Synthetic and analytical approaches in grammatical progression in German courses as a foreign language
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Calidoscópio (Online) |
Texto Completo: | https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.161.07 |
Resumo: | In this paper, we try to compare the teaching-learning products of Brazilian students of German as a foreign language who learn the relative clauses of German from the proposals of progression of synthetic and analytical grammar topics, as described by Wilkins. It starts with a hybrid research proposal, combining elements of quantitative research with qualitative-interpretative ones, based on theoretical frameworks derived from the area of German as a foreign language and psycholinguistics, among others. To this end, data were collected from learners who had contact with the German relative sentences in an institutional setting, where textbooks were adopted with different proposals, namely studio d and Schritte International. It is considered that the teaching of grammatical topics in blocks, with the transmission of large volumes of information at once, as in the analytical approach and through the use of Schritte, can generate an overload of apprentices’ working memory. On the other hand, the teaching of grammar in phases or cycles, from the synthetic approach, allows the gradual deposit of information in the limited working memory. This would allow data to be based on long-term memory and can be accessed when new related data is being stored. The work and the experiment conducted confirm the initial hypothesis that both perspectives, when presenting their bonuses and burdens, lead to similar results in the teaching-learning process.Keywords: German as a foreign language, progression of grammar themes, relative clauses, memory. |
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Synthetic and analytical approaches in grammatical progression in German courses as a foreign languageAbordagens sintética e analítica na progressão gramatical em cursos de alemão como língua estrangeiraIn this paper, we try to compare the teaching-learning products of Brazilian students of German as a foreign language who learn the relative clauses of German from the proposals of progression of synthetic and analytical grammar topics, as described by Wilkins. It starts with a hybrid research proposal, combining elements of quantitative research with qualitative-interpretative ones, based on theoretical frameworks derived from the area of German as a foreign language and psycholinguistics, among others. To this end, data were collected from learners who had contact with the German relative sentences in an institutional setting, where textbooks were adopted with different proposals, namely studio d and Schritte International. It is considered that the teaching of grammatical topics in blocks, with the transmission of large volumes of information at once, as in the analytical approach and through the use of Schritte, can generate an overload of apprentices’ working memory. On the other hand, the teaching of grammar in phases or cycles, from the synthetic approach, allows the gradual deposit of information in the limited working memory. This would allow data to be based on long-term memory and can be accessed when new related data is being stored. The work and the experiment conducted confirm the initial hypothesis that both perspectives, when presenting their bonuses and burdens, lead to similar results in the teaching-learning process.Keywords: German as a foreign language, progression of grammar themes, relative clauses, memory.Neste trabalho, procura-se comparar os produtos do ensino-aprendizagem de alunos brasileiros de alemão como língua estrangeira que aprendem as orações relativas do alemão a partir das propostas de progressão de tópicos gramaticais sintética e analítica, assim como descritas por Wilkins. Parte-se de uma proposta de investigação híbrida, ao combinar elementos da pesquisa quantitativa aos da qualitativo- interpretativa, com base em arcabouços teóricos advindos da área de alemão como língua estrangeira e psicolinguística, entre outras. Para tal, realizaram-se coletas de dados junto a alunos que tiveram contato com as orações relativas alemãs em meio institucional, em que se adotavam livros didáticos com propostas distintas, a saber, studio d e Schritte International. Considera-se que o ensino de tópicos gramaticais em blocos, com a transmissão de grandes volumes de informação de uma só vez, como na abordagem analítica e mediante o emprego de Schritte, possa gerar uma sobrecarga da memória de trabalho dos alunos, enquanto que o ensino da gramática em fases ou ciclos, a partir da abordagem sintética, permita o depósito paulatino de informações na limitada memória de trabalho (e de curta duração). Isso possibilitaria que os dados se assentem na memória de longa duração e possam ser acessados quando do depósito de novos conteúdos relacionados. O trabalho e o experimento conduzido confirmam a hipótese inicial de que ambas as perspectivas, ao apresentarem seus bônus e ônus, conduzem a resultados semelhantes no processo de ensino-aprendizagem.Palavras-chave: alemão como língua estrangeira, progressão de tópicos gramaticais, orações relativas, memória.Unisinos2018-05-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.161.07Calidoscópio; Vol. 16 No. 1 (2018): January/April; 75-86Calidoscópio; v. 16 n. 1 (2018): Janeiro/Abril; 75-862177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.161.07/60746155Garcia, André Luiz Minginfo:eu-repo/semantics/openAccess2018-05-04T18:39:44Zoai:ojs2.revistas.unisinos.br:article/13638Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2018-05-04T18:39:44Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
dc.title.none.fl_str_mv |
Synthetic and analytical approaches in grammatical progression in German courses as a foreign language Abordagens sintética e analítica na progressão gramatical em cursos de alemão como língua estrangeira |
title |
Synthetic and analytical approaches in grammatical progression in German courses as a foreign language |
spellingShingle |
Synthetic and analytical approaches in grammatical progression in German courses as a foreign language Garcia, André Luiz Ming |
title_short |
Synthetic and analytical approaches in grammatical progression in German courses as a foreign language |
title_full |
Synthetic and analytical approaches in grammatical progression in German courses as a foreign language |
title_fullStr |
Synthetic and analytical approaches in grammatical progression in German courses as a foreign language |
title_full_unstemmed |
Synthetic and analytical approaches in grammatical progression in German courses as a foreign language |
title_sort |
Synthetic and analytical approaches in grammatical progression in German courses as a foreign language |
author |
Garcia, André Luiz Ming |
author_facet |
Garcia, André Luiz Ming |
author_role |
author |
dc.contributor.author.fl_str_mv |
Garcia, André Luiz Ming |
description |
In this paper, we try to compare the teaching-learning products of Brazilian students of German as a foreign language who learn the relative clauses of German from the proposals of progression of synthetic and analytical grammar topics, as described by Wilkins. It starts with a hybrid research proposal, combining elements of quantitative research with qualitative-interpretative ones, based on theoretical frameworks derived from the area of German as a foreign language and psycholinguistics, among others. To this end, data were collected from learners who had contact with the German relative sentences in an institutional setting, where textbooks were adopted with different proposals, namely studio d and Schritte International. It is considered that the teaching of grammatical topics in blocks, with the transmission of large volumes of information at once, as in the analytical approach and through the use of Schritte, can generate an overload of apprentices’ working memory. On the other hand, the teaching of grammar in phases or cycles, from the synthetic approach, allows the gradual deposit of information in the limited working memory. This would allow data to be based on long-term memory and can be accessed when new related data is being stored. The work and the experiment conducted confirm the initial hypothesis that both perspectives, when presenting their bonuses and burdens, lead to similar results in the teaching-learning process.Keywords: German as a foreign language, progression of grammar themes, relative clauses, memory. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-05-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.161.07 |
url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.161.07 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.161.07/60746155 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unisinos |
publisher.none.fl_str_mv |
Unisinos |
dc.source.none.fl_str_mv |
Calidoscópio; Vol. 16 No. 1 (2018): January/April; 75-86 Calidoscópio; v. 16 n. 1 (2018): Janeiro/Abril; 75-86 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
instname_str |
Universidade do Vale do Rio dos Sinos (UNISINOS) |
instacron_str |
Unisinos |
institution |
Unisinos |
reponame_str |
Calidoscópio (Online) |
collection |
Calidoscópio (Online) |
repository.name.fl_str_mv |
Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS) |
repository.mail.fl_str_mv |
cmira@unisinos.br || cmira@unisinos.br |
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1792203887186280448 |