Die analyse des lehrwerks "Wie bitte? A1.1" bezüglich der steigerung der fertigkeit sprechen im fremdsprachenunterricht
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Ziel dieser Studie ist die Analyse der Sprechfertigkeit in den Übungen des Fremdsprachenbuchs ''Wie bitte? A1.1'' nach den Katalogen des Mannheimer Gutachtens und der Stockholmer Kriterien. Sprechen, Hören, Schreiben und Lesen sind vier sehr wichtige Grundfertigkeiten einer Fremdsprache. Die schwierigste dieser vier Grundfertigkeiten ist das Sprechen, denn das Sprechen ist aus der Sicht der Lernenden und der Lehrenden eine schwer zu erlernende und zu übende Fertigkeit. Die Schüler haben oft Angst zu sprechen und trauen sich nicht, im Unterricht zu sprechen. Die Lehrbücher, die im Unterricht verwendet werden, spielen daher eine große und wichtige Rolle im Fremdsprachenunterricht. Sie ermöglichen es den Schülern, ihre Sprachkenntnisse zu entwickeln. Die Übungen, Bilder, das Seitenlayout, die Farben, das Niveau und das Zusatzmaterial des Lehrbuchs sollten ihre Aufmerksamkeit erregen und sie zum Sprechen anregen. Die Methode des Lehrbuchs und die Sozialformen, die im Fremdsprachenunterricht eingesetzt werden können (Gruppenarbeit, Partnerarbeit oder Einzelarbeit), spielen ebenfalls eine unbestreitbar wichtige Rolle, wenn es darum geht, die Lernenden zum Sprechen zu bringen und das Gelernte im Alltag anzuwenden. Im Rahmen der Items dieser Kriterienkataloge sollen im Laufe dieser Studie folgende Fragen beantwortet werden: 1. Welche Auswirkungen hat das Lehrbuch ''Wie bitte? A1.1'' im DaF-Unterricht auf die Entwicklung der Sprechfertigkeit der Schüler? 2. Welchen Einfluss haben die Bilder des Lehrbuchs „Wie bitte? A1.1“ zur Entwicklung der Sprechfertigkeit der Schüler? 3. Wo liegen die Schwӓchen des Lehrbuchs „Wie bitte? A1.1“ in Bezug auf die gezielte Entwicklung der Sprechfertigkeit der Schüler? 4. Wo liegen die Stӓrken des Lehrbuchs ''Wie bitte? A1.1'' in Bezug auf die gezielte Entwicklung der Sprechfertigkeit der Schüler? 5. Wie können die Übungen und Aufgaben zur Sprechfertigkeit in diesem Lehrbuch bereichert werden? Am Ende der Studie hat sich herausgestellt, dass das Fremdsprachenlehrwerk ''Wie bitte? A1.1'' die Kriterien dieser beiden Kataloge teilweise, aber nicht vollständig erfüllt hat. Auch das Lehrerhandbuch, das den Lehrern als Leitfaden für ihren Unterricht dienen soll, weist nach diesen beiden Kriterienkatalogen einige Mängel auf.
The aim of this study is to analyse the speaking skills in the exercises of the foreign language book “Wie bitte? A1.1” prepared on behalf of the Ministry of National Education in Türkiye and used in the German lessons of some high schools in Türkiye according to the Mannheimer Gutachten and Stockholmer Krieter catalogues. Speaking, listening, writing, reading etc. are four very important basic skills of a foreign language. The most difficult of these four basic language skills is speaking skill because speaking skill is a difficult skill to learn and practice from the perspective of learners and teachers. Students often have problems with fear of speaking and do not dare to speak in class. For this reason, the textbooks used in the lessons have a great and important role in foreign language teaching for students to develop their language skills. The exercises, pictures, page layout, colours, level and additional materials in the textbook should attract their attention and encourage them to speak. The method of the textbook and the forms of work that can be used in foreign language classes (group work, collaborative work or individual work) also play an undeniably important role in teaching the learner to speak and to apply what they have learnt in everyday life. Within the framework of the items in these criteria catalogues, the following questions will be answered in the course of this study: 1. What are the effects of the “Wie bitte? A1.1” textbook on the development of students' speaking skills in German lessons, 2. What effect do the pictures in the “Wie bitte? A1.1” textbook have on the development of students' speaking skills, 3. What are the weaknesses of the “Wie bitte? A1.1” textbook in relation to the targeted development? 4. What are the strengths of the “Wie bitte? A1.1” textbook in relation to the targeted development of the students' speaking skills? 5. How can the speaking exercises and tasks in this book be enriched? In this study, it was found that the activities and pictures in the foreign language book “Wie bitte? A1.1” which is used in German language classes, partially meets the items in these two criteria catalogues, but does not cover all of them. The teacher's handbook, which is published with the aim of guiding teachers in their lessons, also contains some deficiencies according to these two criteria catalogues.
The aim of this study is to analyse the speaking skills in the exercises of the foreign language book “Wie bitte? A1.1” prepared on behalf of the Ministry of National Education in Türkiye and used in the German lessons of some high schools in Türkiye according to the Mannheimer Gutachten and Stockholmer Krieter catalogues. Speaking, listening, writing, reading etc. are four very important basic skills of a foreign language. The most difficult of these four basic language skills is speaking skill because speaking skill is a difficult skill to learn and practice from the perspective of learners and teachers. Students often have problems with fear of speaking and do not dare to speak in class. For this reason, the textbooks used in the lessons have a great and important role in foreign language teaching for students to develop their language skills. The exercises, pictures, page layout, colours, level and additional materials in the textbook should attract their attention and encourage them to speak. The method of the textbook and the forms of work that can be used in foreign language classes (group work, collaborative work or individual work) also play an undeniably important role in teaching the learner to speak and to apply what they have learnt in everyday life. Within the framework of the items in these criteria catalogues, the following questions will be answered in the course of this study: 1. What are the effects of the “Wie bitte? A1.1” textbook on the development of students' speaking skills in German lessons, 2. What effect do the pictures in the “Wie bitte? A1.1” textbook have on the development of students' speaking skills, 3. What are the weaknesses of the “Wie bitte? A1.1” textbook in relation to the targeted development? 4. What are the strengths of the “Wie bitte? A1.1” textbook in relation to the targeted development of the students' speaking skills? 5. How can the speaking exercises and tasks in this book be enriched? In this study, it was found that the activities and pictures in the foreign language book “Wie bitte? A1.1” which is used in German language classes, partially meets the items in these two criteria catalogues, but does not cover all of them. The teacher's handbook, which is published with the aim of guiding teachers in their lessons, also contains some deficiencies according to these two criteria catalogues.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Lehrbuchanalyse, Sprachkenntnisse, Deutschlehrbuch, Grundfertigkeiten, Textbook Analysis, Language Skills, German Textbook, Core Skills
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
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Künye
Karaboğa, İ. (2023). Die analyse des lehrwerks "Wie Bitte?" A1.1 bezüglich der steigerung der fertigkeit sprechen im fremdsprachenunterricht. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Yabancı Diller Eğitimi Anabilim Dalı, Konya.
