An Analysis of "Wie bitte A1.1" German Coursebook According to the Common European Framework of Refrence for Languages in terms of Listening Skills

Seval Parlakgüneş Erdoğan; Ayşe Arslan Çavuşoğlu

Article Details

An Analysis of "Wie bitte A1.1" German Coursebook According to the Common European Framework of Refrence for Languages in terms of Listening Skills

Authors:

Seval Parlakgüneş Erdoğan | Ayşe Arslan Çavuşoğlu

Publisher:

Necmettin Erbakan University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.65-91

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001302275

pISSN:

2687-1831

Keywords:

Abstract:

 In this study, one of the frequently emphasized topics by foreign language educators, educators dealing with curriculum development and language courses, is addressed. This topic involves book analysis and the often overlooked skill of listening comprehension in language education. In this context, the German language coursebook Wie bitte? A1.1 which is taught in Anatolian high schools, is examined in terms of its listening comprehension aspect according to the Common European Framework of Reference for Languages CEFR . The methodology employed for this coursebook analysis involves qualitative research methods, specifically document analysis, with data being analyzed through content analysis. According to the results of the research, Wie Bitte? A1.1 coursebook aims to develop listening skills effectively by providing students with a variety of listening exercises involving different grammatical structures and topics. The book offers listening concepts at an appropriate level with its content including basic German topics and low-level vocalisation speed and clarity. However, when the book is analysed, it is observed that the number of listening exercises that will encourage interaction in accordance with the criteria of CEFR is insufficient. In this context, it may be suggested to add more practice activities to support interactive learning. To further improve the book, it is suggested that more feedback or review opportunities should be provided to students following challenging listening exercises. This approach can improve students listening skills more effectively by enabling them to better understand the topics.

 In this study, one of the frequently emphasized topics by foreign language educators, educators dealing with curriculum development and language courses, is addressed. This topic involves book analysis and the often overlooked skill of listening comprehension in language education. In this context, the German language coursebook Wie bitte? A1.1 which is taught in Anatolian high schools, is examined in terms of its listening comprehension aspect according to the Common European Framework of Reference for Languages CEFR . The methodology employed for this coursebook analysis involves qualitative research methods, specifically document analysis, with data being analyzed through content analysis. According to the results of the research, Wie Bitte? A1.1 coursebook aims to develop listening skills effectively by providing students with a variety of listening exercises involving different grammatical structures and topics. The book offers listening concepts at an appropriate level with its content including basic German topics and low-level vocalisation speed and clarity. However, when the book is analysed, it is observed that the number of listening exercises that will encourage interaction in accordance with the criteria of CEFR is insufficient. In this context, it may be suggested to add more practice activities to support interactive learning. To further improve the book, it is suggested that more feedback or review opportunities should be provided to students following challenging listening exercises. This approach can improve students listening skills more effectively by enabling them to better understand the topics.

 In this study, one of the frequently emphasized topics by foreign language educators, educators dealing with curriculum development and language courses, is addressed. This topic involves book analysis and the often overlooked skill of listening comprehension in language education. In this context, the German language coursebook Wie bitte? A1.1 which is taught in Anatolian high schools, is examined in terms of its listening comprehension aspect according to the Common European Framework of Reference for Languages CEFR . The methodology employed for this coursebook analysis involves qualitative research methods, specifically document analysis, with data being analyzed through content analysis. According to the results of the research, Wie Bitte? A1.1 coursebook aims to develop listening skills effectively by providing students with a variety of listening exercises involving different grammatical structures and topics. The book offers listening concepts at an appropriate level with its content including basic German topics and low-level vocalisation speed and clarity. However, when the book is analysed, it is observed that the number of listening exercises that will encourage interaction in accordance with the criteria of CEFR is insufficient. In this context, it may be suggested to add more practice activities to support interactive learning. To further improve the book, it is suggested that more feedback or review opportunities should be provided to students following challenging listening exercises. This approach can improve students listening skills more effectively by enabling them to better understand the topics.

 Bu çalışmada yabancı dil eğitimcilerinin, dil kurslarının ve müfredat geliştirme ile uğraşan eğitimcilerin son zamanlarda üzerinde sıklıkla durdukları konulardan biri olan kitap incelemesi ve dil eğitiminde arka planda kalmış olan dinleme yetisi üzerinde durulmuş ve bu bağlamda Anadolu liselerinde okutulan Almanca ders kitabı Wie bitte? A1.1 dinleme yetisi bakımından, Diller için Avrupa Ortak Çerçeve Metnine D-AOÇM göre incelenmiştir. Ders kitabı incelemesinde nitel araştırma yöntemlerinden biri olan doküman analizi kullanılmış, veriler içerik analizi ile çözümlenmiştir. Araştırma sonuçlarına göre Wie Bitte? A1.1 ders kitabının öğrencilere farklı dilbilgisi yapıları ve konularını içeren çeşitli dinleme alıştırmaları sunarak dinleme becerilerini etkili bir şekilde geliştirmeyi amaçladığı söylenebilir. Kitap, temel Almanca konularını sunan içeriği ve öğrencilere düşük seviyeli seslendirme hızı ve netliği ile uygun seviyede dinleme çalışmaları sunmaktadır. Ancak, kitap incelendiğinde D-AOÇM kriterlerine uygun etkileşimi teşvik edecek dinleme alıştırmalarının sayısının yetersiz olduğu gözlemlenmektedir. Bu bağlamda, interaktif öğrenmeyi desteklemek amacıyla daha fazla alıştırma aktivitesinin eklenmesi önerilebilir. Kitabın daha da geliştirilmesi için zorlu dinleme alıştırmalarını takiben öğrencilere daha fazla geri bildirim veya tekrar fırsatları sunulması önerilmektedir. Bu yaklaşım, öğrencilerin konuları daha iyi anlamalarını sağlayarak dinleme becerilerini daha etkili bir şekilde geliştirebilir.

Article Details

An Analysis of "Wie bitte A1.1" German Coursebook According to the Common European Framework of Refrence for Languages in terms of Listening Skills

Authors:

Seval Parlakgüneş Erdoğan | Ayşe Arslan Çavuşoğlu

Publisher:

Necmettin Erbakan University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.65-91

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001302275

pISSN:

2687-1831

Wie bitte? A1.1

German

Listening Skills

Common European Framework of Reference for Languages

Coursebook AnalysisWie bitte? A1.1

Almanca

Dinleme Becerileri

Diller İçin Avrupa Ortak Çerçeve Metni

Kitap İncelemesi

Issues

Article Details

Authors: Seval Parlakgüneş Erdoğan | Ayşe Arslan Çavuşoğlu

Publisher: Necmettin Erbakan University

Main Topics: Alan Eğitimleri (Diğer)

Journal: Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.65-91

Document Type: Article

Publication Date: 10/2023

Document Language: Turkish

Document ID (Org No.): 2001302275

pISSN: 2687-1831

Issues

Authors:

Seval Parlakgüneş Erdoğan | Ayşe Arslan Çavuşoğlu

Publisher:

Necmettin Erbakan University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.65-91

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001302275

pISSN:

2687-1831