Title Affektivität im DaF-Unterricht
Title (croatian) Afektivnost u nastavi njemačkog kao stranog jezika
Title (english) Affective Factors in Learning German as a Second Language
Author Andrea Sjauš
Mentor Anita Pavić Pintarić (mentor)
Mentor Nikolina Miletić (komentor)
Committee member Helga Begonja (predsjednik povjerenstva)
Committee member Anita Pavić Pintarić (član povjerenstva)
Committee member Zaneta Sambunjak (član povjerenstva)
Granter University of Zadar (Department of German Studies) Zadar
Defense date and country 2021-04-27, Croatia
Scientific / art field, discipline and subdiscipline HUMANISTIC SCIENCES Philology
Abstract Die emotionalen Zustände eines Lernenden während des Unterrichtsprozesses tragen zu seiner positiven oder negativen Einschätzung aller beteiligten Faktoren bei. Die Modelle des Fremdsprachenerwerbs versuchten im Laufe der Geschichte alle Merkmale zu betrachten, die den Fremdsprachenunterricht beeinflussen. Hinsichtlich dessen sind affektive Faktoren identifiziert, die eine große Rolle beim Fremdsprachenunterricht haben. Zu den affektiven Faktoren zählen die Einstellungen der Schüler in Bezug auf die erlernte Fremdsprache, die Motivation die Fremdsprache zu lernen, die Attributionen oder die Erklärung für Erfolg oder Misserfolg, die Selbstwahrnehmung und die Angst vor der Fremdsprache. Angst vor Fremdsprachen kommt in vielen Formen vor und umfasst die Angst in Bezug auf die Kommunikation, das Lesen, Schreiben und Hören. Affektive Faktoren stehen in einer wechselseitigen Beziehung zueinander und koalieren oft mit anderen Merkmalen wie z. B. dem Perfektionismus, der Schüchternheit und dem Geschlecht. In der vorliegenden Arbeit wurden die Studierenden, die Deutsch als Fremdsprache an der Universität Zadar studieren, befragt. Der Fokus der Forschung liegt bei der Angst im DaF-Unterricht und deren Zusammenhang bezüglich der Parameter: das Geschlecht, vorheriges Deutschlernen, der Aufenthalt in dem deutschsprachigen Raum und der Grad der Schüchternheit. Die Ergebnisse zeigen, dass bei den Studierenden ein mittleres Niveau der Fremdsprachenangst herrscht und dass die Studentinnen im DaF-Unterricht sensibler sind. Der Zusammenhang zwischen den Parametern der Angst, der Schüchternheit, dem Aufenthalt in dem deutschsprachigen Raum und vorigem Deutschlernen konnte nicht nachgewiesen werden.
Abstract (croatian) Emocionalna stanja učenika tijekom nastavnog procesa doprinose učenikovoj pozitivnoj ili negativnoj procjeni svih uključenih čimbenika. Kroz povijest su modeli učenja stranih jezika pokušavali sagledati sve čimbenike koji utječu na nastavu stranih jezika. U vezi s time utvrđeni su afektivni čimbenici koji imaju veliku ulogu u nastavi stranih jezika. Afektivni čimbenici uključuju stavove učenika prema stranom jeziku kojeg uče, njihovu motivaciju za učenje stranog jezika, atribucije ili objašnjenje uspjeha ili neuspjeha, samopoimanje i strah od stranog jezika. Strah od stranih jezika postoji u mnogim oblicima i uključuje strah od komunikacije, čitanja, pisanja i slušanja. Afektivni čimbenici međusobno su povezani i često koreliraju s drugim karakteristikama, kao npr. s perfekcionizmom, sramežljivosti i spolom. U ovom radu ispitani su studenti koji uče njemački kao strani jezik na Sveučilištu u Zadru. Fokus istraživanja odnosi se na strah u nastavi njemačkog kao stranog jezika i njegove povezanosti prema sljedećim parametrima: spol, prethodno učenje njemačkog jezika, boravak u njemačkom govornom području i stupanj sramežljivosti. Rezultati pokazuju da studenti imaju prosječnu razinu straha od stranih jezika i da su studentice osjetljivije na satovima njemačkog kao stranog jezika. Veza između parametara kao što su strah, sramežljivost, boravak u njemačkom govornom području i prethodno učenje njemačkog jezika nije se mogla dokazati.
Abstract (english) Students’ emotional states during the learning process contribute to their positive or negative assessment of all factors involved. Throughout history models of foreign language acquisition have tried to look at all the factors that affect foreign language teaching. In this regard, affective factors that play a major role in foreign language learning have been identified. Affective factors include students’ attitudes towards the foreign language they are learning, their motivation to learn a foreign language, attributions or explanations of success or failure, self-perception, and fear of a foreign language. The fear of foreign languages exists in many forms and includes the fear of communication, reading, writing, and listening. Affective factors are interrelated and often correlate with other characteristics, such as perfectionism, shyness, and gender. In this paper, students studying German as a foreign language at the University of Zadar were examined. The focus of the research relates to the fear in learning German as a foreign language and its relationship according to the following parameters: gender, prior learning of the German language, living in a German-speaking area and the degree of shyness. The results show that students have an average level of fear of German language and that female students are more sensitive in German classes. The link between the parameters such as fear, shyness, living in a German-speaking area and prior learning of the German language could not be proven.
Keywords
Affektivität
Angst
Emotionen
Deutsch als Fremdsprache
Keywords (croatian)
afektivnost
emocije
njemački kao strani jezik
strah
Keywords (english)
affective factors
emotions
fear
German as a second language
Language german
URN:NBN urn:nbn:hr:162:610738
Study programme Title: German Language and Literature (double major); specializations in: Teaching Course: Teaching Study programme type: university Study level: graduate Academic / professional title: magistar/magistra edukacije njemačkog jezika i književnosti (magistar/magistra edukacije njemačkog jezika i književnosti)
Type of resource Text
File origin Born digital
Access conditions Access restricted to students and staff of home institution
Terms of use
Created on 2021-05-21 09:11:12