Motivation, Authenticity and Challenge in German Textbooks for Key Stage 3

Andon, Nick; Wingate, Ursula

doi:10.1057/9781137384263_9

Cited by 13 publications

(10 citation statements)

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“…Tomlinson et al 2001), and texts and activities of FL textbooks are usually built around grammatical structures (see, e.g. Andon and Wingate 2013;Nation and Macalister 2010: Ch. 5).…”

Section: The Role Of Grammar and Grammar Exercises In Fl Textbooksmentioning

confidence: 99%

“…. to produce the target language also in open-ended practice and to use the target language communicatively with peers (Andon and Wingate 2013;McDonough and Shaw 2012: Ch. 2).…”

Section: The Role Of Grammar and Grammar Exercises In Fl Textbooksmentioning

confidence: 99%

“…By examining FL textbooks, assumptions can be made as to how grammar is learned in the classroom context since there is evidence that teaching materials have an influence on their users (see, e.g. Andon and Wingate 2013;McGrath 2002;Tomlinson and Masuhara 2010).…”

Section: Introductionmentioning

confidence: 99%

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Grammar exercises in Dutch, Finnish and global textbooks for teaching German as a foreign language

Maijala

Tammenga-Helmantel

2017

The Language Learning Journal

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In foreign language (FL) teaching and learning, a substantial amount of content is provided in grammar exercises supplied by textbooks. The main focus of this study concerns the selection of grammar exercise types in FL textbook series. In our analysis, we focus on Dutch, Finnish and global textbooks for beginners aged approximately 13-15 years who are learning German (A0-A2 on the CEFR scale). Furthermore, an insight into the pedagogical approaches to grammar learning favoured in these textbooks is provided. The findings show that blank-filling exercises are the most frequently used exercise type in all the textbooks, with the amount ranging from 30.8% to 59.0%. The results of the analysis also indicate that the approach to learning grammar is a mixture of the Presentation-Practice-Production approach and strongly controlled learner-centeredness. Finally, based on the results of our study, we suggest that more variation within grammar exercises is required to meet the needs of different learners and their learning styles. Above all, we conclude that there is still a gap to be bridged between the reality in FL textbooks and the ideal presented in the research literature.

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“…Tomlinson et al 2001), and texts and activities of FL textbooks are usually built around grammatical structures (see, e.g. Andon and Wingate 2013;Nation and Macalister 2010: Ch. 5).…”

Section: The Role Of Grammar and Grammar Exercises In Fl Textbooksmentioning

confidence: 99%

“…. to produce the target language also in open-ended practice and to use the target language communicatively with peers (Andon and Wingate 2013;McDonough and Shaw 2012: Ch. 2).…”

Section: The Role Of Grammar and Grammar Exercises In Fl Textbooksmentioning

confidence: 99%

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Grammar exercises in Dutch, Finnish and global textbooks for teaching German as a foreign language

Maijala

Tammenga-Helmantel

2017

The Language Learning Journal

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“…For instance, typical activities presented in KS3 textbooks require pupils to tell target language speaker about their hobbies and daily routines or explain what their bedroom looks like; others portray pupils as tourists, requiring them 'to order meals they are not going to eat, plan journeys they are not going to make and hear about people they are not going to meet' (Grenfell 2000, 24). Andon and Wingate (2013) discussed that many topics presented in KS3 textbooks (e.g. self, family, home, or body) are not only uninteresting, but even face-threatening to adolescents, and therefore counterproductive to meaningful communication.…”

Section: Grammar and Activities In The Ncmflmentioning

confidence: 99%

Lots of games and little challenge – a snapshot of modern foreign language teaching in English secondary schools

Wingate

2016

The Language Learning Journal

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The number of pupils learning modern foreign languages beyond the age of fourteen has fallen substantially over the last decade. Among other reasons, shortcomings in teaching methodology have been blamed for this situation. The methodology has been accused of applying the Communicative Language Teaching (CLT) approach in a selective way and not providing pupils with a sense of progress and achievement. As there is little empirical evidence from modern foreign language classrooms, this study set out to investigate current teaching practices and evaluate the claims made about the application of CLT. Fifteen lessons in German, Spanish and French at KS3 were observed and the classroom activities were analysed for their focus on meaning and the opportunities they afford for the active use of the target language. The findings show a predominance of teacher-led and controlled activities, which required minimal language production by the pupils. The only traces left of the CLT approach were pseudo-communicative 'fun' activities which functioned as a disguise for form-focused exercises. Although this was a small-scale study, the findings suggest a culture of low expectations which poses little intellectual and linguistic challenge to pupils.

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“…Reading a range of texts is a normal part of most high-school learners' everyday experience in using their first language (L1), both as a source of information and for interest and enjoyment. Inspection of coursebooks in England suggests, however, that learners have limited exposure to reading material of that kind in the L2 (Andon & Wingate, 2013), even if one allows for the relatively small vocabulary sizes reported for learners in that context (Milton, 2006). If learners never feel able to access interesting and enjoyable texts in the L2-even after several months or even years of instruction-then arguably their sense of being able to communicate effectively, and hence their sense of self-efficacy as a foreign language learner, may be impaired.…”

Section: Self-efficacy Self-regulation and L2 Readingmentioning

confidence: 99%

Navigating the Challenges of L2 Reading: Self‐Efficacy, Self‐Regulatory Reading Strategies, and Learner Profiles

Graham

Woore

Porter

et al. 2020

The Modern Language Journal

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Reading in a foreign language has value for learners as a potentially rich source of input as well as enjoyment. It requires persistence, however. Within models of self-regulated learning, persistence relates to learners' self-efficacy and use of strategies to aid task completion and regulation of engagement. Yet the relationship between self-efficacy and self-regulatory strategies is underexplored for second language (L2) reading, despite some intervention studies finding that instruction aimed at improving strategy use positively influences self-efficacy. The current study investigated the relationship between what we call text engagement regulatory reading strategies (TERRS) and reading self-efficacy among 529 beginner learners of French. It also explored whether different learner profiles exist with respect to that relationship, and how far learners of different profiles benefited in respect of reading self-efficacy from 3 instructional approaches: phonics instruction plus the use of challenging texts; strategy-based instruction using the same texts; and no explicit phonics or strategy instruction using the texts only. The use of TERRS was an important predictor of reading self-efficacy and central to 3 distinct learner profile clusters. Increases in reading self-efficacy were significantly greater for learners of certain profiles who received strategy-based instruction, with implications for theories of self-regulated language learning and classroom practice.

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Motivation, Authenticity and Challenge in German Textbooks for Key Stage 3

Cited by 13 publications

References 0 publications

Grammar exercises in Dutch, Finnish and global textbooks for teaching German as a foreign language

Grammar exercises in Dutch, Finnish and global textbooks for teaching German as a foreign language

Lots of games and little challenge – a snapshot of modern foreign language teaching in English secondary schools

Navigating the Challenges of L2 Reading: Self‐Efficacy, Self‐Regulatory Reading Strategies, and Learner Profiles

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