Lehr- lernmethoden der nominalgruppendeklination im deutschen und entwicklung der grammatikkompetenzen bei lernenden der 3ème-klasse in kamerunischen sekundarschulen

Abstract

This study, entitled "Teaching and Learning Methods for Nominal Group Declension in German and the Development of Grammar Skills in Form 4-Students in Cameroonian Secondary School “was prompted by the difficulties students face in declensing nominal groups (indefinite articles, attributive adjectives, and nouns in the dative plural). Accordingly, researchers, following the example of didacticians, are committed to facilitating students' learning. This study was conducted using 165 students from two 9th grade classes, 84 in one and 81 in the other. In these two classrooms, the content (declension of the noun phrase) was taught using two different methods, one using the explicit in the control group and the other using the implicit method in thé Experimental group. The objective of the analysis was to determine which of these two methods would be most suitable for acquiring this teaching content. This study was conducted using 165 students from two 9th grade classes, 84 in one and 81 in the other. In these two classrooms, the content (declension of the noun phrase) was taught using two different methods, one using the explicit in the control group and the other using the implicit method in thé Experimental group. The objective of the analysis was to determine which of these two methods would be most suitable for acquiring this teaching content. The study found that the explicit method was generally more effective than the implicit method, although the intensity of this effect varied according to the grammatical functions (nominative, accusative, dative). The dative case was the one where the difference between the methods was most visible, followed by the accusative, while the nominative case yielded more similar results. However, it should be noted that the explicit method proved to be more appropriate for learning the most complex declensions, especially the inflection of adjectives and nouns in the dative plural, unlike the implicit method which showed slightly better results in the acquisition of masculine and feminine articles, but the differences remained inconsiderable.