Sprachliches im Blickfeld des Wissens

Working on grammar at school: Empirical research from German-speaking regions

“…The key problem, then, would be to maintain the intended template without being confused by the occurrence of the other one. Note that this problem is very similar to what Funke (2005) observed when using direct access tasks with grade 5-7 students.…”

“…They do not, however, provide evidence that students lost sight of syntactic features as well; on the contrary, students' sensitivity to such syntactic features might be deeper than before. Recall that, as Riehme (1972) found, older students tended to formulate their knowledge about nouns in a sketchier, less terminological fashion than younger students, and that Funke (2005) reports some dissociation between students' school-type grammar knowledge and their achievements on direct access tasks. If so, a school-type test assessing terminological knowledge will not capture how such students access syntactic structures.…”

“…The solutions students offered do not necessarily show a lack of sensitivity to syntactic structure because syntactic structure, as accessed by students, must not be equated with sentence structure which is the topic of school grammar. Funke (2005) found access to the syntactic category contrast of nouns and finite verbs to be widespread in secondary school students when probing for it by means of a direct task. Moreover, this access neither interfered with semantic features of the verbs and nouns used in the task nor did it depend on students' ability to explicitly classify words as nouns or verbs.…”

“…Some of them have focused on students' grammar concepts, drawing on verbal data such as questionnaires, interviews, and classroom logs (König, 1992;Mesch & Dammert, 2015;Müller & Tophinke, 2015;Peyer, 1997;Riehme, 1972;Rose, 1997;Schübel, 2000;Schuttkowski, Rothstein, Schmitz & Gräsel, 2015;Spies, 1989). Other studies drew on test data to investigate students' grammar knowledge (Claus-Schulze, 1966;Funke, 2005;Habermann, 2013).…”

“…In her study she used the direct access tasks described above (Funke, 2005). Simmel presented the tasks on a computer screen and had two students at a time from grade 5 or grade 8 classes work collaboratively on them.…”