Die wortschatzerweiterung der Deutschlehramtsstudierenden durch die explizite vermittlung der wortbildungsmöglichkeiten im textuellen zusammenhang

The main aim of the present dissertation thesis, which consists of two main sections as theoretical and empirical parts, is to expand the vocabulary knowledge of the student teachers studying German Language by teaching explicitly the word building products in the textual contexts. In the theoretical part of this dissertation, word formation was handled from a didactic and linguistic point of view. From a language didactic point of view, we mentioned the vocabulary teaching and vocabulary learning strategies in foreign language classroom were mentioned. On the other hand, from a linguistic point of view, a brief overview of the historical view of the German word formation system was dealt. In addition to that, the main types of word formation, namely, compounds, derivation, and conversion, were briefly focused from morphological, semantic, and syntactic points of view. As for the practical part, a need analysis in the reading and vocabulary learning areas that build the basis of this thesis was conducted. For this purpose, various questionnaires and success tests to find out the areas of learning problems were carried out. Based on the outcomes drawn from this need analysis, a lesson model in which the participants could cope with German texts through the use of foreign language reading strategies and they could expand and consolidate their vocabulary through the instruction and analysis of the word formations in texts was developed. For this quasi-experimental study, the participants were divided into two groups as experimental and control groups. After conducting this empirical study, two different word-building knowledge tests were conducted for the participants of both groups. The findings showed that the learners in the experimental group got higher points than the participants in the control group. With respect to these results, in favor of the experimental group a significant difference (t = -12.34; p < 0.05) was noted between two groups. In addition to these success tests, in this study the various data collection tools such as semi-structured interview, reflection papers, product-oriented tasks were also used. The qualitative as well as the quantitative data showed that this teaching model made an important contribution to the vocabulary expansion and reading comprehension of the learners.