Edited By Carmen Spiegel and Daniel Gysin
Lernziel „Situationsangemessen kommunizieren“ – Schüler zwischen Unterrichtssprache und Jugendsprache
The paper deals with preadolescent students’ skills of modifying their communicative and linguistic practices in accordance with the interactional context they find themselves in. While in public discourse students are often perceived as lacking such communicative skills, previous research on youth language has emphasized the creativity and distinct principles of peer interaction among young people. The present study aims at examining empirically what it means to ‘adjust’ communicative practices to a certain context and how this is done. Drawing on the example of reconstructive (i.e. ‘narrative’) discourse practices, the study demonstrates how one 11-year-old student tunes the verbal reconstruction of past events to the communicative and interactive demands of a) peer interaction, b) family interaction, and c) classroom discourse. Analyses show how the specific contextualization refers to the embedding of the narrative discourse unit as well as to its textualization and its marking by linguistic forms. The author argues for a conceptualization of ‘situationally adequate communicative behaviour’ in terms of the capacity to contextualize communicative genres and points to conclusions as to the advancement of such skills in classroom discourse.
Zu den Zielen des Deutschunterrichts – etwa im Kompetenzbereich ‚Sprechen und Zuhören‘ – gehört es, die Schülerinnen und Schüler dazu zu befähigen, „kommunikative Situationen in persönlichen, beruflichen und öffentlichen Zusammenhängen situationsangemessen und adressatengerecht“ zu bewältigen (Kultusministerkonferenz 2004, 8). Dass die gegenwärtige Kinder- und Jugendgeneration zu einem solchen situationsangemessenen Kommunizieren (noch) in der Lage ist, wird...
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