期刊名称：Selcuk Universitesi Sosyal Bilimler Enstitusu Dergisi
印刷版ISSN：1302-1796
出版年度：2009
期号：21
出版社：Selcuk University
摘要：Several methods have been developed to achieve the aim in teaching foreign language and to teach the target language in the
best way. In each method, one of the four skills is focused on more. Each method –from grammar translation to communicative
approach- was developed in order to compensate for the deficiency of the earlier one. During the eighties, it was emphasized that
the foreign language learner have communicative faculty and that the aim in teaching a language was to have the learner acquire
communicative faculty; and subsequently the idea that the four skills should synchronistically be taught in the way it was needed
in daily life was introduced. Then the “intercultural approach” appeared owing to the fact that this faculty can never be achieved
disregarding the target culture.
It should not be forgotten that the active vocabulary used in the native language comprises only a little part of the passive
ones. Active vocabulary comprises the words used by the speaker in oral and written communication, and the passive one
comprises the ones that are not actually used in oral or written communication but understood when they are actually read or
heard. As we experience everyday, there is no certain line separating the active and passive vocabulary in the native language.
Some words, phrases or structures not used in everyday active speech eventually passivize. The language becomes automatic for
the person who uses it as native language owing to its constant use in current situations. As the person like this understands the
environment s/he has lived since the childhood through language, s/he knows linguistic structures well. This faculty clearly seen
in usually used linguistic structures is not perfectly developed in those who learned a foreign language. What is important in
learning a foreign language is to develop the vocabulary, trying to activate the passive vocabulary needed in daily communication,
and to use them in the most suitable way to the speaker’s aim in the current situations.
It should not be forgotten that German has its special condition in this process.
Another element that facilitates experiencing real dialogues suitable for real communication in everyday life is to conduct the
grammar courses in the way that facilitates achieving the goal. That is, the students should firstly be made acquainted with the
experience of using vocabulary and structures needed everyday rather than standard grammatical rules. For instance, it is not
suggested to teach the perfect (präteritum), in the way it is usually given in German grammar books, before the simple past tense,
used more than the other in daily life. As the basic aim in learning a foreign language is to establish communication in the target
culture, the simple past tense (perfekt), used more than the other, is more important and it takes the precedence. Another example
is that the structures expressing request (Konjunctive II) are placed after other structures because they are considered difficult to
learn. However, the structures such as “Ich würde gern …” I’d like to ….. Ich hätte gern Tea/Lemonade: I prefer tea/lemonade. Es ware schön/angerbracht: It would be better…” is more widely used in daily life. Consequently, the mistake in the classical
listing of grammatical rules is clearly seen. Therefore, this cliché method should be put aside, and the structures needed most
should be taught first without considering the traditional lists in classical grammar books. To make it clear, we can say that a
foreign language learner needs, for real communication, to learn “Ich hätte gern” more than “es war einmal.” Therefore, the best
way, even in the grammar courses, is that the structures should be listed according to their necessity and frequency in daily real
use. Thus, enriching the active vocabulary of the language learner, even in the grammar courses, considered as the mathematics of
language; we can help them develop their linguistic faculty and prepare them real situation to practice the target language.
In the environment where the real daily language is used, among the linguistic elements the language learner needs in the
simplest dialogues; the structures for bidding farewell at the end of the speech is really as important as the structures used to
express salutation and introduction, because ending the communication is as important as starting it. One’s ability to use proper
expressions when he meets or leaves other people is an important sign indicating his social status. Exhibiting proper linguistic
behaviour in the situations like this increases the person’s credit of social skill in the eyes of the other person he is communicating
with, which provides him with an advantage in the later probable communication with the same person.
In order to achieve the goal; that is, in order to rise the learner’s vocabulary to a level that will enable him to express himself
correctly in the proper place and time in foreign language, the following elements should especially be considered:
Either abstract or concrete, the German nouns should be learnt with their plural forms, and the teacher should establish this
approach as a principle in the lessons. In spite of some generalisation, there is no standard general rule for which article that a
German noun takes (der, die, and das) and for how to make the nouns plural. The larger the vocabulary the learner develops in
the foreign language, the better he can express himself in oral and written communication. Therefore, the original words with high
probability of use in real milieu and their use should take the precedence.
In developing each language skill, a certain period should be assigned to reinforce the new vocabulary, and this method
should be made a habit that cannot be neglected in any lesson.
In order to establish a communication in each language, it is important to have the ability to understand what is spoken, and
to respond in the way that can be understood by the listeners. So as to achieve this, the authentic words that can be encountered
in real linguistic environments, the dialogues and the audio texts in which the words transferred to German from other languages
are used should be indispensable materials in each lesson. As the student finds the chance of experiencing and recognition of real
language in this kind of habit, it both positively affects the learner’s motivation and contributes to develop the learner’s speaking
skill.
关键词：Target Language, Word Stock, Vocabulary, Communication, Auditory Text
