Journal of Languages for Specific Purposes (Mar 2021)
GRAMMATIKPROGRESSION IN DAF-LEHRBÜCHERN ENDE DES 19. UND ANFANG DES 21. JAHRHUNDERTS/ GRAMMATICAL PROGRESSION IN TEXTBOOKS OF GERMAN AS A FOREIGN LANGUAGE AT THE END OF THE 19TH AND THE BEGINNING OF THE 21ST CENTURY
Abstract
Learning grammar is a significant part of foreign language teaching. Grammar is an area without which one cannot imagine learning and teaching foreign languages. Despite that, grammar had a different position in different didactic-methodological concepts. The 19th century was marked by the grammar-translation method, and the end of the 20th and the beginning of the 21st century by the communicative method. The very name of these methods clearly indicates the educational goal of teaching foreign languages in these periods. In the grammar-translation method, the focus was on grammar and it played a leading role, while the goal of the communicative method is to enable students to communicate and cope in real communicative situations. In this method, grammar plays a subordinate role and represents a means to an end. Thanks to that, the arrangement of grammar material in textbooks is also adjusted to the educational goals of foreign language teaching. This paper analyses selected textbooks of German as a foreign language that were used in Bosnian-Herzegovinian schools at the end of the 19th and the beginning of the 21st century. The aim is to determine the grammatical progression in these textbooks, i.e. which grammatical structures are selected and presented, how they are arranged, and what types of progressions are present.
