Neue Wege für Sprachunterricht und Ausbildung
Edited By Rolf Kreyer, Steffen Schaub and Barbara Ann Güldenring
Prädikat sind wie Verb also auch wieder tun Worter. Oder: Wie transitorisch sind transitorische Normen?
Birgit Mesch, Carl von Ossietzky Universität Oldenburg
Prädikat sind wie Verb also auch wieder tun Worter Oder: Wie transitorisch sind transitorische Normen?1
Frank2, Kl. 4 (dt.)
Any didactic model of grammar as a learning subject matter is determined by normative beliefs and directives. This holds for the selection of the learning contents as well as for the comprehension of the contents to be conveyed. The notion ‘traditional school grammar’ indicates that at school, pupils are confronted with grammar not in a scientific sense but rather in a doctrinaire sense. This is done by using terms and concepts that are well established and not to be questioned. The canonical pillars of grammar instruction of this type are parts of speech and grammatical functions, among them the verb on the one hand and the predicate on the other. It is common sense, so far, that teaching at school is based on norms. In addition, Feilke (2012, 2015) suggests that school itself devises norms as necessary means with the purpose of controlling the processes of learning and acquisition. This is what he captures as “transitory norms” (Feilke 2012: 155). Such explicit and genuinely didactic norms may allow the pupils to learn something; in the course of learning, however, these norms eventually have to be overcome and abandoned. The common practice of replacing the term ‘verb’ by ‘Tunwort’ and ‘predicate’ by ‘Satzaussage’, respectively, may have been motivated by such a...
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