Teaching German as a foreign language for the beginners. Jin Zhuo, Lee ... and
more youngsters to learn German a as foreign language. This article is to find ...
Foreign Language Acquisition: Teaching German as a foreign language for the beginners Jin Zhuo, Lee University Malaya, Malaysia,
[email protected]
Abstract Learning German as a foreign language is a trend nowadays. Globalization influences more and more youngsters to learn German a as foreign language. This article is to find the reasons to learn German and the learning process of the leaners between 13-30 years old. Online survey was conducted among a group of learners, who learn German as a foreign language in schools or Universities. This survey focused on Malaysian only because Malaysia is a multilingual and multicultural country. Most Malaysians are able to communicate more than one language besides their mother tongue. Therefore, the learners, especially for the beginners, need different learning approaches to boost language acquisition. They also have different learning attitude and style when they start to learn a new foreign language. Besides, foreign language teachers face challenges like communication problems in classroom, recognizing various learning styles in classroom teaching, using different teaching approaches to cater to different learners in classroom, insufficient teaching materials, insufficient reading materials in German and etc. Through this research, it opens the door for both teachers and students to get a better understanding of ways to stimulate learners to learn German powerfully and interestingly in classroom. It definitely benefits both the teachers and students in their teaching and learning process.
1.0 Introduction German as a foreign language (DaF) shows a favorable development in Southeast Asia. Since the number of the German language lesson increases, it will consistently increase in the future. In the following article, it describes the learning situations and development prospects of the German as a foreign language in Malaysia. Previously, the interested participants can only learn German as a foreign language either in Goethe Institute, private language centres or several universities. The options are limited and not as popular as English language. However, due to globalization, German as a foreign language plays an integral role in some sectors. There are more and more parents giving impetus to their children to learn German as a foreign language.
2.0 Intercultural influences on language development The current education situation in Malaysia could have unalike outcomes. It is believed that children who begin their language education from logographic language, such as Mandarin based schools, could have difficulty in learning a new alphabetic language compare with children who come from only alphabetic language background. But, Chinese schools in Malaysia have a different result. For example, the teacher in Chinese primary school
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teaches all subjects (except Malay and English language) in Mandarin. The learners are comfortable and familiar with logographic language structure. They might face difficulties to learn in DaF (German as a foreign language) as they are from logographic language background and they are not familiar with alphabetic language structure. This is explained by Akamatsu that DaF beginner’s lessons start with alphabetic words and are related to phonological representation (cf. Akamatsu 2003 P. 211). However, learners in Malaysia could be different as they are exposed to alphabetical language since primary level and they should be able to acquire DaF if they are given a chance to learn. Moreover, learners in Malaysia must acquire at least two languages during schooling. They have shown the ability in acquiring both Malay and English language as every national examination nationwide learners will sit for at least two languages papers. The learners from bilingual background should acquire wide language competences which has surpassed better learning outcome in learning foreign languages. Malaysians are exposed and experienced multilingual and multicultural. All Malaysian speak more than one language and dialect. For example, the new generation is multilingual learners because they are able to speak and write at least two languages and above as in compare to mono-language speakers in Malaysia. As a result, we are not firsthand learner to acquire another foreign language. In fact, the multilingual background of an average Malaysian already makes the person linguistically more ready to acquire another foreign language.
3.0 The three important components in DaF lessons Learning motivation, intercultural knowledge, basic literature and didactic & methodic concepts are the three parties who play an utmost role to make learning foreign language possible. However, the language competence is being involved intensifies functional at the same time and the cognitive ability which enable relevant, situational requirement is considering effectively. Indeed, it will be a concentration in the bilingual learners in DaF beginner’s lessons due to the different writing system in the first language and could use different learning strategies and methodic to learn a new foreign language (cf. Li-Ying Essig-Shih 2007 P. 117). Hence, it is a challenge for the DaF beginners especially for the learners from various backgrounds to comprehend a new language effectively. At the same time, it is an advantage as the learners could use their first language learning strategic to acquire a new foreign language. German language teachers nowadays, who are teaching German as a foreign language, come from various culture backgrounds. The qualification of a foreign German language teacher plays a significant role in teaching DaF. German language teachers, who use mother tongue to conduct German lessons, have great tendency of having difficulty to conduct and manage a good German beginner’s lessons. Therefore, identifying the schemata and culture background of the course’s participants is an obligation task for German language teachers to deliver the lessons effectively. Various aspects such as nationality, ethic, religion, gender etc. of the course’s participants would bring in different thoughts, ways of interpretation, behaviors and etc. in the classroom. German language teachers must consider their teaching strategies due to their intercultural features and to accommodate with their learning styles.
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Simultaneously, learner’s incentive plays interior roles in foreign language acquisition, where can help teachers to improve their teaching orientation in order to select appropriate methods and to reduce learner’s anxiety in the beginner’s lessons. In the foreign language teaching shows the development as part of the debate on the application of language portfolios as instrument of self-assessment and reflection (cf. Christ 2003; Legutke 2002, P. 130). Even the language researches in the sociological and psychological fields have investigated and integrative approaches in the relationship between cognitive functioning and language achievement, which are connected with situational, motivational and affective effects (Berns, 1990). In fact, the components will run through the learning orientation and learning attitude as well as incentive and affective strategies (Maria Giovanna Tassinari 2007, P. 35). Besides that, foreign culture and literature are also the key to drive learners to learn and be proficient in a language. Many contributors for example Winter 2004; Christ 2003 underlined that it is necessary to consider the learning culture and evolutions culture which learners enhance the independence and autonomy in their learning process and these components are crucial to boost students’ acquisition of the language. Since foreign culture and literature are a part of the learning process that will make the students think critically and deepen their shallow in general knowledge. In fact, intercultural knowledge in DaF beginner’s lessons should not confine to teaching materials only but also the different intercultural backgrounds to be considered as this knowledge can be gained through every day’s life. Hence, the language and culture is a link and the general knowledge of the learners is related to their intercultural thinking, which should be explicitly taken into the DaF beginner’s lessons.
4.0 Methodology Foreign language acquisition in overseas assumes particular ambition whereby engagement is an essential fundament. The acquisition from the German language skills always plays an important role as the worldwide globalization takes effect as foreign language acquisition’s motor. The article in this questionnaire finds till, what extent learners take up German as a foreign language classes in universities or in the schools, whether they want to enhance their knowledge or to learn more about culture, for example studies, jobs or migration. Positive motivation stimulates and negative frustrates the learning process (Hascher 2005, P.614). It is therefore necessary to identify the attitude of DaF learners.
5.0 Data Analysis The language competent will consider as a construct that influence the learner's characteristics from such as culture background or individual motivation (Gardner & MacIntyre, 1993; Kunnan, 1994). The data analysis is related to learning motivation, interest, and culture background. The questionnaire aims on DaF beginner who has chosen DaF beginner's lesson in the secondary school or university. Therefore, the research shows the reason of the learning motivation in young adults.
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The survey participants are 35 Malaysian from different culture backgrounds and aged 13-27, where 31 persons are currently students in secondary schools or universities. Their language proficiency levels are in between A1 to B1. The survey is done using online questionnaire. Table 1: What is your motivation to learn German language as foreign language? Education
Occupation
7 responds
11 responds
Interest in general knowledge 31 responds
10.77%
16.92%
47.70%
Travel
Others
Total
5 responds 7.69%
11 responds 16.92%
65 responds 100%
Table 1 is regarding the interest of young adults learning German as a foreign language. As shown in the result, the survey reflects that learners have various motivations to learn German language and some of them have more than two. The motivation for foreign language acquisition is significant as every learning process is considered as alteration’s mental models. Motivations will direct the learners’ attitude in long term and support the learners in their individual learning process. The different learning motivation would make the learners to have passion that lead to further improvement in language proficiency. This means, the learners could always think of various ways to give themselves incentive to learn in order to constantly improve their German as foreign language. Hence, the language teacher should question and observe the DaF beginners. In table 2 shows the result of the question “What is your main reason to learn German language?” Table 2 History 27.70%
Culture/Literature 55.55%
Language 8.34%
Entertainment 8.34%
Total 100%
Survey participants are manifestly interested to develop constantly their own personality and to become better acquainted with their own culture from another perspective in the way as well to disambiguate stereotypes and prejudice about other cultures and worldviews (Niemeier 2008, P.46). Through the questionnaire can aids the adaptation of learning materials whereby is possible to find out their interest simultaneously with the target language. There are still always difficulties for all DaF beginners to be able to comprehend the culture and literature. What is important, however, is the self-assessment and external-assessment by promoting dialogue towards the teacher (cf. Legutke 2002, P.115 f. and 131). Hence the German language teacher should always encourage their participants in beginner lessons whereby to gain their confident to acquire German as foreign language. Dogăn Bulut 2005
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wrote in his research article „Learner Motivation in Current Language Research” „an increased awareness of classroom realities appears to have drawn attention to the motivational characteristics of the language teacher. This is so because teachers' motivation has significant bearings on students' motivational disposition and, more generally, on their learning achievement”. Thus creating a successful language course factors not only motivation and interest by participants but also assigns an influential role to the language teacher. Keblawi wrote even the same opinion in the article: „Attitudes toward the learning situation, which refer to the individual's reactions to anything associated with the immediate context in which the learning takes place, is measured by two scales: attitudes toward the teacher and attitudes toward course” (Keblawi, 2010). In table 3 we will find the answer of the question “German courses are formally conducted in the classroom. Based on formal classroom practice, do you think it is enough to help you to acquire the language? Do you have some ideas how to make learning German more effective?” Table 3: Opinions and suggestions of the responses Effective 6 responds 17.14%
Ineffective 20 responds 57.14%
Neutral 9 responds 25.72%
Total 35 responds 100%
Environmen t
Relate d to society
Extra excursio n
Fun in classroo m
Independen t learning
Extra teachin g hours
13.16%
10.53 %
23.68%
26.32%
10.53%
7.89%
Learnin g material s 7.89%
Total
100 %
Surprisingly, most of the survey participants are not satisfied and feel that their DaF-lessons in classroom ineffective. In my view the responses of the participants is a useful indication to DaF- teacher in Malaysia, in regards the most problems arise by participants in classroom. Then can the participants in future a good preparation in their lesson, whereby effective practice the lesson in classroom. Irreversibly the DaF- learning group not in Germany learns that language consist an obstacle in an environment problem. Even through additionally excursions in the particular country for the participant are also failing a positive overcome. However, this could be aid by using new technologies and media instead of using not so interesting learning materials to have miscellaneous exposure, texts and videos in lesson to arrest the participant’s attention and interest. Furthermore, the learning environment is not only depending on the participants’ learning motivations in their study sessions, but also the recurrent problems that occur in the learning process in the classroom. That is understandable, as the learning group from a different cultural background. The culture and lifestyle are heterogeneous between Malaysia and Germany, so it is challenging to understand the different culture for the
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learners in beginner’s lesson. Chen, Warden and Chang mentioned in their article: „Indeed the concept of motivation, its components how it works can be differently understood in different cultures that stress different values” (cf. Chen, Warden & Chang, 2005). The problems of understanding will be confronted by the participants in learning lesson is difficult to avoid. The possibility of solution is the communication and respect between the language teacher and the course participants. In table 4 investigates the question “Based on formal classroom teaching, what problems do you encounter most often?” As the result 28.57% shows the survey participants lack of self-esteem and self-confidence in the lesson. The same problem appears frequently also in the normal classroom towards the Asian learners in Malaysia. If they can’t converse well, they will easily lose courage and do not dare to give any opinion in the classroom. In addition, the learners feel weak and at the same time lose their selfconfident, when they can’t speak freely, spontaneously in the foreign language lesson. For the reason the language teacher should give positive feedback even if the learners are not performing well, whereby can build up back their self-confidence. Furthermore, 17.86 % of the survey participants think that concentration got lose due to the not so interesting DaF lessons in classroom. 14.28% of the survey participants mentioned that the main problem come from misunderstandings and miscommunication in the classroom. There are certainly some untangle misunderstandings and miscommunication because of auditory defect, especially when the learners cannot properly understand the articulation of the language teacher (possibly the situation is opposite). Hence the language teacher should become an understanding audience so that the leaners could explain their obtaining problem in order to avoid the misunderstanding issue. Table 4: Problems encounter in the classroom Problem with understanding 39.29%
Uninteresting/ lost concentration 17.86%
Lost selfconfident 28.57%
Misunderstand/ problem with communication 14.28%
Total
100%
The question in table 5 is about the competence and it must be underlined in the questionnaire whereby it has equal value in foreign language acquisition. Interestingly, the survey participants come from multilingual background which could have different outcome of the learning strategies and language competences. „The different culture and social contexts in which learning an L2 takes place might significantly affect how motivation is understood, how it operates and how language learning occurs” (e.g. Clément &, 1989; Watkins, et al 2002). Therefore, the question has to identify challenges in DaF teaching. 39.10% of the survey participants think that it is hard to master German grammar. For them German grammar is a huge challenge in DaF lessons. Deficiencies of the bilingual learners indicates especially manifestly on the level of the grammar, also is not ensure the long term for learning outcome (Vollmer 1992, P.12). Table 5: “In the German language, which part is the most challenging for you?”
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Grammar
Writing
Literature
Speaking
Listening
39.71%
27.94%
17.65%
10.29%
1.47%
Other factors 2.94%
Total 100%
It is a long-term task for DaF learner to have a comprehensive knowledge of grammar. Notwithstanding grammar structure often can be remembered in a short time but also forget easily. Thus, it is not recommended to simply memorize grammar without understanding. It could be possible that the structure of sentence rarely correct negotiating because there is evidence of lack of morphology and syntax. It is advantageous; to do practical exercise like speech and writing that could always help the learners indirectly to improve their German grammar. As for DaF learners from another culture background, they faced difficulties in writing in the beginner’s level due to the differences in terms of sentences’ structure from their mother tongue. 17.65% of the survey participants mentioned that the major issue is the literature texts in current textbook. Assuredly most of the learners have different understanding when it comes to literature texts in beginner’s lessons. Hence, the selection of appropriate contents in literacy texts for learner in beginner’s lessons is important.1.47% of the survey participants have problems with listening. 10.29% of the survey participants show that speaking is the biggest challenge in DaF-lessons. Only 2.94% of the survey participants mentioned other reasons. The survey of a representative under DaF beginner in Malaysia resulted in that different significant difficulty to achieve four comprehensions. The learners have own motivation and goals for learning German language and also caused a variety of difficulties in foreign language acquisition. In my opinion, the combination between interest and motivation from the learners and excellent didactical and methodic concept from the learners are the best solution, so that the learner can acquire the foreign language better. The learner could gradually lose the motivation and concentration in DaF classroom if they don’t perform constantly or enjoy in DaF lessons as the relationship between learning motivation and learning outcomes is always relative. Csilla (1999) mentioned in her article: „The relationship between motivation and achievement can vary because of the different contexts in which the learning takes place” (Csilla, 1999). It means the learners should not necessarily have a lengthy planning to learn German as foreign language. The learners could incentive through a short plan because most important is the own orientation and to encourage themselves. Dörnyei (1994) had suggested for foreign language acquisition „Since mastering a language is not a goal to be achieved within a short time, suggests that planners set sub goals (proximal sub goals) that can be achieved within a short time (Dörnyei 1994). By the end of the questionnaire, in table 6 shows the goal of the learners. This is because the goal could navigate their intension in order to continue developing and in the end could achieve the goal. Goals affect action indirectly by leading to the arousal, discovery, and/or use of task relevant knowledge and strategies (Locke & Latham 2002, P.706-707).
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Table 6: “What do you plan to do, after you have learned the German language?” Job opportunity
Vacation
Aboard study
21.95%
21.95%
31.70%
Be a language teacher 24.40%
Total 100%
31.70% of the survey participants answered that they will continue to study in Germany after learning German language. 24.40% of the survey participants would like to find a job related to German language. 21.95% of the survey participants would like to take a vacation in Germany. The result of the survey shows that the learners are satisfied with the outcome of learning foreign language. The intention of learning a foreign language has become the motivation for the learners to master the language, whether or not their goals will be achieved at the end of the day.
6.0 Conclusion The assessment under DaF beginner learners in Malaysia has shown that the foreign language learners not only require motivation but also the learning environment with foreign language didactics. Interestingly, the survey shows an outstandingly phenomenon in Malaysia that many DaF beginners have the passion and enthusiasm with German as foreign language. As the result, learner’s learning motivation and interest cannot be separated in foreign language acquisition since learning motivation is a part of the essential competence in foreign language acquisition. This Questionnaire also to carry out due to unevenly culture background in the same countries; thus, the language teachers will have concrete knowledge to be able to understand the ideas of the foreign language learner. Similarly, in social psychological field plays an essential role in this research sector. Social psychologists were the first to initiate serious research on motivation in language learning because of their awareness of the social and culture effects on L2 learning (Dörnyei, 2003). In summary, the learners in DaF lessons can build up their basic of German as foreign language, to know more about Germany and the language competence. The conditions for foreign language acquisition are learning motivation, culture & literature and the didactic & methodic concept. Therefore an effective DaF beginner’s lesson should require these three essential components. It is such as a symbol of troika that could not cycle without any wheel. The troika here correspond the foreign language acquisition and the expectations of the learner to master the target language.
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