Teaching germanic studies students to read precedent texts

Abstract

Background. The linguo-sociocultural paradigm of foreign language teaching strives to equip specialists with not just speaking skills but also a profound understanding of the culture associated with the language being learned. This entails the ability to utilize the language in its cultural context effectively. A precedent text, which is a text frequently used within a cultural setting and recognized by the majority of native speakers, serves as one of the tools for developing both linguistic and sociocultural competence. These texts contain culturally significant linguistic units, symbols, concepts, and knowledge pertinent to the culture of the people as a whole. Precedent texts – especially those of a literary or folkloric nature – extend beyond the realm of literature and can be reinterpreted in various art forms, such as architecture, sculpture, painting, music, and cinema. This process of reinterpretation contributes to the evolution of different artistic disciplines. The ability to reinterpret these works enhances their value in the language-learning process.

The purpose of this study is to theoretically justify, design, and validate a methodology for teaching Germanic Studies students to read precedent texts in German while actively involving them in project-based activities.

Results and Discussion. Reading precedent texts enhances both reading competence and linguisticsociocultural understanding. Additionally, these texts aid students in integrating into the universal cultural framework of humanity. The precedent texts can be classified into three categories: 1) the precedent text itself; 2) a text that describes a precedent phenomenon; and 3) a text that incorporates precedent phenomena, adding a specific modality, content, and moral-ethical or axiological potential. When selecting precedent texts, it is recommended to consider criteria such as the textbook's status, intertextuality, reinterpretation, and the ability to reproduce the texts in both oral and written forms. The methodology for teaching reading comprehension of precedent texts follows a three-stage model: pre-reading, while-reading, and post-reading. In the pre-reading stage, students receive a brief overview of the text, addressing potential content-related challenges and providing relevant extralinguistic context. During the while-reading stage, students actively engage with the text's content and ideas. In the post-reading stage, comprehension of the text's content and meaning is assessed. This stage involves discussing the material and semantically processing the information, drawing on students' reminiscences and reflections about the work. Results from testing this methodology showed that most students demonstrated an increase of 1-2 points in their linguistic and sociocultural competence in reading compared to their overall performance in reading German.