The effectiveness of doppeltblicken/intercultural to teaching of German second language to university students in Zimbabwe
Journal Title: IOSR Journal of Research & Method in Education (IOSRJRME) - Year 2018, Vol 8, Issue 5
Abstract
This paper validates the effectiveness of doppeltblicken/intercultural teaching of German as second language in Zimbabwe with University of Zimbabwe as the case. Literary texts play a significant role in the learning of a language. Yet students studying German at University of Zimbabwe (UZ) exhibit difficulties when it comes to reading and analyzing texts written in German. This has largely been attributed to the cultural differences between Germany and Zimbabwe. It was hypothesised that an intercultural/Doppeltblicken(in German) and “Double look“ (in English) to learning a foreign language through literary texts offers a better approach to learners of German as foreign language. This approach added an intercultural communicative skill that enhanced their capability to relate competently with people from different cultural backgrounds. It aimed to enlighten students studying German about the need to create a cultural dialogue between Germany and Zimbabwe through literary texts thereby enhancing their target language proficiency. A comparative case study involving 13 students of German as second language was conducted using repeated measures design to evaluate the effectiveness of Doppeltblicken vis-avis the traditional methods used at the university of Zimbabwe. Participants took a pre-test after being taught in a traditional way whose results were compared to the post test that was taken after going through the Doppeltblicken pedagogy. Their performance was either recoded as“low“,“medium“ or“high“. In the pretest, only 13.5% participants scored high, 44.3% were rated as medium and 42.3% as low. In the post test, 25.0% were rated high, 71.2% as medium with only 3.8% being low.Participants recorded a higher meanscore on the post-test than the pretest. The significance of difference in means for pre and post test through t-test was t= 4.0523, df=4, p= .0016.It was concluded that intercultural approach was more effective at teaching German as a second language since it added intercultural communicative competence.
Authors and Affiliations
Yemurai Chikwangura, Luke Odiemo Okunya, Shaban Mayanja
Keywords
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- EP ID EP413835
- DOI 10.9790/7388-0805014560.
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