and the likelihood ratios reveal better diagnostic values for the language-dependent compared to the language-independent part and almost similar diagnostic values for the monolingual and the eL2 group. The results indicate that the LITMUS-QU-NWR helps to disentangle DLD and DLD in monolingual children and eL2 learners aged 8 to 10 years.

“That Was Amazing!” A Two-Study Perspective on Language Classroom Experiences Through the Lens of Psychological “Flow”

The construct of psychological flow bridges several areas of second language learning interest, including motivation, investment, self-efficacy, and autonomy. Flow, characterized by intense focus on an enjoyable activity that is at once challenging and accessible, creates conditions that have been linked to learning. Research interest in flow has grown, but the L2 research remains scarce and exploratory. This paper, which uses a two-study format, proposes and tests a new category coding scheme designed to explain which activities generate language-class flow. In Study A, third- and fourth-semester learners of Spanish, French, Italian, and German (N = 82) described their most flow-generating language-class experiences on an online questionnaire. In Study B, first- through fourth-semester students of Spanish (N = 588) did the same. The responses were coded to one category in each of four contrasting category pairs. Parallel analyses were conducted for each study, and within each study counts and chi-square tests were performed separately on each category pair. The results of both studies showed statistically significant contrasts within all four category pairs, and revealed that student-centered, open-ended, authentic, and non-competitive activities were more likely to generate flow than their opposites (i.e., teacher-centered, closed-ended, inauthentic, and competitive activities). Pedagogical implications and directions for future research are discussed based on these results.

Anxiety in Learning German as a Foreign Language: Its Association with Learners Variables

This study aims to investigate the foreign language anxiety (FLA) level among learners of German as a foreign language and discover the relationship between FLA and students’ variables that are gender, year of study, achievement in German classes, experience staying in Germany for more than six months, weekly contact hours, and course load of the term. The study used a quantitative research method using a survey approach. The Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz (1986), was administered to 246 German language learners in Jordan. Descriptive statistics, Chi-Squared, and univariate and multivariate ordinal logistic regression analysis were used to analyse the collected data then fitted on a regression model. The results suggest that the participants’ level of FLA was on a moderate level, with the anxiety of the German Class as the most dominant aspect and Text Anxiety as the least aspect. The gender of the participants and their weekly contact hours of the German language did not determine their level of anxiety in learning German as a foreign language. The variables that significantly affected the participants’ language anxiety, whether high or low anxiety, were the year of study, the German-language assessment score, staying for more than six months in Germany studying or field training, and the total number of credit hours registered for the term. It is recommended that language instructors create a positive and friendly attitude towards students to reduce language anxiety in the classroom.

Mental Representation of Word Family Structure: The Case of German Infinitives, Conversion Nouns and Other Morphologically Related Forms.

This study investigates how two non-finite forms, infinitives and conversion nouns, are represented in the mind of L1 and L2 speakers and what is their relationship to other members of the corresponding word family. German native speakers and proficient German learners with Czech as L1 participated in four overt priming experiments involving a grammatical judgement task. We investigated the relationship between infinitives (Experiment 1) and conversion nouns (Experiment 2) and formally identical verbal or noun forms. We further focussed on the relationship between conversion nouns and regular nominal derivation forms with two derivational suffixes: -er and -ung (Experiments 3 and 4). Our results show that the two non-finite forms differ in their relations to other members of a word family and do not constitute a special class of non-finites as suggested in previous literature. While German infinitives seem to be closer related to finite verbal forms, conversion nouns behave in the same way as other regular nominal derivatives within the same word family. As for the German L1 and L2 contrast, no significant difference in the mental representation of the examined forms was found. This finding suggests that with respect to the explored phenomena, proficient learners rely on the same linguistic organisation as L1 speakers.

Language reflection and reflection of own activities during the study of German as a second foreign language study of German

The problem of promoting reflection in German language classes as the second language was raised. The students studying German as a second foreign language were offered the survey by V. Pavlov «Readiness for the self-development». The choice of the investigation method is justified by the fact that the term «self-development» is very closely related to the term «reflection»: in order to develop oneself successfully, one must be able to reflect well. The results of the study show that 61% of students were prepared for the further self-development, which is connected with the need to reflect. 18% of students wanted to get to know themselves but did not have good self-improvement skills. 13% of students had more opportunities for self-development than the desire to understand themselves. The most problematic, in terms of the ability to reflect in order to develop oneself, seemed to be the last group (8%). It should also be noted that the fairly common answer was “I haven't thought about it”. The experience of the empirical studies allows the conclusion that the questionnaire can have not only diagnostic, but also formative functions: the formulation of questions stimulates the students to reflect on their personal and professional development. When studying German as a second foreign language, the students were offered a variety of tasks that encouraged reflection. After the work carried out, the number of students who are ready to reflect, to get to know themselves better has increased. The following considerations are based on the results of the work carried out: 1. We can develop language reflection among our students if we promote language awareness through activities; Promote language analysis; Encourage comparing languages; Encourage explaining differences; Perform language games; 2. We can develop language learning reflection among our students if we allow them to set goals, encourage reflection on own learning progress and promote awareness of their own experiences in learning German successfully.

FORMATION OF STUDENTS' COMMUNICATIVE COMPETENCE WITH THE HELP OF NONFICTION TEXTS

The importance of forming communicative competence through the lens of nonfiction texts is considered in the article. Several directions are offered - exercises on forming the culture of publicistic speech of students in the process of learning German, and the effectiveness of using the basic communicative method of teaching a foreign language in higher pedagogical education. Communication is defined as communication, combination, transmission, and perception of information in interpersonal relationships that implies a communication process. The norm of communication depends on adherence to certain moral qualities and the culture of speech of the interlocutors, in our case students. Today, as ever, foreign language is becoming an effective factor in the socio-economic, scientific, technical, and cultural progress of society.
 In the article, nonfiction texts are also considered as one of the factors in the formation of nonfiction speech in student youth. The culture of nonfiction, after all, is the meaning of language and its use in the whole set of functional styles inherent in it. After all, according to the authors, the texts of newspaper and journalistic journalism most strongly encourage students to exchange ideas and opportunities for creative self-realization, formation of critical thinking, associative thinking, and spontaneous foreign language.

First Language Matters: Event-Related Potentials Show Crosslinguistic Influence on the Processing of Placement Verb Semantics.

Second language (L2) learners experience challenges when word meanings differ across L1 and L2, and often display crosslinguistic influence (CLI) in speech production. In contrast, studies of online comprehension show more mixed results. Therefore, this study explored how L2 learners process fine-grained L2 verb semantics in the domain of caused motion (placement) and specifically the impact of having similar vs. non-similar semantics in the L1 and L2. Specifically, we examined English (20) and German (21) L2 learners of Swedish and native Swedish speakers (16) and their online neurophysiological processing and offline appropriateness ratings of three Swedish placement verbs obligatory for placement supported from below: sätta “set,” ställa “stand,” and lägga “lay.” The learners’ L1s differed from Swedish in that their placement verbs either shared or did not share semantic characteristics with the target language. English has a general placement verb put, whereas German has specific verbs similar but not identical to Swedish, stellen “set/stand” and legen “lay.” Event-related potentials (ERPs) were recorded while participants watched still frames (images) of objects being placed on a table and listened to sentences describing the event with verbs that either matched the image or not. Participants also performed an offline appropriateness rating task. Both tasks suggested CLI. English learners’ appropriateness ratings of atypical verb use differed from those of both native Swedish speakers’ and German learners, with no difference in the latter pair. Similarly, German learners’ ERP effects were more similar to those of the native Swedish speakers (increased lateral negativity to atypical verb use) than to those of the English learners (increased positivity to atypical verb use). The results of this explorative study thus suggest CLI both offline and online with similarity between L1 and L2 indicating more similar processing and judgments, in line with previous production findings, but in contrast to previous ERP work on semantic L2 processing.

The influence of first and second language on the acquisition of pragmatic markers in Spanish

This paper reports on an experimental study of the use of two Spanish markers of epistemic modality and evidentiality, creo que ‘I believe that’ and pienso que ‘I think that’, by native speakers, and by Dutch and German learners of Spanish. We found a clear preference for creo que among the native speakers of Spanish, but with differences between the main varieties of the language. For Dutch and German learners the preference for creo que was significantly weaker, and for beginning learners of Spanish it was significantly weaker than for advanced learners. While for the Dutch learners of Spanish this pattern reflects the preference for I think over I believe in their L1, the preference that the German-speaking learners have for creo que can be seen as evidence for a general tendency noticed in the literature, namely the interference of an L2 (in this case English) instead of the L1 (in this case German) in L3 performance (in this case Spanish).