Teaching grammar: all for the birds?
Bettina Boss | |
Le projet de recherche genevois intitulé “DiGS” (Deutsch in Genfer Schulen = l’allemand dans les écoles genevoises), cité dans plusieurs articles de ce numéro, est commenté par deux linguistes australiennes enseignant l’allemand aux universités UNSW à Sydney et ANU à Canberra. Elles ont comparé le parcours d’apprentissage des élèves francophones avec celui de leurs étudiants de langue maternelle anglaise et ont pu constater que les séquences d’acquisition sont parfaitement identiques pour les deux groupes. Alors que ce résultat spécifique ne se réfère bien sûr qu’à l’allemand langue étrangère, les observations plus générales du projet DiGS intéresseront également les enseignants d’autres langues. | It is a widely held belief that students learn what their teachers teach them. Following up on research which questions this belief (cf. Pienemann 1998), a large study of the acquisition of German as a foreign language by school students in Geneva (“DiGS”) further explored the question with some interesting results which could benefit foreign language teaching generally. 1. The DiGS project As its title suggests - DiGS stands for “Deutsch in Genfer Schulen” - the DiGS project was conceived, at least in part, with a practical objective in mind: it was intended to contribute to a major review of the curriculum for German as a foreign language in Geneva schools, which was under way at the time (Diehl et al., 2000:XIII). Accordingly, the project team included teachers from every type of primary and secondary school involved, as well as five researchers from the University of Geneva. For partly practical reasons, the team decided to collect and analyse written language samples, whereas comparable studies of the instructed acquisition of German (e.g. Pienemann 1987, 1989; Ellis 1989; Jansen 1991; Boss 1996, 1997; Tschirner 1996) had used spoken data. |
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