The importance of the learning identity in grammar lessons

Doctoral Dissertation uoadl:2866927 311 Read counter

Unit:
Department of German Language and Literature
Library of the School of Philosophy
Deposit date:
2019-03-22
Year:
2019
Author:
Kanella Katerina
Dissertation committee:
Βηδενμάιερ Δάφνη (Επιβλέπουσα) Αναπλ. Καθηγήτρια Τμήμα Γερμανικής Γλώσσας και Φιλολογίας ΕΚΠΑ
Τσόκογλου Αγγελική (Συμβουλευτική και Εξεταστική επιτροπή) Αναπλ. Καθηγήτρια Τμήμα Γερμανικής Γλώσσας και Φιλολογίας ΕΚΠΑ
Μπαλάση Ευδοκία (Συμβουλευτική και Εξεταστική επιτροπή) Αναπλ. Καθηγήτρια Τμήμα Γερμανικής Γλώσσας και Φιλολογίας ΕΚΠΑ
Μπατσαλιά Φρειδερίκη (Εξεταστική επιτροπή) Καθηγήτρια Τμήμα Γερμανικής Γλώσσας και Φιλολογίας ΕΚΠΑ
Χρύσου Μάριος (Εξεταστική επιτροπή) Αναπλ. Καθηγητής Τμήμα Γερμανικής Γλώσσας και Φιλολογίας ΕΚΠΑ
Theisen Joachim (Εξεταστική επιτροπή) Επ. Καθηγητής Τμήμα Γερμανικής Γλώσσας και Φιλολογίας ΕΚΠΑ
Αλεξανδρή Χριστίνα (Εξεταστική επιτροπή) Αναπλ. Καθηγήτρια Τμήμα Γερμανικής Γλώσσας και Φιλολογίας ΕΚΠΑ
Original Title:
Die Bedeutung der Lerneridentität im Grammatikunterricht
Languages:
Deutsche
Translated title:
The importance of the learning identity in grammar lessons
Summary:
This thesis discusses the teaching of grammar as part of the German course as a foreign language in the Greek gymnasium, which consists of students with heterogeneous characteristics in terms of their learning and linguistic abilities. This research is conducted at two schools in Athens to third grade high school students.The concept of “Internal Differentiation” is introduced, to address the heterogeneity characteristics of students within a classroom, which is proposed as a teaching solution for the heterogeneity factors of students.The main objective of the research is to prove in practice that with the introduction of “Internal Differentiation” in a German grammar course based on the communicative method, the grammar can effectively be taught to all students. The focus of the research is to define the “identity” of the student, which consists of his language skills in combination with the different learning strategies he/she uses in German class. Based on the identity of the student and his/hers specific heterogeneity factors, such as his/hers learn type, learn style, gender and ability to memorize, appropriate measures are taken to achieve the objective of the specific research.The research is divided into two directions: an effective teaching practice on Wechselpräpositionen (a German grammatical phenomenon that can cause difficulties to Greek students) based on the Internal Differentiation and scientific results measurement via various scientific techniques (questionnaires, performance tests and statistical analysis).According to the results and scientific measurements, the research proves in practice that internal differentiation is highly effective for all students who are considered to be heterogeneous, as their performance in the course of grammar increases significantly.Research also leads in proposals for differentiated teaching material and in a didactic learning scenario (scenarios didactics), which is an innovative form of teaching for the effective promotion of linguistic and social skills in the foreign language course. The new teaching material of internal differentiation can be incorporated within the course of German as a foreign language in schools so that heterogeneity and individual differences in classrooms can be addressed effectively.
Main subject category:
Language – Literature
Keywords:
Internal Differentiation in language teaching, Heterogeneity, L2 german language learning, Learning strategies, Grammar teaching, learning identity, Motivation, Memory language learning strategies, Affective language learning strategies, Metacognitiv language learning strategies, Social language learning strategies, Szenarios didactics
Index:
No
Number of index pages:
0
Contains images:
Yes
Number of references:
357
Number of pages:
384
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