Prüfen, Testen und Evaluieren im kommunikativen Grammatikunterricht der türkischen Deutschlehrerausbildung. Problemfelder, neue Ansätze und Implementierungsmöglichkeiten

Various methods and approaches that have been continuously developed over time are used in foreign language teaching. The communicative approach emerged as a response to criticisms of previous teaching methods. This approach aims to teach foreign languages effectively, sustainably, and practically. As part of this approach, methodological and didactic principles have been developed. Foreign language teaching principles not only influence learning and teaching methods but also affect the assessment and evaluation of language competencies. The aim of this study is to analyze the effects of different formative assessment methods in communicative grammar instruction on the learning process and on the perceptions of pre-service German language teachers. Specifically, the study investigates to what extent formative assessment methods influence grammar performance, learning motivation, and attitudes toward grammar, as well as their perceived relevance for future teaching practices. The study follows a mixed-methods research design, combining both qualitative and quantitative approaches. The experimental design includes a study group (n=11) that worked with formative assessment techniques in grammar lessons. The research was conducted in three phases (before, during, and after implementation), using pre-tests and post-tests to measure change. Quantitative data were collected using a grammar performance test, a scale measuring attitudes toward learning German grammar, and a learning motivation scale, and were analyzed using the JASP software. Qualitative data were collected through semi-structured focus group interviews and interpreted using content analysis. The results show that formative assessment methods significantly improve grammar performance and have a positive impact on students' motivation and attitudes toward grammar.