Der Erwerb von Abtönungspartikeln im institutionalisierten Lernprozeß Deutsch als Fremdsprache

Rösler, Dietmar

doi:10.1515/9783111661643.291

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“…Despite the fact that numerous linguists, such as Möllering and Nunan (1995), have characterized MPs as important 'indicators of pragmatic competence' (p. 41; see also Götze, 1993, p. 232), the situation appears to be similar for the teaching of the MPs in German. For example, Rösler (1983) notes that MPs must necessarily remain 'unbekannte Wesen' (p. 295) or 'unknown creatures' for learners of German, based on his review of commonly used textbooks.…”

Section: Teaching Pragmatic Competencementioning

confidence: 99%

“…The treatment of MPs in German-language teaching materials for the North American context has not improved much since Rösler's (1983) review. In a number of more recent texts, MPs are not mentioned at all (e.g., Moeller, Adolph, Mabee, & Berger, 2002;Terrell, Tschirner, & Nikolai, 2000).…”

Section: Teaching Pragmatic Competencementioning

confidence: 99%

“…Nevertheless, significant difficulties are associated with the classroom-based teaching and learning of MPs, including the rampant polysemy of these particles; the frequent absence of a similar system of attitudinal markers in the learners' L1 ( Bardovi-Harlig, 2001, pp. 20-24); the relative difficulty of creating a climate conducive to particle use in traditional language classrooms (Harden & Rösler, 1981); and the paucity of authentic pedagogical materials in the textbooks commonly used in North America (Bardovi-Harlig, 1996;Rösler, 1983).…”

Section: Introductionmentioning

confidence: 99%

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Learner Corpus Analysis and the Development of L2 Pragmatic Competence in Networked Inter-cultural Language Study: The Case of German Modal Particles

Belz¹,

Vyatkina²

2005

The Canadian Modern Language Review / La revue canadienne des l

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This article reports on a corpus-based, developmental pedagogical intervention for the teaching of German modal particles (MPs) in which learners examined their own emerging MP use as well as that of their native-speaking keypals in the context of electronically mediated, projectbased collaboration. Individual learner development was traced microgenetically over a period of nine weeks using Telekorp, a bilingual learner corpus with a built-in control corpus. The current study contributes to the teaching of second language (L2) pragmatics with respect to the authenticity of the interactions, the corpus-enabled nature of the intervention, the developmental scope of the data, and the potential for 'hyper-noticing' in Internet-mediated intercultural foreign language education. Résumé : Cette étude porte sur l'analyse faite à partir du corpus d'une intervention pédagogique conçue pour l'enseignement des particules de modalité (PM) en langue allemande. Dans le cadre d'une collaboration électronique autour d'un projet de classe, les apprenants ont examiné leur propre emploi des PM ainsi que celui de leurs correspondants, locuteurs natifs. Le développement respectif des apprenants a été établi de façon microgénétique sur une période de neuf semaines à l'aide de Telekorp, un corpus bilingue d'apprenants associé à un corpus natif témoin. La présente étude contribue à l'enseignement de la pragmatique d'une langue seconde relativement à l'authenticité des interactions, à l'utilisation d'un corpus comme outil d'intervention, à l'analyse du développement chez les apprenants et au potentiel offert pour favoriser l'hyper-noticing dans l'éducation interculturelle des langues secondes à travers l'Internet. xxxxxxxxxxxxxxxxxxxx © 2005 The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 62, 1 (September/septembre), 17-48 18 Belz and Vyatkina © 2005 The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 62, 1 (September/septembre)

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Section: Teaching Pragmatic Competencementioning

confidence: 99%

Section: Teaching Pragmatic Competencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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