Wednesday, April 16, 2014

Methodology of teaching German

Methodology of teaching German

Heterogeneous group:
by age:
V. K.- 18 years; C. L. – 16; C. A. – 14; H. A. - 14; G. M. - 10; S. N. - 9.
the level of knowledge:
A. - B1
K., L. - A2 level
A. - A1
M., N. - A1.1
  1. Rosa Maria Dallapiazza u. a., Tangram 1A Kursbuch und Arbeitsbuch. Ismaning: Max Hueber Verlag, 1998.
  2. Rosa Maria Dallapiazza u. a., Tangram 1B Kursbuch und Arbeitsbuch. Ismaning: Max Hueber Verlag, 2004.
  3. Rosa Maria Dallapiazza u. a., Tangram Aktuell 2 Kursbuch und Arbeitsbuch. Ismaning: Max Hueber Verlag, 2005.
  4. Akuelle Lekture Krimigeschichten (von A1-B1).
  5. Olga Swerlowa, Hallo Ann , Klett, 2012.

Group members are also distinguished by different motivation. Some want to master the spoken language, and others are preparing for the exam at school.
Entering the new social environment is accompanied by learning and accepting norms of communication , rules of conduct, other values and  orientations .
Intercultural communication is impossible without tolerance, willingness to accept not only a different language, but a different culture. Intercultural communication is carried out successfully in interactive mode.
An introduction to the country's cultural heritage: common excursions, visits to museums, historical monuments.
Chatyan Levon Chatyan Ashot visited "Aquatek" thanks to ASPU and personally rector.
After reading the articles in the journal "Foreign languages ​​in school", classes based on visual gaming technology were held, as recommended in this magazine. The class began with the so-called warm-up for students. Physical activity relieves stress for students.
Game "Mimürfel"
It is a cube, each face of which depicts a face expressing joy, delight, surprise, anger. This funny cube causes laughter in children and willingness to describe emotions verbally. With this, you can enter a variety of dice at the beginning of the lesson and make organizational moment entertaining. After the question “Wie geht’s?” students throw dice mimic and describe emotions depending on the image.
Phrase in a circle.
The grammatical structures and words producing difficulties for students are selected for this play. For example, Dative, reverse word order, etc. Students who stand in a circle, need to say the same sentence in turn, but with different emotions, as mimic cube dictates.
Material: book "Eine kleine Deutschmusik". Through songs different grammatical phenomena and lexical units can be trained. Motives of most language songs familiar to the students. For example, using the tune of "Santa Lucia" can offer students grammar material Perfekt and prepositions.
Wo haben sie Deutsch gelernt?
In einem Abendkurs.
Durch Lieder und Gesang.
Und in der Schule.
Game «Wohin? Woher?»
Pictures are adverbs-antonyms: nach oben, nach unten, nach rechts, nach links, nach vorne, nach hinten.
Game "Snowball"
Students in chain repeat what the teacher offers. Each one subsequently repeats everything that he heard from adding a sentence from himself.
In today's development and reform of the educational system in teaching school subjects, including foreign languages, new challenge appear.
The main objective of teaching foreign languages ​​- the development of communication skills of students, preparation for life in multilingual, multicultural and democratic society.
Foreign language lessons are also designed to acquaint students with elements of other cultures, which in turn leads to a deeper understanding of their own culture.
In early age, students use their native language as a communication tool, not realizing the grammatical system of the language. Therefore, learning a foreign language should also include the basic knowledge of grammar.
In the process of teaching the German language imaging techniques are widely used (object - visual and schematic). Diagrams help to identify implicit side of linguistic phenomena .
At the initial stage of language learning words are modeled by means of tables, where each cell corresponds to the sounds or letters. In many languages, a graphic image of a word cannot match the sound. For example, the German word wohnen has 6 letters , but 5 sounds.
Modeling method enables clear revealing of the structure . Division of words into syllables is based on the principle of sound utterance groups.

Schematic modeling is also effective during the presentation of the morphological structure of the word.

This approach helps students to perceive the structure of complex or affixed words. Through this approach, students implement operations of analysis, synthesis and generalization.
In the form of schemes the structure of German sentences and word order is presented (forward and reverse), which differs from the structure of sentences in the
Armenian language.
For example,

-  Subject
   - Predicate
  - Minor part of the sentence
 - Interrogative

Visual modeling promotes the assimilation of word order.
Learning German , students identify the differences and similarities of the German , Russian and
Armenian languages ​​.
For example, in the
Armenian language there are many analogs of sounds and sound combinations to German. In the Armenian language , unlike Russian, there are also some temporary form of the verb (past tense forms - Prateritum Perfekt ........)
As known, the mother tongue plays a dual role in the study of a foreign language - positive and negative . In this case, the presence of similarity facilitates understanding and mastering of the relevant phenomena of German. However, there are many phenomena that do not match the shape, size and use.
For example
Wer – Ո՞վ, ովքե՞ր (Who – in singular and plural)
Wer liest das Buch?
Er liest ein Buch.
Wer liest das Buch?
Sie lesen ein Buch.
Իմ (моё) – mein, meine, mein, meine
Քո  (твое ) – dein, deine, dein, deine
Նրա (его/её) – sein, seine, sein, ihr, ihre, ihr
Particularly difficult is training technique for Dative.
German question words wem ​​meets one
Armenian form , which covers both the dative and accusative . Ում ( Who ?) - Wem? - Dem, einem, der, einer, den
Children who know the Russian language, use this knowledge as a support in learning the German language in grammatical phenomena that are not in their native language. For example, Sein Buch, Ihr Buch- his book , her book .
When constructing methods of teaching German language the above mentioned difficulties are taken into account, which are the source of interference and generate a persistent common mistake for students.

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