Review of recent research (2002–2008) on applied linguistics and language teaching with specific reference to L2 German (part 1)

Abstract

Angesichts gegenwärtiger Entwicklungen innerhalb des Lehr- und Forschungsgebietes Deutsch als Fremdsprache (DaF)/German as a Foreign Language (GFL) als auch im Lichte politischer Entwicklungen, die weiterhin einen deutlichen Einfluss darauf ausüben, wie DaF verbreitet, gelehrt, gelernt und evaluiert wird, scheint eine kritische Bewertung von im Zeitraum 2002–2008 veröffentlichter DaF-Forschungsbeiträge zeitgemäβ und angebracht. Empirische Forschung zu Deutsch als Fremdsprache versteht sich nicht als isoliertes Forschungsfeld das primär oder gar ausschlieβlich mit seinen kulturell, strukturell und politisch bedingten Besonderheiten beschäftigt ist, sondern vielmehr als ein substantieller Beitrag zur internationalen Zweitsprachenerwerbsforschung, Fremdsprachenunterrichtsforschung und Angewandten Linguistik. Der erste Teil unseres Forschungsüberblicks behandelt den Erwerb grammatischer und pragmatischer Aspekte des Deutschen als Fremdsprache als auch individuelle Unterschiede und Präferenzen wie Alter, Motivation und Lernerstrategien. Im Mittelpunkt des zweiten Teils stehen Forschungsbeiträge die den Einfluss kontextueller Faktoren und methodisch-didaktischer Entscheidungen auf die Bedingungen, den Prozess und das Resultat fremdsprachlichen Lernens untersuchen. Überlegungen zu alternativen, widersprüchlichen oder gar unvereinbaren epistomologischen Grundannahmen sowie einen Ausblick auf die gegenwärtige wie zukünftige Sprachenpolitik beschlieβt den zweiten Teil unseres Forschungsüberblicks.This review of research on the learning, teaching, and assessment of L2 German published or completed between 2002 and 2008 may be particularly timely due to developments from within the profession as well as recent political changes which continue to have a strong bearing on the way L2 German is promoted, learned, taught and assessed. Far from representing an isolated field of research concerned only with the requirements and policies of its own subject matter, empirical research into L2 German now contributes greatly to the wider field of research in L2 acquisition, applied linguistics, and foreign language teaching. Part one of this article covers studies on the acquisition of grammatical and pragmatic aspects as well as individual differences and choices such as age, motivation, and learner strategies. Part two will cover research concerned with the impact of contextual factors and pedagogical choices on learning conditions, learning processes, and learning outcomes. A consideration of competing, conflicting, or even incommensurable epistemological frameworks as well as an outlook on current and future language policy will conclude part two.

Language strategies used by tourism degree students for learning German as a third language

“…An analysis of the data from the SILL questionnaire showed that the LLSs most frequently used of the six categories is metacognitive strategies, which is in line with the findings of other research studies, such as Rahimi et al (2008), Eckerth et al (2009), Nacera (2010), Fazeli (2012) or Barrios (2015). Regarding metacognitive and affective strategies on the other hand, the results of this study of the most and least frequently used strategies are also similar to others studies from the literature reviewed, such as Mohammadi et al (2013) and Gerami & Baighlou (2011).…”

Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018)

“…Following the established tradition of Language Teaching , which is committed to highlighting the development of teaching and learning languages other than English, such as Japanese (Mori & Mori, 2011), German (Eckerth, Schramm, & Tschirner, 2009; Eckerth & Tschirner, 2010), Spanish (Antón, 2011) and Italian (Macaro, 2010), this paper reviews 60 empirical studies on Chinese language teaching and learning that were published in five leading mainland Chinese journals during the period 2014–2018. The Chinese government has been promoting the teaching and learning of CSL/CFL while it has made concerted efforts to improve individual citizens' English competence since the 1970s (Wang & Gao, 2008; Gao, Liao, & Li, 2014; Ma, Gong, Gao, & Xiang, 2017).…”

Self-perceived Listening Comprehension Strategies Used by Iranian EFL Students

“…Since late 1970s, there has been a widespread research interest in the strategies that learners use for learning foreign or second languages and in variables related to effective strategy use including language proficiency and metacognitive awareness. These research projects range from studies on the use of all strategies in general to thorough exploration of certain strategies regarding particular skills or language areas (Eckerth, Schramm, & Tschirner, 2009). The body of work to date suggests a possible relationship between strategy use and second language learning success.…”