Вестник Самарского университета: История, педагогика, филология (Jul 2023)
Verbal markers of the learners’ evaluation of the German language textbooks in the German educational discourse
Abstract
The article is devoted to the research of verbal markers of evaluation in the statements of foreigners studying German at the elementary level (A1) about the content of the German language textbooks in the German educational discourse. The problems of the research are connected with the low level of knowledge of the dynamic phenomenon of feedback and its verbalization in the form of evaluative statements of foreigners about the content of the German language textbooks offered to them in Germany in the field of learning German as a foreign language. The linguistic methods of the research were the discursive and lexical analysis of verbal markers of evaluation found in the evaluation statements of the foreign learners. The language material was collected at the Language Centre of the Wrzburg University (Germany) during a targeted survey of foreigners studying German at the elementary level (A1). The topicality of the research is due to the prospects of studying the axiological phenomenon of feedback in the German educational discourse, the diversity of the potential for cognitive variation of the thematic content and lexical content of the German language textbooks. The results obtained with the help of discursive and lexical analysis of verbal markers of evaluation demonstrate the diversity and reactions of foreigners to the content of the German language textbooks Netzwerk A1.1 A1.2 and certain accents in the assessments of the content, process and learning outcomes based on them. The obtained results and conclusions are debatable, since with a general positive assessment of authentic German language textbooks, verbal markers of evaluation with a negative connotation are presented in the statements of foreigners, indicating aspects, attitudes, dominant content (primarily thematic relevance) that require correction and optimization in the modern global German educational discourse. According to the model of this research, another research can be carried out from the standpoint of discursive linguistics to verify aspects of evaluating educational strategies and coding key concepts, also a comparative one.
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