Lautes Denken als Forschungsinstrument für grammatikdidaktische Fragestellungen? – Diskussion zweier Studien

Schuttkowski, Caroline; Rothstein, Björn; Schmitz, Anke; Gräsel, Cornelia

doi:10.1515/zfal-2015-0016

Cited by 2 publications

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“…Die Verständlichkeit der Items wurde zusätzlich mit vier Masterstudierenden des Faches Deutsch in Form von Laut-Denken-Protokollen überprüft (vgl. beispielsweise Sandmann 2014; Schuttowski et al 2015), bevor der Test größeren Stichproben (N = 279) zur Bearbeitung vorgelegt wurde. Tabelle 1 zeigt die beiden Pilotierungsstichproben im Überblick.…”

Section: Beispielitemsunclassified

Professionalisierung im Lehramtsstudium Deutsch

2020

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Section: Beispielitemsunclassified

Professionalisierung im Lehramtsstudium Deutsch

2020

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“…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%

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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Lautes Denken als Forschungsinstrument für grammatikdidaktische Fragestellungen? – Diskussion zweier Studien

Cited by 2 publications

References 0 publications

Professionalisierung im Lehramtsstudium Deutsch

Professionalisierung im Lehramtsstudium Deutsch

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

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