"Analytical," "Angry," and "(Too) Honest"?! Learners' Stereotypes about Teachers of German

Autor/in	Rothe, Lucian
Titel	"Analytical," "Angry," and "(Too) Honest"?! Learners' Stereotypes about Teachers of German
Quelle	In: Unterrichtspraxis/Teaching German, 55 (2022) 2, S.151-169 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-062X
DOI	10.1111/tger.12207
Schlagwörter	German; Second Language Learning; College Students; Language Teachers; Stereotypes; Native Speakers; Student Attitudes; Positive Attitudes; Novices; Second Language Instruction; United States + Suchen Sie Ihr Suchwort? Deutscher; Zweitsprachenerwerb; Collegestudent; Language teacher; Sprachunterricht; Klischee; Muttersprachler; Schülerverhalten; Fremdsprachenunterricht; USA
Abstract	This study investigated stereotypes about teachers of German that 67 novice learners of German at a U.S. university had reportedly encountered. Consequently, the investigation explored the perceived accuracy of clichés associated with native-speaker and non-native-speaker instructors. Students' stereotypical notions were sorted into categories using principles of grounded theory. Statistical analyses showed that respondents were able to list various stereotypes about instructors of German. Responses also reflected societal narratives concerning native-speaker and non-native-speaker teachers' strengths and shortcomings. Last, and of importance to the future of German Studies, participants considered more favorable stereotypes about teachers as more accurate and less-favorable clichés as more inaccurate. The study discusses implications for teaching, program advertisement, and research on how learners' imagined construct of the language classroom community may benefit the study of German. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01