Entry-Level Instruction: High-Frequency Vocabulary and Classroom Interaction in German Textbooks
Date of Award
Master of Arts
Stephanie Ohnesorg, Maria Stehle, Bernard Issa
In elementary second language teaching, it can be difficult to decide which language materials to cover. Drawing from the insights of High-Frequency Vocabulary, Classroom Interaction, and teaching methodologies such as Communicative Language Teaching and CREED, I wish to suggest moving toward criteria for elementary language teaching that takes into account the current research as it relates to high-frequency vocabulary, the development of communicative skills in face-to-face interaction, and the more common customs of interaction as informed by the field of pragmatics. My main argument is that we should move toward writing textbooks which emphasize high-frequency terms which are relevant to the classroom and circumlocution skills in lower-division language instruction. To that end, I first review current literature on the topics of high-frequency vocabulary, then I move onto classroom interaction, then I make connections to task-based instruction, and their effectiveness in the first two years of undergrad German language courses; finally I perform an analysis of three introductory chapters in common entry-level textbooks of German: Treffpunkt, Deutsch, Na Klar! and Sag Mal.
Graves, Andrew, "Entry-Level Instruction: High-Frequency Vocabulary and Classroom Interaction in German Textbooks. " Master's Thesis, University of Tennessee, 2019.