Näytä suppeat kuvailutiedot

Sequences in German grammar teaching: An analysis of Dutch, Finnish, and global textbooks

Minna Maijala; Marjon Tammenga-Helmantel

dc.contributor.authorMinna Maijala
dc.contributor.authorMarjon Tammenga-Helmantel
dc.date.accessioned2022-10-27T11:57:02Z
dc.date.available2022-10-27T11:57:02Z
dc.identifier.urihttps://www.utupub.fi/handle/10024/156129
dc.description.abstractThis study investigates whether sequences in which grammar topics are presented in textbooks for German as a foreign language (henceforth GFL) match empirically determined, universal acquisition sequences. Moreover, it explores what patterns course books display regarding a set of grammar structures that are particularly interesting from an L1-perspective. From the literature we know that some grammar phenomena such as verb placement display a general acquisition pattern irrespective of the learners' L1. In addition, we find L1-specific research such as studies on the acquisition of case assignment for Dutch learners of German. The current study considers a range of Dutch, Finnish, and global textbooks for young adolescent learners (13-15 years) at a beginner level to identify the sequence in which they introduce simple and complex verbal structures, tense, case, and pronouns. Across all these domains, the results display mainly similarities. When differences are found, these are often related to language-specific characteristics of the L1 and the typological distance between the L1 and L2 German, namely when Finns learn German pronouns and separable verbs. Overall, the analyzed teaching materials introduce the majority of the grammar issues in accord with the acquisition sequences but more L1-specific empirical research is necessary. We argue that analyses of grammar sequences in textbooks can be used as input for both SLA/FLA empirical research and theory development, especially concerning the teachability of grammar.
dc.language.isoen
dc.publisherWALTER DE GRUYTER GMBH
dc.titleSequences in German grammar teaching: An analysis of Dutch, Finnish, and global textbooks
dc.identifier.urnURN:NBN:fi-fe2021042718848
dc.relation.volume56
dc.contributor.organizationfi=saksan kieli|en=Department of German|
dc.contributor.organization-code2602108
dc.converis.publication-id30084191
dc.converis.urlhttps://research.utu.fi/converis/portal/Publication/30084191
dc.format.pagerange78
dc.format.pagerange45
dc.identifier.jour-issn0019-042X
dc.okm.affiliatedauthorMaijala, Minna
dc.okm.discipline516 Kasvatustieteetfi_FI
dc.okm.discipline6121 Languagesen_GB
dc.okm.discipline516 Educational sciencesen_GB
dc.okm.discipline6121 Kielitieteetfi_FI
dc.okm.internationalcopublicationinternational co-publication
dc.okm.internationalityInternational publication
dc.okm.typeJournal article
dc.publisher.countrySaksafi_FI
dc.publisher.countryGermanyen_GB
dc.publisher.country-codeDE
dc.relation.doi10.1515/iral-2015-0070
dc.relation.ispartofjournalInternational Review of Applied Linguistics in Language Teaching
dc.relation.issue1
dc.year.issued2018


Aineistoon kuuluvat tiedostot

Thumbnail

Aineisto kuuluu seuraaviin kokoelmiin

Näytä suppeat kuvailutiedot