Effect of Different Teaching Techniques on the Acquisition of Grammatical Gender by Beginning German Second Language Learners.

Autor/inn/en	Arzt, Jessica; Kost, Claudia
Titel	Effect of Different Teaching Techniques on the Acquisition of Grammatical Gender by Beginning German Second Language Learners.
Quelle	In: Die Unterrichtspraxis - teaching German, 49 (2016) 1, S. 1-23 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 1
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1756-1221
DOI	10.1111/tger.10207
Schlagwörter	Nomen; Genus; Wortschatz; Methodik; Artikel (Ling); Deutsch als Fremdsprache; Genus; Nomen; Wortschatz
Abstract	The grammatical gender of German nouns continues to pose a challenge to second language learners. Following from a connectionist framework, this study explores the effect of two input enhancement techniques, color-coding and gendered actors, on the learning of grammatical gender by beginning learners of German during a vocabulary acquisition activity. Results on an immediate post-test show no significant differences between conditions. In the delayed post-test, however, the control group experienced a significant decrease in accurate gender assignment of the target items, while the gendered actor group displayed a non-significant loss in scores, and the color-coding group actually displayed slightly better scores compared to the immediate post-test. These results suggest that color-coding might be the most effective, while also the least work-intensive, technique for instructors to implement. Further pedagogical implications resulting from this study are discussed. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2