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Nach drei Jahren mit detaillierten, anonymen Befragungen der Studierenden bin ich beeindruckt, was ich von den Studierenden alles lernen konnte und kann den KollegInnen Aktionsforschungen und den offentlichen Austausch daruber nur empfehlen.
Die Frage, ob das Lehrwerk ?Schritte“ oder ?studio d“ besser ankommt, ließ sich nicht klaren und der Referenz- rahmen erscheint wohl mehr der Lehrperson interessant und weniger den Studierenden. Damit ergibt sich die Situations- komik, dass die Ausgangsfragen zu diesen Umfragen und Analysen nicht eindeutig beantwortet werden konnten, aber dass auf dem Weg dahin viele neue Fragen und Antworten aufgetaucht sind.Textbooks written according to the CEFR: Schritte and studio d. Survey results showing Japanese University students’ opinions of the above
Summary:
The author taught German to beginners at Osaka University using the textbooks Schritte 1 and Schritte 2 (Hueber Verlag, 2003 and 2004) and studio d A1(Cornelsen, 2005) over a period of two years each, Schritte from 2005-2007, and studio d A1 from 2006-2008.
Purpose:
The surveys aimed to reveal first if students prefered one textbook over the other and, second, what the students thought about their progress when taught according to the standards of the CEFR. Finally, using the methods of Action Research, the author wanted to learn more about how students felt about her teaching style and to get students’ opinions about how the teaching could be improved.
Results:
The first question could not be answered definitevely, but regarding the second, results clearly indicate that it is advisable to make a vocabulary list available to students and to focus at least 4 classes (4 x 90 min = 360) on one textbook lesson. If only 2 classes (2 x 90 min) were dedicated to one textbook lesson the students could not keep up with the pace of vocabulary acquisition suggested by the textbook. However, in contrast, they could follow the grammar progression of these textbooks written according to the standards of the CEFR even with just 2 classes for one textbook lesson. Moreover, regarding the third question, students requested from the teacher more detailed grammatical explanations and a clearer overview of the German grammatical system. Thus, in sum, the vocabulary teaching according to 'Profile Deutsch" (Glaboniat u.a. 2005)seems to satisfy the learners and suit them well but the grammar progression seems to be too slow and simple and an overview of the whole grammar system is needed. Moreover, the surveys showed that the subjects have certain beliefs about language learning in which they stress the importance of grammar learning over the learning of vocabulary and useful lexical chunks.
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