Relevant bibliographies by topics / German language Study and teaching (Primary)

Academic literature on the topic 'German language Study and teaching (Primary)'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "German language Study and teaching (Primary)"

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Solomakha, Anzhelika. "APPLICATION OF DIGITAL TECHNOLOGIES FOR FORMATION OF FOREIGN LANGUAGE GRAMMAR COMPETENCE IN THE PROCESS OF EARLY LEARNING FOREIGN LANGUAGES (IN THE EXAMPLE OF THE GERMAN LANGUAGE)." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 121–35. http://dx.doi.org/10.28925/2414-0325.2020.8.11.

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The methodology of teaching foreign languages is constantly looking for ways to effectively master foreign languages by primary school students. The article deals with the possibility of using digital and multimedia technologies in the process of forming foreign language grammar competence of younger students on the example of the German language. The analysis of foreign experience proved the relevance of the introduction of such technologies in the teaching process of educational institutions of all levels, but it also noted the lack of studying the method of using digital and multimedia tools in the process of forming foreign language competence of primary school students, in particular when learning grammar in German. It is considered that in modern educational development conditions it is important to take into account the features of modern students, who are digital native, and the use of digital and multimedia technologies in German lessons is a natural and understandable tool for them. Future teachers and those, who are practicing the early language teaching, need to overcome psychological barriers and doubts about the effectiveness of new tools to make digital and multimedia technology a daily practice. The article proposes digital and multimedia resources and programs that can be used in the process of forming a foreign grammar competence at different stages of grammar processing, while fully complying with the requirements of the program "Foreign Languages for General and Specialty Educational Institutions 1-4 classes" of Ukraine. The comparative analysis of online resources intended for the study of foreign languages, including German, with the existing foreign language program for the New Ukrainian School (2018), taking into account the level of foreign language communication competence at the time of graduation from 4th grade, allowed to systematize existing digital networks on the Internet and cartoon resources in accordance with vocabulary stock and vocabulary topics, which will help to apply them effectively in German lessons, to increase the motivation of younger students, to encourage an independent study of a foreign language
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J. Sosulski, Michael. "Workshop in German Drama." Scenario: A Journal of Performative Teaching, Learning, Research II, no. 1 (January 1, 2008): 7–16. http://dx.doi.org/10.33178/scenario.2.1.2.

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This article presents a model for teaching a true four-skills second language course in German using student drama performance as the primary vehicle of instruction. Students in this workshop-style course learn to closely read literary German drama while enacting key scenes using authentic period acting techniques. Both the study of literary drama and the historical acting techniques with which they were performed offer students special access to important elements of German culture during notable eras while sharpening their mastery of advanced vocabulary and linguistic structure in German. The value of teaching drama through active learning, as well as the use of reflection in assessment are among the topics explored in this article. This article presents a model for teaching a true four-skills second language course in German using student drama performance as the primary vehicle of instruction. Students in this workshop-style course learn to closely read literary German drama while enacting key scenes using authentic period acting techniques. Both the study of literary drama and the historical acting techniques with which they were performed offer students special access to important elements of German culture during notable eras while sharpening their mastery of advanced vocabulary and linguistic structure in German. The value of teaching drama through active learning, as well as the use of reflection in assessment are among the topics explored in this article.
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Kazak, Yuliia. "SPECIFIC FEATURES OF SMART-TECHNOLOGIES USE IN THE VOCATIONAL TRAINING OF WOULD-BE GERMAN TEACHERS TRAINING." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 73–78. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247595.

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The article deals with the study of specific features of smart-technologies use while studying the German language by would-be foreign languages teachers. It is stated that the use of Internet technologies promotes the higher education applicants’ motivation and cognitive activity, their desire to study foreign languages, provides studying intensification and individualization. Having analysed scientific literature and relying on the personal experience, the author analysed specific features, opportunities and prospects for smart-technologies use in the vocational training of would-be German teachers. Smart education is proved to provoke flexibility, a long list of literature, a variety of multimedia, the ability to perform a quick and easy adaptation to the student’s level and necessities. The education also causes active experience and idea-sharing, course personification, the time saving to modify the existing educational content instead of its primary formation. The fact that smart technologies are characterized by flexibility, individualization, interactivity, multimedia use of the educational process is predominated. It promotes the combined implementation of individual and group lessons. The article justifies the fact that smart-technologies use while studying the German language helps to solve a number of educational tasks: the formation of listening comprehension, reading, writing, advanced vocabulary skills and abilities. It also stimulates the higher education applicants’ formation of firm motivation to study the German language. The following educational sites are used by Uman State Pedagogical University applicants of the educational programme ‘Secondary education. The English language and literature, the German language and literature while studying the German language are analysed: Rosetta stone, Deutsche Welle, Deutschlernerblog, YouTube-channel “Easy German”, the online newspaper ‘Zeit online’. The methodology to work with the audio texts on the site “Deutsche Welle” is described. The main advantages of smart technologies implementation while the German language teaching are outlined. Keywords: innovative educational technologies; smart technologies; smart education; online resources; foreign languages would-be teachers; the German language; Deutsche Welle; language environment
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Nijemčević Perović, Marija. "Using Social Strategies in Teaching German as a Foreign Language at Primary School Level." Филолог – часопис за језик књижевност и културу 22, no. 22 (December 30, 2020): 216–37. http://dx.doi.org/10.21618/fil2022216n.

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The major purpose of this quantitative research is to investigate the frequency of social learning strategies used in teaching German as a foreign language within the population of primary school students of the higher grade (corresponding to the age of 11 to 14). Furthermore, the aim of this study is to explore the statistically significant differences between pupil’s gender, age, second language performance assessment as predictors and social learning strategies as dependent variables. The research was done during the first semester of the school year 2019 / 2020 with 218 students. The modified questionnaire Strategy Inventory for Language Learning designed by Rebecca Oxford, Likert and Guttman scale were used for data collection. The Cronbach’s Alpha reliability coefficient of the modified scale was α = .89. The research data was analysed by a quantitative method with IBM SPSS 23 and the results revealed that the primary school learners employed social learning strategies with an average value of 3.30, which represents a medium frequency of use. Results have shown that female students tend to use social learning strategies more frequently than males (Mf = 11.05; Mm = 9.74) and their usage becomes less intense with age (М5 = 4.14, М6 = 3.69, М7 = 2.42, М8 = 2.39). Performance assessment is not contributing significantly to their frequency (rho = .18, p = .39). The Mann - Whitney U test is used to compare whether there is a statistically significant difference in the dependent variable for two independent groups: students in late childhood and students in early adolescence. Results have shown that the second group of students use rarer social learning strategies than the first. Therefore, older learners were exposed to the strategies input. The Wilcoxon signed - rank test was used to compare repeated measurements on a single sample to assess whether their population mean ranks differ. Results have shown that strategies input contributing statistically significant to the detected changes in a date caused by strategies input (z = - 5.24 , p = .01). The slight difference between arithmetic means (М1 = 3.22; М2 = 3.36) was explained with the Affective filter hypothesis Stephen Krashen developed in the 1980s. This paper points out the importance of using social strategies in teaching and learning German as a foreign language. Pedagogical implications refer to some important indicators of social learning strategies – symmetrical and complementary interpersonal communication and the use of cooperative learning principles in the classroom.
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Sebestyén, Krisztina. "Differences in Foreign Language Choice of Students from Different Social Backgrounds." Central European Journal of Educational Research 3, no. 2 (July 19, 2021): 78–86. http://dx.doi.org/10.37441/cejer/2021/3/2/9364.

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According to previous research (e.g. Bernstein, 1971; Gogolin, 2014; Hegedűs et al., 2019), family background plays a decisive role in an individual's mother tongue acquisition and in learning foreign languages. In another study, parents with a high social background (54.0%) chose German for their children, and parents with a low social background (56.9%) chose English in primary school (Sebestyén, 2021). Based on this, in the study I examine what difference can be detected in the foreign language choice of high school students from different social backgrounds. In the study, I analyze the student data (890 people) of my database entitled “German learning and teaching in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties” prepared in the 2018/2019 school year, during which I perform cross-tabulation and cluster analysis with the help of SPSS program. The database contains data on 11th grade high school and vocational high school students who studied German and / or English in high school. As the results, there are differences between the learned foreign languages among secondary school students according to family background. Among the clusters related to high school choice, those belonging to the “Higher Education Oriented Local” cluster are most interested in foreign languages, most German-speaking (74.0%) and English (89,0%) students tend to be in this cluster. Overall, the majority of respondents learn English, while students from higher social backgrounds (also) learn German.
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GAGARINA, NATALIA. "Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung." Applied Psycholinguistics 37, no. 1 (December 9, 2015): 91–122. http://dx.doi.org/10.1017/s0142716415000430.

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ABSTRACTThe goal of this study was to trace the dual language development of the narrative macrostructure in three age groups of Russian–German bilingual children and to compare the performance of simultaneous and sequential bilinguals. Fine-grained analyses of macrostructure included three components: story structure, story complexity, and internal state terms. Oral narratives were elicited via the Multilingual Assessment Instrument for Narratives. Fifty-eight Russian–German speaking bilingual children from three age groups participated: preschoolers (mean age = 45 months) and elementary school pupils (mean age first grade = 84 months, mean age third grade = 111 months); and there were 34 simultaneous and 24 sequential bilinguals. The results showed significant improvement for all three components of macrostructure between the preschool and first-grade period. Additional significant development from first to third graders was found only for story complexity in Russian. This is explained by the Russian curriculum explicitly teaching narrative skills during early literacy training. In the two older groups, simultaneous bilinguals showed advantages over sequential bilinguals, for story complexity only. This finding suggests considering bilingual type when evaluating narrative skills of bilinguals. The results indicate cross-language association of only some components of narrative score across languages. The findings support the examination of various constituents of macrostructure when evaluating its development as well as the progression of narrative skills.
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Wilden, Eva, and Raphaela Porsch. "Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education." Studies in Second Language Learning and Teaching 10, no. 3 (September 30, 2020): 631–55. http://dx.doi.org/10.14746/ssllt.2020.10.3.9.

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This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.
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Behrent, Sigrid, Sabine Doff, Nicole Marx, and Gudrun Ziegler. "Review of doctoral research in second language acquisition in Germany (2006–2009)." Language Teaching 44, no. 2 (February 22, 2011): 237–61. http://dx.doi.org/10.1017/s0261444810000455.

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Our overview of current dissertation work at German universities has identified four main strands of research interest within the field of second language acquisition (SLA). The 38 Ph.D. theses reviewed here were all read between 2006 and 2009 and fall into the subject areas of: foreign language (FL) teaching in primary school, Content and Language Integrated Learning (CLIL) and multilingual pedagogy, language learner autonomy, and multimedia and language learning. Research methods are mostly qualitative in nature, although method and instrument triangulation are common, and studies often involve smaller research groups. The focus of study tends to be quite practical, reflecting the need to adapt teaching curriculums and learning materials to changing learning situations and populations.
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Huber, Máté Imre. "The pluricentricity of English and German in four coursebook series." Acta Academiae Beregsasiensis, Philologica I, no. 2 (December 20, 2022): 180–218. http://dx.doi.org/10.58423/2786-6726/2022-2-180-218.

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The present study is part of a complex research project, which, situated at the interface of sociolinguistics and language pedagogy, investigates the role of the pluricentricity of English and German in the Hungarian educational system. The focus of this study is on textbook families that are widely used and market leaders in Hungary, both in public education and in higher as well as adult education. The international literature on the pluricentricity of these two languages is extensive, and within it, the role of these languages in language teaching is receiving increasing attention. The comparative analysis upon which this paper is based analyses four textbook families (two English and two German ones) which are market leaders in Hungary, and cover the full range of proficiency levels from A1 to C1 of the Common European Framework of Reference for Languages. Thus, a total of 20 complete volumes (textbook, workbook, as well as supplementary and audio materials) are included in the analysis. Based on the recommendations of the relevant literature, which advocates the representation of pluricentricity primarily in the case of receptive skills, this paper examines the pluricentricity in three areas in language textbooks: (1) vocabulary, (2) reading comprehension, and (3) listening comprehension. The primary aim of the paper is to identify general trends, but to illustrate these, a number of specific examples are also analysed. The most fundamental finding of the study is that, in line with previous research, pluricentricity plays a rather marginal role in the textbook families studied. However, there are systematic differences between the textbook families published by different publishers, which suggests that it is possible to incorporate more pluricentric content in these materials, given an appropriate theoretical background and a sufficient degree of openness to linguistic variability. Although the differences resulting from pluricentricity are manifest at all levels of language, the textbook families studied focus almost exclusively on vocabulary differences, in some cases complemented by pronunciation. This is true not only of content aimed directly at developing vocabulary, but also of texts aimed at developing reading or listening comprehension. The study also looks at the thematic distribution of the pluricentric content, discovering significant anomalies, such as a strong over-representation of topics dealing with culinary specialities, especially in the case of German. On the positive side, compared with the results of previous studies of older publications from the same publisher, there is a greater emphasis on pluricentricity in the materials used today, which is an encouraging insight. The relevance and practical utility of this research is that it provides textbook publishers and curriculum developers with concrete, scientifically based recommendations based on the criticisms formulated on the basis of the scholarly analysis of the textbook families under study, which, if implemented, can bring language teaching and real language use closer together, and thus make the process of language learning more successful.
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Sahin, Senem. "Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (April 25, 2020): 662–74. http://dx.doi.org/10.33258/birle.v3i2.895.

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AbstractThis study of 30 primary teachers of English in Germany used questionnaires to explore their critical reflections on coursebook usage in classrooms. The research questions were: What are primary school teachers’ perceptions of English language teaching materials? What materials are used by primary school English language teachers? What are their reasons for using certain materials? What characteristics define good language teaching materials for primary school English teachers? The participants mostly prefer implementing their own self-designed materials in combination with coursebooks. Given that preparing personal primary school teaching materials is quite time-consuming, the teachers’ arguments for their choice should be explored further to optimize English language teaching. Some argued that self-designed materials are more adjustable to the needs of their students and more authentic. The paper proposes some strategies for striking a balance between teaching English with and without a coursebook, such as making coursebook learning activities more interactive and raising awareness of effective coursebook selection. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers.
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Dissertations / Theses on the topic "German language Study and teaching (Primary)"

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Burghardt, Josef. "Database system for teaching German." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834506.

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It is not revolutionary to say that repetition and practical experience is a very important aspect in learning about and understanding a topic. This is especially true for languages, particularly from the point of view of vocabulary.Like in many other processes that deal with gaining knowledge, studying foreign words involves a lot of side work: For instance the selection of words, or their presentation for the actual training.The purpose of this thesis is to automate the study of vocabulary. To do so, an intelligent software package was developed. Divided into three parts the project takes into account the aspects from the language point of view, from the studying point of view, and from the computer science point of view.The fundamental idea to accomplish the goal is a relational database system. It is utilized by software programs that solve their tasks in respect to data management, data manipulation, storage and retrieval, in an efficient way.The system is developed for English speaking persons studying German as a foreign language. And with every language having its own nature, it naturally influences all levels and aspects of design and utilization of the database.l:
Department of Computer Science
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Frömel, Annette. "Using language arts in the German classroom: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31677174.

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Wingate, Ursula. "An investigation into the effectiveness of different dictionary types for intermediate learners of German." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22805552.

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Li, Aike. "L2 rhythm development by Mandarin and German learners of English." Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707918.

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Strauss, Trudie. "Moodle and blended learning in teaching German for beginners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96947.

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Thesis (MA)--Stellenbosch University, 2015
ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that the best way to improve teaching is the implementation of technology, by means of a Blended Learning approach. However, little thought is given to the practical considerations of this statement. Reflection on whether the Blended Learning approach can be implemented in the already established teaching practice or whether this necessitates a complete change in teaching methods rarely happens. This study aims to determine whether the incorporation of certain aspects of Blended Learning into an already existing teaching methodology results in a significant change in learners’ German performance. Grade 8 beginner German learners took part in this study during the third term of 2014. Two groups were identified: an experimental group and a control group. The experimental group did all homework assignments on the available online learning platform, Moodle, while the control group did homework assignments in the conventional way – on paper. At the end of the third term, learners’ examination results were compared to the results of the examination of the second term. The changes in the results of the two groups were compared to determine whether one group manifested a significantly greater change in results than the other. The outcome of the study is that incorporating only elements of a Blended Learning approach into an already existing teaching system, while keeping the methods of instruction constant and only changing the medium of homework delivery, does not have a significant influence on learners’ performance in German.
AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming beskikbaar nie.
rs201508
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Cheung, Sing-chi, and 張成芝. "Influence of L3 German on L2 English among Cantonese native speakers in the domain of tense-aspect." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45986575.

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Wichmann, Laura. "An neue Sprachufer übersetzen: Zur Didaktik der Literarizität und dem Potential eines erweiterten Übersetzungskonzeptes im Kontext von Deutsch als Fremdsprache." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96946.

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Moosavi, Amir. "Instructional Effectiveness of an Integrated Holistic Teaching Method of German Language at the Community College Level." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5601/.

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The propose of this study was to determine the effectiveness and appropriateness of the integrated holistic method for teaching grammatical structure, cultural norms and behavior, writing and listening skills to beginning German language students. The study examined a sample of undergraduate students who were enrolled in the introductory college level German offered at the Collin County Community College, Spring Creek Campus in Plano, Texas. A total of 24 students participated in this study. This study utilized a pre- and posttest group to measure the instructional effectiveness of the integrated holistic teaching method. Structural grammar, cultural norms and behavior, writing, and listening skills were used as dependent variables. The holistic integrated teaching method were measured at the end of the course as independent variables. Individual pre- and posttests were used for each of the dependent variables. The higher posttest mean scores indicated significant improvement in student learning level in four major language skills such as structural grammar, cultural norms and behavior, writing, and listening through the holistic integrated teaching method.
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Niblack, Linda Marie. "Videotaping: A tool for self-evaluation in language arts processes." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/958.

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Bodenstein, Eckhard W. "Lernervoraussetzungen von Deutschstudenten an der Universitat Zululand : eine Untersuchung auf der Grundlage von Bildtexten." Thesis, Stellenbosch : Stellenbosch University, 1998. http://hdl.handle.net/10019.1/50985.

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Thesis (MA) -- Stellenbosch University, 1998.
ENGLISH ABSTRACT: During my work as a lecturer in "German as a foreign language" at the University of Zululand I have experienced that African students often understand German texts in a different way than I, coming from a European background, would have expected. According to the research on text reception, differences in understanding texts are the result of different reader characteristics of which the socio-cultural background forms an important component. This thesis examines the socio-cultural background of Zulu students and aims to show how it influences their understanding of German texts. The necessary data is obtained by way of a comparative empirical investigation which is enhanced by personal observations made while teaching German to African learners. The investigation is based on a German advertisement. The control groups consist of South African students at the Universities of Natal/Durban and Stellenbosch as well as students in Germany at the University of Kassel. The investigation is concluded by a discussion of the implications that the socio-cultural background of Zulu students can have on the teaching of "German as a foreign language" and on intercultural communication.
AFRIKAANSE OPSOMMING: Gedurende my werks,aamheidas dosent in die vak "Duits as vreemde taal" aan die Universiteit van Zululand het ek ondervind dat Swart studente dikwels Duitse tekste heeltemal anders verstaan as wat ek, as iemand met Europese agtergrond, sou verwag het. Navorsing oar teks-resepsie skryf resepsieverskille toe aan verskillende lesereienskappe waarvan die sosio-kulturele agtergrond 'n belangrike komponent vorm. Hierdie tesis ondersoek die sosio-kulturele agtergrond van Zoeloe-studente en probeer aantoon hoe dit die resepsie van Duitse tekste be'invloed. Die nodige inligting hiervoor word verkry deur middel van 'n vergelykende empiriese ondersoek. Dit word aangevul deur persoonlike waarnemings wat ek gedurende die onderrig van Duits aan Swart studente gemaak het. Die ondersoek is gebaseer op 'n Duitse advertensie. Die kontrolegroepe bestaan uit studente aan die universiteite in Natal/Durban en Stellenbosch in Suid- Afrika en in Duitsland aan die Universiteit van Kassel. In die slotgedeelte word die implikasies uitgewys wat die sosio-kulturele agtergrond van Zoeloe-studente op die onderrig van "Duits as vreemde taal" as oak op interkulturele kommunikasie kan he.
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Books on the topic "German language Study and teaching (Primary)"

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Kohl, Eva Maria, and Alexandra Ritter. Poetische Spielräume für Kinder: Literarische Erfahrungen und sprachliche Produktivität : Festschrift für Eva Maria Kohl. Baltmannsweiler: Schneider Verlag Hohengehren GmbH, 2013.

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Martin, Cynthia. Lets join in!: Finger and action rhymes. London: CILT, 1998.

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1939-, Liebe-Harkort Klaus, ed. Wörter und Begriffe: Lücken im Kindesalter, Verlust der Gleichberechtigung in Beruf und Gesellschaft : Auswertung eines Worttests bei türkischen Migrantenkindern in der Primarstufe : Vergleich mit nichtmigrierten Kindern, deutsche Schüler in der Bundesrepublik und türkische Schüler in der Türkei. Frankfurt am Main: P. Lang, 1988.

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Staab-Schultes, Theresa. Feste als didaktischer Lerngegenstand im Englischunterricht der Grundschule: Eine Untersuchung landeskundlicher und sprachlicher Aspekte in Englischlehrwerken der dritten und vierten Jahrgangsstufe. Frankfurt am Main: Peter Lang, 2011.

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Boase-Beier, Jean. The German Language. New York: John Wiley & Sons, Ltd., 2007.

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The primary language book. 2nd ed. Buckingham: Open University Press, 1993.

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Richard, Knott, ed. The primary language book. Milton Keynes: Open University Press, 1988.

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Moore, Jo Ellen, and Jo Supancich. Second grade language. [Monterey? Calif.]: Evan-Moor, 1995.

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Drama in primary English teaching. London: David Fulton, 1998.

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Council, Lancashire County. Ideas bank for language in primary science. Lancaster: County Council, 1998.

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Book chapters on the topic "German language Study and teaching (Primary)"

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Dzik, Dominika. "Is Strategy Training Necessary in L3 Learning? The Study of Communication Strategies Used by Upper-Primary School Learners." In Second Language Learning and Teaching, 143–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_8.

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Crichton, Hazel. "German Teaching and Learning in Early Years and Primary Schools in the UK." In Early Language Learning Policy in the 21st Century, 275–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76251-3_13.

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He, Kekang. "The Study of Psychological Model and Teaching Approaches in Primary School Composition." In New Theory of Children’s Thinking Development: Application in Language Teaching, 95–137. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-837-3_5.

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Reynolds, Barry Lee, Chen Ding, and Janis Zhiyou Li. "Pre-service Primary Teachers’ Perceptions of a Primary Education Program and an English Language Teaching Practicum: A Macau Case Study." In Handbook of Research on Teacher Education, 351–77. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9785-2_18.

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Fürstenau, Sara, Yağmur Çelik, and Simone Plöger. "Language Comparison as an Inclusive Translanguaging Strategy: Analysis of a Multilingual Teaching Situation in a German Primary School Classroom." In Inklusion und Bildung in Migrationsgesellschaften, 145–62. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-28128-1_9.

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Makalela, Leketi. "Rethinking the Role of the Native Language in Learning to Read in English as a Foreign Language: Insights from a Reading Intervention Study in a Rural Primary School in South Africa." In International Perspectives on Teaching English to Young Learners, 141–55. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230_8.

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Palladino, Paola, Robert Muzzì, Elena Niccolai, Milvia Cottini, Guendalina Peconio, Federica Doronzo, Giusi Antonia Toto, and Pierpaolo Limone. "A Project to Promote English Learning in Primary School: “An English Island®” E-learning Platform." In Psychology, Learning, Technology, 83–95. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_5.

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AbstractThe present study was aimed to investigate English learning as second language, in school, in first, second and third graders of twelve classes randomly assigned to a control or an experimental group. Children in the latter are exposed during English school teaching to the method “An English Island®” and to its platform activities. The method “An English Island®” offers a variety of strategies for teaching English in primary school, an innovative digital tool that promotes teaching/learning English language’s communicative approach, lead students to become familiar with the language in a sort of continuous, inclusive workout, in which everyone participates and talks.English skills as well as cognitive abilities are tested in both groups at the beginning and at the end of the school year with the aim to compare control and experimental classes in both a longitudinal and a cross-sectional design.
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Nutti, Ylva Jannok. "Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones in Sámi Teacher Education." In Springer Polar Sciences, 43–60. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_4.

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AbstractSámi teacher education programs are core programs at the Sámi University of Applied Sciences, and have been since the establishment of the institution. Sámi teacher education programmes involve flexible teaching methods including online teaching, teaching at gatherings and through practicum periods at early childhood centres and primary schools. The aim of this chapter is to discuss Sámi teacher education as Indigenous higher education, in order to explore the cornerstones of Sámi teacher education. The method used in the present study combines content analyses and a narrative approach. Content analysis is a research tool used to analyse the official documents for teacher education programmes and programme syllabi at Sámi University of Applied Sciences. The narrative approach was selected in order to use personal experiences from Sámi teacher education. As an analytical tool the model of Madden’s (2015) pedagogical pathways in Indigenous teacher education were used. The pathways are learning from traditional Indigenous modes of teaching, pedagogy for decolonizing, Indigenous and antiracist education, and Indigenous and placed-based education. Traditions, traditional knowledge and traditional models of teaching, together with language, are central in Sámi teacher education. Sámi teacher education could also be viewed in connection to placed-based education. Decolonizing is part of the educators’ work to transform and implement traditional knowledge and culture-based teaching perspectives, and in educators’ work to deconstruct culture, history and Indigenous identity. The term “colonial” is not used explicitly. However even if the term is not present, colonialism is indirectly visible. The antiracist education is less visible. All the pathways are visible in Sámi teacher education, but to visualise in Sámi teacher education the cornerstones, the metaphor of the lávvu and three caggi, or poles, is used and the caggit are, in the Sámi language, árbediehtu, and girjás searvelatnja.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.

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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.

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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Conference papers on the topic "German language Study and teaching (Primary)"

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Žefran, Mojca, Anja Pirih, and Silva Bratož Bratož. "EDUCATION STUDENTSʼ ATTITUDES TOWARDS LINGUISTIC DIVERSITY FROM A COMPARATIVE PERSPECTIVE." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.149z.

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In developing the language education policy, the Council of Europe recognised the promotion of language diversity as one of Europe's key goals and e thus emphasised the teaching and dissemination of the languages of EU Member States. The development of plurilingual and multilingual competences involves, among other things, the forming of positive attitudes towards foreign/second/additional languages. It is assumed that teachers play an important role in developing learnersʼ language attitudes and can have a considerable influence on their beliefs. Therefore, the main aim of the present study is to identify and explore future teachers‟ attitudes towards linguistic diversity from a comparative perspective. A survey conducted among Slovene and German students who are studying to be primary school teachers looks atthe respondents‟general attitudes and beliefs related to language learning and linguistic diversity, their motivation for learning additional languages and their attitudes towards connecting language and culture. Finally, since the two institutions surveyed are both located in bilingual environments, the study investigates the different ways in which environmental factors shape education students‟ views and attitudes towards multilingualism. The results suggest a rather complex picture of attitudes and beliefs as expressed by the population surveyed.
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Zoriana, Khalo. "USING INTERACTIVE TEACHING METHODS AT ENGLISH AND GERMAN LANGUAGE LESSONS IN PRIMARY SCHOOL." In GRUNDLAGEN DER MODERNEN WISSENSCHAFTLICHEN FORSCHUNG. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-10.09.2021.51.

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Sirisubsatid, Sirimar. "The new era of language teaching: Case study of peer teaching method in German language class." In 2018 5th International Conference on Business and Industrial Research (ICBIR). IEEE, 2018. http://dx.doi.org/10.1109/icbir.2018.8391257.

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Pebrianti, Shany, Aceng Syaifullah, and Dadang Sudana. "Sexual Harassment Against Women on German Online Media: Ideology and Cultural Study." In Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2292230.

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Maisyafriana, Adelina Siahaan, and Evi Mala Wijayanti. "The Implementation of Integrated Curriculum in the Primary School: A Case Study of Sekolah Alam Cikeas." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.014.

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Zinchenko, Valentina M. "FORMATION OF GRAMMAR COMPETENCE BY STUDENTS OF TECHNICAL UNIVERSITIES (ON THE BASIS OF FRAME STRUCTURES STUDY IN THE GERMAN SENTENCE)." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.9.

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Qi, Cong. "A Comparative Study on the Professional Identity of Primary School English Teachers of Korean Nationality from the View of Teaching Age*." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.108.

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Edlichko, Anzhela I. "CODIFICATION OF THE ORTHOEPIC NORMS OF THE GERMAN LANGUAGE: HISTORY AND CURRENT SITUATION." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.07.

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The article discusses the development of the lexicographic codification of pronunciation norms of German. It gives an overview of the orthoepic norm, its varieties and inherent features, relations between the norm and standard of pronunciation. Pronouncing dictionaries since the end of the 19th century have been studied as primary sources, some phonetic phenomena are also illustrated with the explanatory dictionaries of earlier periods. The lexicographic codification of the pronunciation norms in historical retrospect is briefly analyzed: from exaggerated articulation of actors in Germany to actual sound phenomena using in the pronunciation of professional radio and television announcers, which includes the pronouncing features of authentic oral media communication. Special attention is paid to the problem of codification of the orthoepic standard in different types of dictionaries in light of the pluricentricity of German, due to lack of empirical analyses. The article also represents the current orthoepic dictionaries, which include information about the sounds of three standards of German in Germany, Austria and Switzerland. Study of their structure and content features made it possible to identify some advantages and disadvantages. As a result of the study, the author concludes with changing approaches to the codification of pronunciation norms, such as transformation of the metalanguage, expansion of the empirical base, use of contemporary sociophonetic methods in its analysis, some structural and content changes in the dictionaries. These modifications are shown to be connected with the change of the lexicographic paradigm and the turn from monocentricity to pluricentricity due to sociocultural and sociolinguistic factors. Refs 24.
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Zeljić, Mariana, and Milana Dabić Boričić. "STUDENT – FUTURE TEACHERSʼ ATTITUDE ON THE DEVELOPMENT OF MATHEMATICAL LITERACY IN PRIMARY EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.347z.

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Although many studies investigate mathematical literacy, there is no consensus on the meaning of the term. The aim of this study is to investigate the concept of mathematical literacy of future teachers. The data are collected by semi-structured interview with thirteen Teacher Education Faculty students. The concept of mathematical literacy can be placed in four categories: 1) the knowledge and ability to communicate in mathematical language; 2) the conceptual understanding of concepts, contents and procedures; 3) the application of mathematics in everyday life; 4) the use of mathematical-logical thinking and problem solving. All interviewed students highlighted the students’ ability to formulate, represent and solve mathematical problems as well as the precise and correct use of symbolical mathematical language as a very important competence for mathematical literacy, while almost half of the interviewed excluded the students’ ability to see mathematics as a useful subject as an important competence. The teachers’ beliefs and knowledge significantly impact students’ development of mathematical literacy. Hence it is important to provide the conditions in which the teachers will be able to understand the concept and develop a richer conception of mathematical literacy.
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Kagazbayev, Zhanbyrbay, and Nazym Tokpayeva. "FEATURES OF USING MOOC RESOURCES IN ENGLISH LANGUAGE TEACHING." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(15).

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Massive Open Online Course (MOOC) is part of the big invention of technology in education nowadays. With the existence of technology in today’s world, technology currently acts a big role and invention in the 21st century teaching and learning. Massive Open Online Course (MOOC) is widely known by most universities all over the world. Most universities have started to implement the combination of MOOC and traditional classroom as part of the teaching and learning process especially in ESL learning. In Kazakhstan, English language is well-known for its role as the second language and English language is not only used in the primary and secondary level of education, but also in tertiary level of education. Thus, in relation to that, this paper intended to study students’ acceptance and perceptions on the use of Massive Open Online Course (MOOC) for ESL learning. A document analysis method is used through the secondary resources regarding MOOC and in what ways MOOC helps for ESL learning. Discussion and recommendations are further explained in this study
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Reports on the topic "German language Study and teaching (Primary)"

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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