Verbwissen in der Primarstufe

Mesch, Birgit; Dammert, Yvonne

doi:10.1515/9783110376630-002

Cited by 3 publications

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“…However, Mesch & Dammert (2015), in a study of the concept of verb in grade 4 children, found no correlation between children's ability to detect semantically peripheral (non-agentive) verbs and their propensity to argue upon questioning that verbs may be discerned by their reference to actions. So, how children reason about syntactic categories does not necessarily reveal how they detect them when words occur in an utterance.…”

Section: Observational Studiesmentioning

confidence: 95%

“…Their main objective has been to determine the extent to which students grasp syntactic features. 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).…”

Section: Observational Studiesmentioning

confidence: 99%

“…An implicit assumption in these studies is that students consequently do not grasp the syntactic features the concepts denote. However, students being unable to define the concept of verb did not preclude their being able to identify instances of verbs in a text (Mesch & Dammert, 2015). In addition, when students are asked to explicitly define grammatical concepts, their definitions seem to become sloppier after grammar instruction has ceased to be prominent in instruction even though there are no indications that the grammar knowledge needed to identify syntactic construction actually decreases (Riehme, 1972).…”

Section: Dort Werden Sie Mit Vergnügen Wandern Und Baden Und Erholt Zmentioning

confidence: 99%

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

Funke¹

2018

L1 Educational Studies in Language and Literature

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The article reviews quantitative as well as qualitative research on grammatical learning at school in the context of L1 education in German-speaking regions. One of the specifics of this research is that its focus has been not on the effects of grammar learning on reading and writing outcomes but instead on the quality of the knowledge which is gained. Research results are reported with respect to five areas: (1) interventions aimed at promoting grammar knowledge; (2) interventions aimed at fostering linguistic skills; (3) observational studies; (4) large-scale studies; and (5) classroom discourse in grammar lessons. In its conclusion, the article points to issues pertinent to future research. They include measuring the extent to which students access syntactic features directly, without having them explain these features verbally, as well as conceiving of instructional methods to make sure that students gain continued access to syntactic information.

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Section: Observational Studiesmentioning

confidence: 95%

Section: Observational Studiesmentioning

confidence: 99%

Section: Dort Werden Sie Mit Vergnügen Wandern Und Baden Und Erholt Zmentioning

confidence: 99%

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

Funke¹

2018

L1 Educational Studies in Language and Literature

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Sprachbewusstheit – Begriffe, Positionen und (In-)Kongruenzen

Bien-Miller

Wildemann

2023

Sprachbewusstheit

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Knowledge about grammar and the role of epistemological beliefs

Elsner

2021

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This overview paper discusses two major dimensions of professional teacher competencies: content knowledge and beliefs about linguistics (or grammar, respectively). Research has found that teacher trainees as well as practicing teachers often have gaps in their knowledge about grammar. Since a lack of content knowledge has negative implications for teachers’ actions in the classroom, we need to think of ways to make teacher education in the field of linguistics more successful and sustainable. In the article, several approaches targeting the explanation of low grammatical content knowledge are assessed; however, an emphasis is put on the idea that epistemological beliefs play a major role for students’ learning success suggesting that there is a relationship between content knowledge and beliefs which should be further explored in future research.

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Verbwissen in der Primarstufe

Cited by 3 publications

References 0 publications

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

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

Sprachbewusstheit – Begriffe, Positionen und (In-)Kongruenzen

Knowledge about grammar and the role of epistemological beliefs

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