نوع مقاله : علمی پژوهشی(عادی)
گروه زبان و ادبیات آلمانی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید بهشتی، تهران، ایران
عنوان مقاله [English]
The present study aims to examine and present common strategies in the area of learning pronunciation and phonetic rules in textbooks of sixth-generation for German as foreign language. The transfer of incorrect pronunciation and phonetic habits from the mother tongue to foreign languages or interferences are considered as unavoidable while learning foreign languages. However, the role of textbooks in eliminating this problem is very important. Therefore, it is essential to focus on pronunciation and the teaching of phonological principles while choosing the appropriate textbook for the German course. The first part of this article explains the effective criteria in neurodidactics as a pragmatic approach to learning pronunciation to learning pronunciation in the German textbooks, and then the summarized results are used to introduce a comprehensive set of criteria for the whole work. The textbook analysis is carried out with the help of two textbooks of sixth-generation, i.e., Schritte plus Neu and Menschen at level of A1 on the basis of the Common European Framework of Reference for Languages (CEFR). All exercises and tasks for learning the phonetic rules in these textbooks are analyzed in detail, and it is subsequently shown which textbook has established itself as more effective in teaching the phonetic rules of the German language. This study will therefore address the following goal: The German teachers can use the catalogue of criteria for selecting the appropriate textbook and for using the more efficient methods and exercises for teaching the phonetic rules of the German language.
Ventz, Klara (2017). Schwierigkeiten im DaZ-Erwerb bei Lernenden mit Persisch als L1. Eine qualitative empirische Studie. Nordestedt: Grin.