Revising second year university BA program: a didactic strategy integrating German writing and grammar courses

Abstract

As an established educational institute, the University of Jordan promotes intercultural exchange through language support. This thesis addresses the question of heterogeneity of German language teaching at the University of Jordan and develops a didactic strategy for improving language acquisition at the A2 and B1 levels. The focus is on combining two assigned courses Writing and Grammar that are taught as separate courses for German and English dual students. The emphasis will be on quality and comparability of the course content. This approach is oriented toward the Common European Framework of Reference for Languages (CEFR), contributing to the renewal of foreign language teaching in various academic contexts.

Keywords:

• Grammatical learning
• text procedures
• written language experience
• example-oriented learning
• language awareness

Reviewing Editor:

• John Chiang, Senior Editor, Communication and Media, State University of New York, United States

Subjects:

• Language & Linguistics
• Grammar, Syntax & Linguistic Structure
• Grammar

1. Introduction

In the context of foreign language (FL) instruction, various challenges need to be addressed.

First, effective teaching of the four language skills is crucial, and understanding and implementing grammar, particularly for the German language due to the complexity and nuances is important in mastering the four skills of any language. To achieve this goal, a systematic and integrative approach to teaching is required.

Second, the heterogeneity of students and their individual motivations from the second year onwards plays a substantial role in their learning experiences and language proficiency, this diversity necessitates didactic flexibility and differentiation in lesson planning and implementation, which can often be difficult to achieve.

Third, The current curriculum plan implemented for the German-English major at the University of Jordan (UJ) (2024) offers separate courses for phonetics, writing, grammar 1 and 2, and listening comprehension, which poses a risk of fragmented and inconsistent learning experiences that do not guarantee complete language acquisition up to Level A2. This prompts the need for an improved and integrated pedagogical strategy.

Fourth, the non-orientation of German courses offered by the university to the Common European Framework of Reference for Languages (CEFR) creates a potential discrepancy in the assessment and understanding of language skills.

To address these problems, a didactic strategy that enables effective teaching design geared toward the CEFR and promotes seamless language acquisition must be developed and implemented.

This article presents a didactic strategy that closely links writing and grammar courses in the existing curriculum of the University of Jordan (UJ) (2024). The concept aims to promote seamless language acquisition up to Level A2, with a possible extension to Level B1. It focuses on the systematic development of the knowledge and skills needed to understand and correctly apply German grammar and writing. The approach uses the synergies between these two aspects of language learning to enable effective and deeper acquisition of the language, paying particular attention to the needs of the learners to ensure tailor-made and goal-oriented language acquisition. This strategy is a valuable tool for the further development of didactic methods of FL teaching (FLT) and is based on current scientific findings and practices.

Ersch (2019) showed opportunities for interlinking writing and grammar in action-oriented FLT using the grammar translation method. This method increases grammatical competencies and simultaneously demonstrates that a need-oriented setting is a basis for success. This is illustrated by the international summer schools at Johannes Gutenberg University Mainz. Ersch stated that in this method, teachers can respond to needs in the respective courses especially by individually creating or compiling texts. Continuous reflection, flexibility, and adaptation of the courses are essential to guaranteeing the greatest possible learning success.

Nilsson (2002), in his dissertation on German school grammar, also examined different grammar teaching and learning methods, as well as approaches to their improvement. His critical reflection on lesson observations and sequence analyses revealed that grammar lessons are indispensable for gaining command of the language. He did not rule out an alignment with traditional mediation methods and noted that “the system brings decisive advantages.”

In contrast to Ersch (2019), Grein (2019) highlighted the aspects of a diversity of methods within language learning. By examining different learning style preferences, the importance of raising teachers’ awareness of individual learning methods or types. Similar to Ersch, however, Grein emphasized that action- and production-oriented teaching is only effective through teachers’ flexibility and constant reflection on their teaching.

These examples from research show that writing and grammar lessons are a critical topic in FLT. However, the use of the grammar translation method has reportedly declined since the communicative turnaround in the 1970s. This method has been revived with new aspects and integrated into a production- and action-oriented classroom. The way UJ aims at integrating writing and grammar can prove to be useful at helping students acquire and implement the grammar of a language.

2. Didactic methods in GFL grammar and writing lessons

This section gives an overview of the most important didactic methodologies employed in teaching grammar and writing.

2.1. Didactics of GFL grammar lessons

Throughout history, there have been multiple approaches to studying grammar. There are four primary approaches: Traditional/Grammar Translation, Structural, Notional-Functional, and Communicative.

During the peak of the Communicative Approach to language acquisition in the 1980s and early 1990s, it became trendy in certain circles to mock so-called "old-fashioned" approaches, particularly something generically referred to as "Grammar Translation". There were several reasons for this, but it was considered that translation was more of an intellectual exercise than something that would assist learners utilize language. An overt emphasis on grammar was to learn about the target language rather than learning it. Grammar Translation was frequently alluded to in the past tense, as if it no longer existed and had died out, to be replaced globally by the joy and drive of the communicative classroom. When we look at the main components of Grammar Translation, we can see that it has not only survived, but that many of its traits have been fundamental to language instruction throughout history and are still relevant today.

A common technique would be to introduce the rules of a certain grammar item, demonstrate its application by adding the item numerous times in a text, and rehearse constructing sentences and translating them into the home language. The text is frequently accompanied with a vocabulary list, which includes new lexical words used in the text as well as the mother language translation. Accurate usage of linguistic elements is critical to this strategy. In general, the mother language serves as the medium of education, explaining conceptual difficulties and discussing the application of a certain grammatical structure. Teaching grammar can be considered old fashioned, but it can be also argued that the Grammar Translation method has had remarkable success over the years.

Structural grammar divides the study of language into two parts: structure and meaning. Structural grammar focuses on language forms and structures rather than lexical meanings. Native speakers recall acquiring lexical meanings as they encounter new words. They do not learn grammatical signals since it occurs early and informally in their lives. Second language learners have unique challenges compared to native speakers. His purposeful exposure to language allows him to internalize basic grammar and concepts. Therefore, he must learn both lexical meanings and grammatical signals concurrently.

The "functional-notional approach" in language instruction focuses on the learner’s need to articulate three types of meaning. The categories of communication function include functional (social goal), modal (probability), and conceptual (meaning connections communicated by sentence structures). These methods of language training fall within the communicative approach. The strategy focuses on constructing a language syllabus. The focus is on analyzing language in its many communication contexts.

2.2. Didactics of GFL writing

Writing, as a productive skill, is both a single-minded skill and a mediatorial skill. Unlike in all other language skills, the writing process is divided into three steps: (1) planning, (2) verbalizing, and (3) revising. In didactics, these steps can be supported by different exercises. These steps and the possible exercises under each are as follows:

1. Planning: In this step, the text to be written is dealt with for the first time. Different exercises can be used to facilitate this step, depending on the type of writing (i.e., persuasive, descriptive, narrative, and expository) to be used. Vocabulary tasks are particularly useful here, such as word strings, word scrabble, creating an associogram, or exercises on connectors, as they support text planning and formulation.

2. Verbalizing: In this step, the planned text should be formulated and then written. For this purpose, the words collected in the previous step can help. Understanding the writing task is important here so that it can be performed accordingly. As accompanying exercises, learners can be asked to write text from word lists, write “on site,” or write a part of the text from an already existing part of the text.

3. Revising: This third and final step involves critically examining the text to see if the essential requirements for it have been met, including relevance, comprehensibility, precision, and coherence, and, if gaps are found, revising the text.

The complexity of the writing skill and thus, the importance of its proper mediation are further discussed in the ensuing subsections. Writing can be introduced into the classroom through, for example, tasks involving creative writing or process-oriented or guided writing.

2.3. Syntheses of grammar and writing lessons in foreign language classes

Similar to other disciplines, in the field of German as a second or foreign language, some didactic controversies exist (Kleinbub et al., 2023). The correct use of grammar is decisive for communication and testifies that language is understood. Thus, basic grammatical understanding also has a positive effect on linguistic skills and abilities, such as text production (Akbulut & Schmölzer-Eibinger, 2023). As Kleinbub et al. (2023) noted, consolidating or securing grammar understanding is essential, especially at the beginning of language learning, since, otherwise, there may be only a slight increase in language knowledge due to a lack of connectivity to basic knowledge that does not exist. However, this can be counteracted by contextualizing grammar (Kleinbub et al., 2023). Myhill (2018) explained the key function of the interlinking of grammar and writing lessons as follows: “the meanings invoked by the text establishes a direct association between a grammatical choice and meaning which has real application in writing” (Myhill, 2018, p. 11).

This synthesis of grammar with other didactic approaches and areas of German language teaching is addressed as a concept in “integrative or integrated grammar teaching.” According to Kleinbub et al. (2023), grammar lessons should not be regarded as an isolated subject but should be purposefully and internally linked to other aspects of language teaching. Klotz (2008) emphasized the supreme importance in language teaching of interlinking text and grammar lessons, as this allows spelling and text comprehension to be covered simultaneously with grammar. However, Kleinbub et al. (2023) criticized the integrative approach as an “inferior compromise between traditional and situational teaching” (p. 226). These cited studies and their scientific discourse prove the opportunities and challenges of such didactics.

3. A draft outlining the grammar–writing foreign language lesson strategy

For transparent development of a strategy of a grammar–writing FL lesson and to ensure a targeted development approach, the strategy is described and examined at the Macro, Meso, and Micro levels. At the Macro level, an overview of the current state of learning in the field is put together, from which UJ draws the framework of lessons (i.e., its objectives and specifications). At the Meso level, the tasks on which the lessons shall be based are formulated and described using the sample textbook Moments A2.2 (Braun-Podeschwa et al., 2022). Finally, at the Micro level, the how the tasks are carried out during the lesson and classroom interaction are discussed to guarantee a comprehensive understanding of FL learning.

3.1. Macro-level linkage

The BA in German/English degree program curriculum at UJ offers four skill based courses, after finishing first year requirements; German A1 and A2 both of these courses fall into CEFR requirements. In their second year, students are required to study a phonetics course and a writing course, as well as two consecutive grammar courses. However, the separation of grammar and writing lessons gives the impression that grammar is an “abstract linguistic structure” (Feilke & Tophinke, 2016, pp. 5ff). Instead, grammar should be seen “in a role that serves language acquisition” (Koeppel, 2022, pp. 344f).

To productively link language practice and the formulation of grammatical concepts, teachers have been working together on the curriculum offered since the 2022/2023 winter semester. The aim is to achieve grammatical learning, primarily aimed at the acquisition not of grammatical knowledge but of grammatical proficiency. Therefore, they are designing the courses with a contextual, action-oriented style focused on procedural skills.

The texts in the assigned book Moments A2.2 is the basis for the writing lessons. The lessons will promote attention to certain forms of text, such as content presentations, arguments, and descriptions. Through comparative reading, the learners’ create their own texts, collect good examples, and explore linguistic solutions. This “practical consideration of language” (Bredel, 2013, p. 217) paves the way for subsequent grammar lessons, in which the acquired knowledge can be viewed again with increasing systematization and at a higher level of reflection.

The aim of this didactic strategy is to ensure continuous language acquisition up to Level A2 and, if necessary, to Level B1 by focusing on the blending of writing and grammar courses with a clear orientation toward CEFR standards. The main goal of the writing lessons is the application of grammar in linguistic contexts, focusing not on grammatical knowledge but on the ability to utilize grammar. The new structures are deliberately repeated in the grammar lessons. However, this is delayed to give students sufficient time to internalize the new structures. Form orientation and the development of scientific terms promote a deeper understanding of the categorical structure of language. Through language reflection and the use of the mother tongue, students can develop an awareness of grammatical structure.

The proposed strategy will also be supported through the use of tutorials, which take place weekly in two teaching units led by teachers, advanced students, or interns. In addition, e-learning will be an aid to the deepening and consolidation of the subject matter. Students are given tasks for independent work, for preparation and follow-up, and for working in groups. Optionally, a computerized language test, such as the onSET, may be conducted to confirm that the A2 level has been reached.

The didactic strategy is based on the overlap of the different levels of reflection that develop with increasing systematization of teaching and learning. Application of this strategy to the macro level means that the courses must work closely together—which, for FLT and for UJ, connotes that the courses must be coordinated progressively and internally. Merging grammar and writing lessons can mean that certain grammatical structures are or must be incorporated into the texts to be edited in the other course. This creates a tangible linguistic phenomenon from a context-free object, which leads to a deeper understanding through independent processing (Myhill, 2018).

3.2. Meso-level gearing

This link between writing and grammar lessons is based on specific topics. The textbook Moments A2.2 is used as the focal point that will be used to structure the fusion between the writing and grammar courses. The writing course starts in its first week with Lesson 13, whereas the grammar course has the same lesson in week two of the course. This thematic and content coordination between the two courses is important as it allows learners to explicitly develop both their writing skills and their grammatical knowledge. Figure 1 shows the weekly schedule of the writing and grammar lessons.

Figure 1. Semestral weekly schedule for writing and grammar lessons.

A closer look at the figure of individual lessons will show that the grammar that require editing is striking. At the meso level, the grammar and writing tasks are going to be connected using the assigned tasks. For lesson preparation purposes, the two topics might be assumed to be inherently connected. Lesson 13 introduces the topic private invitations in the first week and includes the grammatical topics verbs with accusative and dative in parallel. The first few writing lessons explain known and elementary expressions and can be used as chunks. To illustrate, the expression “I’ll send you an invitation” can be included in the lessons. Thus, learners already have contact with the grammatical phenomenon and can already use it actively in their language. The succeeding grammar lessons support the promotion of learners’ language sensitivity. At the meso level, however, the teacher’s feedback and evaluation should also be considered.

3.3. Interlocking at the micro level

The micro level is focused on putting theory into practice. At this level, the implementation of the grammar rules in the writing exercises, as well as proofreading and peer feedback, are considered. This third and final process of dovetailing the writing and grammar lessons is particularly significant due to the application, at this level, of the tasks prepared in the previous steps. Thus, this subchapter analyzes excerpts from the textbook Moments A2.2 in Lesson 14 with regard to how grammar and writing exercises are interlinked.

In the description of the course plan, individual excerpts are examined particularly with regard to the objective, the intended time, and the materials provided in the textbook. However, it should be noted that the exact design of the micro level depends on different factors and aspects, the most decisive of which are the group dynamics, the language level of the course, the learning environment, and the available teaching time. The following subsections present an example by listing the individual steps of the gearing.

3.3.1. Awareness of grammar

In our review of the structure of the grammar lessons, we can see that the topic living (Moments A2.2, p. 13) and the topic’s grammatical and linguistic goals are listed in a table (see Figure 2).

Figure 2. Transparent Gearing.

Thus, learners are aware of the objectives of the lesson and can recognize the grammatical phenomenon while reading, their first contact with the grammatical structure is through an authentic text. In the layout of the materials, the time segments of the individual steps are already shown, and the reading text takes up the largest amount of time. The theme of the text is the description of a good neighborhood.

3.3.2. Grammar examples in a reading text

The given text offers some examples of adjective declension in an authentic context, such as the big difference and the nice little conversation. Learners encounter the phenomenon to be investigated in a natural way by reading two opinions about good neighborliness (see Figure 3).

Figure 3. Reading text from moments A2.2, p. 14.

Within the lesson, the teacher can let the learners read the text and then, ask them follow-up questions about the text content. Furthermore, the learners can be tasked to work with the text, such as by underlining all adjectives and writing out their endings. To promote interlocking of the writing and grammar lessons, the teacher can highlight grammatical aspects of the text by asking questions about the use of adjectives in connection with nouns, among other things (see Figure 4, Moments A2.2, p. 15).

Figure 4. Example of an overview of adjectives in connection with nouns.

The subsequent sensitization of the learners to the grammatical phenomenon and the small-step approach encourages them to engage with the reading text.

3.3.3. Writing activity

In the last step of the progression of the concept implementation, the students are asked to write their own descriptions of a good neighborhood, drawing inspiration from the reading text, after receiving clear instructions regarding the scope and structure of the description. For this, the teacher can present and explicitly explain these instructions through an overview table (as in Figure 4).

The graph in Figure 5 gives the students a transparent overview of the subject of the lesson. The succeeding reading task puts grammar in an authentic context, increases the students’ interest, and enables them to be receptive to grammatical learning (Feilke & Tophinke, 2016). The teacher emphasizes adjective declension and goes through the table in explicit grammar lessons, in which the rules should be understood and consolidated. At the beginning of the lesson, the students’ own writing task, in turn, forges the connection, and they can then use their knowledge in their own words.

Figure 5. Superimposition of reflection levels (Feilke & Tophinke, 2016, p. 7).

This analysis shows that the interlinking of grammar and writing lessons at the micro level should be an elementary part of language teaching to guarantee successful grammar teaching and to develop students’ reading and writing skills. Forging such a link through a small step-by-step approach promises to boost the didactic methods in the FLT field because work is carried out across skills, thereby generating a more differentiated view of the language. As a result, students deal more intensively with the grammatical phenomenon and with the respective reading or writing task, and thus, could deal more intensively with a topic.

4. Summary

This paper presented a didactic strategy for interlinking grammar and writing lessons at the macro, meso, and micro levels. This strategy was developed and evaluated using an example from the BA in German/English degree program at UJ. The progression and the delayed start of the writing and grammar courses are particularly relevant. At the macro level, the curriculum must ensure a link between the grammar and writing lessons to guarantee continuous language acquisition up to the A2 or B1 level. Parallel to the interlinking of the grammar and writing lessons, the gearing of all the courses toward CEFR is of great importance to counteract the strong heterogeneity of the students’ knowledge levels and thus, to ensure teaching quality. Grammar and its application in linguistic contexts are emphasized by reading texts.

At the meso level, the interlocking of the lessons is based on selected textbooks, with UJ’s Moments A2.2 textbook as an example. The writing and grammar lessons do not start at the same time, but they address the same topics, which supports the development of writing skills with grammatical knowledge.

At the micro level, grammar rules are applied in writing exercises, such as proofreading and peer feedback. Transparent interlocking of the lessons and representation of grammatical phenomena within authentic materials are decisive. Learners become active themselves and can apply their acquired knowledge in their own writing tasks.

This innovative didactic model marks a significant step forward in FLT development and improvement. However, this is only an exemplary illustration. In a further step, the heterogeneity of the courses should be more closely examined, and the concept of quality control must be implemented by using control procedures, such as tests, to examine whether the skills of the students cultivated in the individual courses have approached each other and whether the pertinent language level corresponds to the requirements of the CEFR.

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No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Renata Asali-van der Wal

Renata Asali-van der Wal holds a PhD in Teaching German as a Foreign Language and is currently a Professor at the University of Jordan. As a researcher, she is focused on teaching German language, Linguistics, Translation, Literature, and particularly German Phonetics and Pronunciation for Arabic speakers.

Sarah Raad Salih Alshanmy

Sarah Raad Salih Alshanmy has a master’s degree in Teaching German as a Foreign Language from the German-Jordanian University in Madaba, Jordan. She currently serves as a Lecturer at the University of Jordan. As a researcher, she is interested in teaching German language and literature while also focused on writing and grammar.