Inhaltsanalyse der landeskundlichen Visualisierungen in DaF-Lehrwerken: methodologische Aspekte
| Název česky | Obsahová analýza vizuálních prostředků pro výuku reálií v učebnicích němčiny: metodologické aspekty |
|---|---|
| Autoři | |
| Rok publikování | 2013 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | The paper presents the methodological procedure of our investigation dealing with the description of visuals for teaching culture in German as a second language textbooks used in Czech lower secondary schools. Based on content requirements for the present German language instruction and general design principles (e.g. Paivio, 1986), the research problem was approached from the perspective of German language didactics and from the psychodidactical perspective. The aim of the research was to find out what types, functions and contents of visuals for teaching culture are to be identified in German language textbooks. To achieve this aim a quantitative content analysis with a system of categories as a research tool was used (Bortz & Döring, 2006, p. 151). The main attention of the paper is paid to the deductively (theory-led) developed and inductively revised (based on concrete textbooks) system of categories of types (e.g. Ballstaedt, 1997), contents (e.g. Byram, 1993) and functions (e.g. Carney & Levin, 2002) of the visuals for teaching culture. It is described how the system of categories was developed, how its inter-rater reliability was verified and how the system was applied for the content analysis (frequency analysis and contingency analysis; Mayring, 1993, p. 209) of four textbooks. In addition, methodological difficulties of the selected procedure are discussed. |