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Grammar and variation in the classroom: a roadmap for a qualified solution to grammatical cases of doubt in contemporary German

Abstract Grammar is the structural foundation of successful communication, language use, and literacy development. Grammar is therefore sometimes viewed as the heart of language with an important place in language teaching. In a classroom setting, regulation of grammar knowledge through teachers is...

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Bibliographic Details
Main Authors: Dovalil, Vít (Author) , Hanulíková, Adriana (Author)
Format: Article (Journal)
Language:English
Published: Jan 2023
In: Pedagogical linguistics
Year: 2023, Volume: 4, Issue: 1, Pages: 26-49
ISSN:2665-959X
DOI:10.1075/pl.21017.dov
Online Access:Verlag, lizenzpflichtig, Volltext: https://doi.org/10.1075/pl.21017.dov
Verlag, lizenzpflichtig, Volltext: https://www.jbe-platform.com/content/journals/10.1075/pl.21017.dov
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Author Notes:Vít Dovalil, Adriana Hanulíková
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Summary:Abstract Grammar is the structural foundation of successful communication, language use, and literacy development. Grammar is therefore sometimes viewed as the heart of language with an important place in language teaching. In a classroom setting, regulation of grammar knowledge through teachers is strongly influenced by teachers’ linguistic competence and beliefs. In this paper, we will first show the diversity in this knowledge by means of teacher interviews and speeded grammatical-acceptability data from pupils and students. We will then sketch a socio- and psycholinguistic perspective on several selected morphosyntactic variables in German. These will be discussed with reference to social forces that determine what is standard in a language (language norm authorities, language experts, model texts, and codifiers). Finally, we will draw a roadmap for teachers, language practitioners and editors looking for a qualified solution to grammatical cases of doubt in contemporary German and provide practical examples by drawing upon the German reference corpus.
Item Description:Zuerst veröffentlicht: 22. Januar 2022
Gesehen am 27.05.2026
Physical Description:Online Resource
ISSN:2665-959X
DOI:10.1075/pl.21017.dov

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