Speakers
Description
Viele Studierende bringen eine Neugier für das Erlernen einer neuen Sprache mit.
In diesem Forum wird die Frage gestellt, wie sich die Lehrenden diese Grundmotivation der Studierenden erhalten können.
Gunske von Koelln fragt danach, wie die Wahrnehmung der ALPS-Wasserentsorgung die Studienmotivation von internationalen Studierenden beeinflusst.
Goto versucht die Lernenden im Anfängerunterricht an das extensive Lesen heranzuführen, und Vögel fragte nach den bevorzugten Vorgangsweisen beim Erlernen von Vokabeln.
Die Vorträge werden auf Deutsch gehalten.
Abstract section 4: Outcomes/results
Presenter 1’s results demonstrate the influence of global events (such as the discharge of ALPS treated water into the Pacific) on the students’ learning motivation. Applications of the results for increasing FL learning motivations and intercultural sensitivity will be discussed.
The students of Presenter 2 report improvements on reading comprehension, vocabulary knowledge and listening skills, when the book was read aloud.
Presenter 3 shows that learners in the first year prefer digital learning tools for vocabulary learning. Second year learners favored listening exercises followed by transcript exploration for vocabulary learning, and extended reading.
Abstract section 1: Relevance
The endeavor of getting involved with a different culture requires a basic motivation, and the three presentations in this German workshop will address how to maintain this. Presenter 1 investigates why students may come to or shun a disputed real-world area and the influence of global events on learning motivation. Presenter 2 introduces the results from her pilot project on extended reading by L3 beginners on the late A0 level (vs. that by L2 English learners already on the A2/B1 level). Presenter 3 addresses L3 beginners deliberate (Read 2026) vocabulary acquisition preferences for gaining fluency and passing the A1-level-exam.
Abstract section 3: Content/method
The presenters in this workshop employed all three methodical approaches (Talandis 2026), with presenter 1 using a mixed-methods approach (qualitative: questionnaire; theoretical: research relationships between global events and learning motivation); presenter 2 using qualitative and quantitative questionnaires to estimate the applicability of extended reading projects at A0 level and their problems, and presenter 3 using quantitative data from the students about their various vocabulary learning preferences in the first and second year of learning German.
Abstract section 2: Contribution/research questions
Presenter 1 analyzes qualitative questionnaire data regarding the influence of global environment problems (discharge of ALPS treated water to the Pacific Ocean) on overseas students´ motivations.
Presenter 2 investigates how to introduce A0 beginners to extended reading and how it affects the learning motivation as well as which selection difficulties arise when choosing texts for an extensive reading program.
Presenter 3 asked the students what kind of support they would prefer to enhance vocabulary learning.
Abstract section 5: References
Some relevant references:
Holzinger, Herbert J. & Maricel Esteban-Fonollosa (2025): Die Darstellung von UWV in Lehrwerkender Niveaustufen A1-C1. Vorschläge für neue Wege im Licht von Korpusanalyse und Konstruktionsgrammatik. Deutsch als Fremdsprache Vol. 62 (1), pp. 3-13. (UWV = Usuelle Wortverbindungen)
Ludwig, Christian & Jessica Nowoczien (2025): Should we really make lemonade when life gives us lemons? - Negativen Emotionen im Sprachunterricht konstruktiv begegnen.- In: Sambanis, Michaela & Christian Ludwig (ed.) (2025): Positive Fremdsprachendidaktik. Tübingen: Narr Francke Attempto. 113 - 139.
Read, John (2026): Deliberate Vocabulary Learning. The Language Teacher Vol. 50 (2), pp. 23-24.
Talandis, Jerry & Daniel Chesmore (2026): Writing the Methods Section: A Quick-Start Guide. The Language Teacher Vol. 50 (2), p. 50-54.
Tschirner, E. (2021). Extensives Lesen mit Leichten Lektüren: Eine Pilotstudie zum Erwerb von Lesekompetenz bei DaF-Anfänger*innen. In: Díaz Pérez, O.C., Tschirner, E. & Wisniewski, K. (Eds.), Mexikanisch-deutsche Perspektiven auf Deutsch als Fremdsprache. Beiträge zum zehnjährigen Bestehen des binationalen Masterstudiengangs Leipzig-Guadalajara (pp. 237–254). Stauffenburg.
| Title | Towards sustaining that FL learning motivation |
|---|---|
| Teaching Context | College and university education |