Boon, N.

Tammenga-Helmantel, M.

English

The present study investigates the use of German by teachers in GFL (German as a foreign language) classrooms in Dutch secondary education. It explores to what extent and in which classroom situations German is used, and whether a discrepancy exists between desired and actual use. Furthermore, this study aims to clarify what factors affect Target Language (TL) use including both hindering and fostering factors. In addition, we determine the impact of individual factors and discuss to what extent the curricular and linguistic situation of German in the Netherlands affects TL use. The results are based on a quantitative analysis of a questionnaire regarding their TL use, which was filled in by 32 GFL teachers. These teachers indicate that they speak German mainly when they give positive feedback, standard instructions, and general and individual orders or warnings, when they help during individual work, and when they discuss reading and listening texts. The complexity of the lesson content, students’ reactions to TL use, and the teachers’ own language proficiency are indicated as most important when deciding whether or not to use the TL. Desired and perceived TL use differ marginally

Dissertations of the University of Groningen

Auf deutsch, bitte!:Target language use among in-service teachers of German.

https://pure.rug.nl/ws/files/111908520/download_1_.pdf

Auf deutsch, bitte!:Target language use among in-service teachers of German.

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Dissertations of the University of Groningen