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GRIN Verlag Draagt Grammaticaonderwijs - zoals het in leergangen Duits op niveau A1/A2 wordt aangeboden - bij aan het bereiken van de aangegeven interactieve/productieve ERK-doelen?

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Description

Research Paper (undergraduate) from the year 2013 in the subject Didactics for the subject German - German as a Foreign Language, grade: 8,0, Leiden University (ICLON), language: Dutch, abstract: In deze rapportage zullen we in eerste instantie met behulp van het ERK (2001), Westhoff (2008) en Kwakernaak (2009) tot een instrumentarium proberen te komen, waarmee we de leergangen kunnen analyseren. Vervolgens zullen we ieder één Nederlandse en één Duitse leergang analyseren en antwoord geven op volgende deelvragen: (1) Is het behandelde grammaticaonderwerp gekoppeld aan een interactief/productief ERK-doel? (2) Wordt het grammaticaonderwerp vooraf (receptief) geïntroduceerd met een levensechte input? (3) Hoe wordt grammatica uitgelegd: deductief of (geleid) inductief, en wordt daarbij de input gebruikt? (4) Hoe wordt grammatica geïntroduceerd/uitgelegd: metatalig of in leerlingentaal? (5) Zijn de verwerkingsopdrachten inhoudelijk gekoppeld aan het ERK-doel en/of de input van het hoofdstuk? (6) Op welk beheersingsniveau liggen de oefeningen? De uitkomsten van onze analyse zullen we ten slotte bespreken en uiteindelijk antwoord geven op onze hoofdvraag: Draagt grammaticaonderwijs - zoals het in leergangen Duits op niveau A1/A2 wordt aangeboden - bij aan het bereiken van de aangegeven interactieve/productieve ERK-doelen?

Product Specifications

Format
paperback
Domain
Amazon UK
Release Date
16 April 2014
Listed Since
17 April 2014

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