Progression (language teaching)

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In the didactics and methodology of controlled foreign language acquisition (of institutionalized foreign language teaching), progression is understood to mean the arrangement of the learning and teaching material in the learning, teaching and exercise material, often according to quantity and in a sequence that is based on the learning objectives, the learner, the available teaching time, the place of learning, etc. a. should align. The arrangement of the material mostly relates to system properties of morphology, syntax and phonology. The aim of the progression is to develop an automatism in the reception, understanding and use of the learning material.

Progression in language acquisition

In the uncontrolled foreign language acquisition , progression in acquisition , understanding and use will take place pragmatically and thus proceed according to different criteria than in the controlled language acquisition.

For learners, progression means the increase in language proficiency, which is shown in the fact that the language material offered is used independently and creatively for meaningful personal expressions and no longer only reproductive.

As a progression was and will u. a. the progression from the easy to the more difficult, from the known to the unknown in terms of content, topics, problems and linguistic phenomena and the further learning objects that develop from them or are associated with them.

Progression, however, should not be handled too narrowly, otherwise the ability to combine and associate linguistic skills and imagination will not be challenged and promoted enough and the productive use of language will suffer.

Progression in textbooks

For and in textbooks, reference is made again and again to an existing progression (mostly only a grammatical progression - relating to morphology and syntax - is meant), but it is not made clear how it manifests itself. This is probably also so difficult because in the parts of the grammar mentioned there is not always a system that makes progression possible. It is also seldom considered that there is not just one type of progression, but rather different types that can hardly or only with difficulty be separated or that will occur again and again mixed.

One can speak of the progression of
learning psychology : the progression from the known to the unknown, from the easy to the difficult and certain networking of the learning elements in the learner's brain, as demonstrated by recent findings in neurophysiology and neurolinguistics;

linguistic progression : on a grammatical level, i.e. morphological-syntactic type such as B. the order of the introduction / treatment of tenses: present tense before perfect (and its formation) and the perfect tense before the past tense (in "normal" courses) or the perfect tense even before the present tense (in courses with the main objective of oral communication) or z. B. the combination of the parallel acquisition of certain prepositional noun phrases and those constituent clauses that reflect the same facts (because of - because, in spite of - although) or lexical-semantic nature , in which the selection of the lexicon to be conveyed with reference to the learners and their learning goals does not play a role that may be underestimated (everyday language and / or - additionally - professional / technical language orientation). In addition, the ratio of the different words to the total number of words (word density) as well as the ratio of the new words to those already known (degree of steepness) is not insignificant. Source language factors must also be taken into account, e.g. B. Variety of meanings against restriction of meanings in one or the other language or differences in meanings with almost the same external appearance ( “false friends” ).

Furthermore, including morphology, questions of word formation (e.g. derivation of verb to / from noun to / from adjective; prefixes and suffixes) and their integration into the process of teaching vocabulary also belong here.

Communicative progression can be oriented in different directions. Your starting point is situation and action relatedness and the resulting speech acts. This leads to pragmatic questions and solutions for the learning offer that will not coincide with a grammatical progression. So can u. Under some circumstances, the interrogative sentence should be dealt with first, followed by the corresponding propositional sentence, to which the negation (with its various possibilities) is immediately added. From this it turns out to be immediately necessary to go into the word order (i.e. the syntax).

Orientation towards speech intentions and their various linguistic realizations - e.g. B. ask for something with: imperative (give ...), "polite imperative" (please give me ...), questionable sentence (do you give ... / can you give me ...?), Modal sentence (I would like to have ...) or corresponding paraphrases ( like: Would it be possible ...? etc.) - leads away from a strict grammatical progression towards a pragmatic (and stylistic) one with a cyclical resumption of the corresponding problems and phenomena.

Also, thematic-content-related references (e.g. greeting - introduction and the resulting further communicative behavior), which are connected with linguistic progression, are of importance. It should always be noted, however, that any communicative progression is only possible on a solid linguistic basis, i. That is, communication without grammar remains fragmentary and questionable.

Text-type-related progression is still largely neglected for foreign language teaching in general and also for DaF, although there are many receptive and productive possibilities for foreign language teaching. In the area of ​​reception, attention should be paid to listening comprehension and the neglected vision-hearing comprehension ( film , video ) and reading comprehension, especially reading courses, and the progression of teaching the techniques required for both areas. For text production , either orally or in writing, text-type- related progression is a way that offers many possibilities, e.g. B. converting a short message into a protocol, a report, a letter or even a story. Of course, this cannot be done without taking linguistic basics into account and using a corresponding exercise and task typology.

In all areas, the exercise / task-typological progression is of particular importance: Exercises and tasks are determined in their type, structure and degree of difficulty by the desired learning objective, the language level achieved and to be achieved, the work and learning ability of the learners, etc. . Exercises for consolidation and tightly controlled application (usually referred to as transfer ) should be based on the interests of the learner and thus have a motivating effect, but they are designed differently from tasks for free application. The free application is content-oriented with independent use of previously learned language resources. Therefore, exercises and tasks for linguistic independence are more likely to provide content-related impulses and give learners more space for creative use of language.

Regional history progression leads from the behavior, gestures, facial expressions, institutions, etc. that are important for everyday life - possibly linked to text type-related progression - to a better understanding and understanding of the respective German-speaking target country and the possibility of intercultural comparison and togetherness.

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bibliography

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  • Alexis Feldmeier: Letter progression in the literacy of foreign adults . In: German as a second language . No. 1 , 2003, p. 26-32 .
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  • Albert-Reiner Glaab: literary didactics and literary curriculum . In: Karl-Richard Bausch, et al. (Ed.): Handbook of foreign language teaching . 3rd, revised and expanded edition. Tübingen / Basel 1995, p. 149-156 .
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