Details
| Translated title of the contribution | Second language teaching and acquisition in German schools during the COVID-19 Pandemic Impacts of school closures and distance learning on teaching and learning German as a second language |
|---|---|
| Original language | German |
| Pages (from-to) | 145-188 |
| Number of pages | 44 |
| Journal | Zeitschrift für angewandte Linguistik |
| Volume | 2022 |
| Issue number | 77 |
| Early online date | 4 Aug 2022 |
| Publication status | Published - 6 Sept 2022 |
Abstract
To verify these assumptions, we conducted an online-survey among GSL-teachers. The survey consisted of retrospective questions about teaching amount and methods as well as students’ language development before, during and after the school closures.
Data of 166 GSL-teachers who stated that they have provided online training for their students during school closures shows that during the school closure a) communicatively oriented methods were used significantly less than before and after, b) the training of oral skills was considered significantly less compared to the training of written skills, c) teachers predominantly evaluated the development of the students’ competences in most language skills as unchanged or even reduced.
ASJC Scopus subject areas
- Arts and Humanities(all)
- Language and Linguistics
- Social Sciences(all)
- Linguistics and Language
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In: Zeitschrift für angewandte Linguistik, Vol. 2022, No. 77, 06.09.2022, p. 145-188.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Schulische Zweitsprachvermittlung und Zweitspracherwerb während der COVID-19-Pandemie
T2 - Auswirkungen von Schulschließungen und Distanzunterricht auf das Lehren und Lernen von Deutsch als Zweitsprache
AU - Binanzer, Anja
AU - Cristante, Valentina
AU - Wecker, Verena
N1 - Publisher Copyright: © 2022 Walter de Gruyter GmbH, Berlin/Boston.
PY - 2022/9/6
Y1 - 2022/9/6
N2 - During the first months of the Covid-19 pandemic in 2020, German schools were predominantly closed and students were supposed to be taught at home via e-learning tools. This also applies to German second-language-classes. Considering the facts that second language acquisition crucially depends on a high amount of input in direct interaction and that online learning methods were not very popular in Germany before the pandemic, we assume that school closures had a high impact on second language teaching and learning. In particular, we hypothesize that the shift from classroom to online training has highly affected a) the teaching methods of second language teachers, b) the language skills being considered in these courses and c) the growth of students’ competences in their second language.To verify these assumptions, we conducted an online-survey among GSL-teachers. The survey consisted of retrospective questions about teaching amount and methods as well as students’ language development before, during and after the school closures. Data of 166 GSL-teachers who stated that they have provided online training for their students during school closures shows that during the school closure a) communicatively oriented methods were used significantly less than before and after, b) the training of oral skills was considered significantly less compared to the training of written skills, c) teachers predominantly evaluated the development of the students’ competences in most language skills as unchanged or even reduced.
AB - During the first months of the Covid-19 pandemic in 2020, German schools were predominantly closed and students were supposed to be taught at home via e-learning tools. This also applies to German second-language-classes. Considering the facts that second language acquisition crucially depends on a high amount of input in direct interaction and that online learning methods were not very popular in Germany before the pandemic, we assume that school closures had a high impact on second language teaching and learning. In particular, we hypothesize that the shift from classroom to online training has highly affected a) the teaching methods of second language teachers, b) the language skills being considered in these courses and c) the growth of students’ competences in their second language.To verify these assumptions, we conducted an online-survey among GSL-teachers. The survey consisted of retrospective questions about teaching amount and methods as well as students’ language development before, during and after the school closures. Data of 166 GSL-teachers who stated that they have provided online training for their students during school closures shows that during the school closure a) communicatively oriented methods were used significantly less than before and after, b) the training of oral skills was considered significantly less compared to the training of written skills, c) teachers predominantly evaluated the development of the students’ competences in most language skills as unchanged or even reduced.
KW - Covid-19
KW - distance learning
KW - German as a second language
KW - second language teaching
KW - teaching methods
UR - http://www.scopus.com/inward/record.url?scp=85135814707&partnerID=8YFLogxK
U2 - 10.1515/zfal-2022-2085
DO - 10.1515/zfal-2022-2085
M3 - Artikel
VL - 2022
SP - 145
EP - 188
JO - Zeitschrift für angewandte Linguistik
JF - Zeitschrift für angewandte Linguistik
SN - 1433-9889
IS - 77
ER -