ScholarWorks@숙명여자대학교

초록

This study explores the effectiveness of theme-based instruction focused on German culture to address challenges in elective second foreign language courses, which, unlike English, are chosen by only some students. Specifically, it examines the differences in basic German reading skills, interest in German, confidence, attitudes, motivation, and academic achievement between an experimental group taught with a theme-based approach in German I and a control group taught with a textbook-based approach. Pre- and post-reading tests measuring the accuracy and speed of German pronunciation, as well as surveys assessing affective domains, were conducted. Additionally, students’ reflection journals and the instructor’s observation logs were analyzed. The results revealed that significant changes in pronunciation and reading speed were difficult to achieve, and there was a tendency for motivation to decrease after midterms. This can be attributed to the novelty of German pronunciation for beginners, interference from familiar English pronunciation, and demotivation as course difficulty increased. Furthermore, various tasks related to German culture in the expansion stage of the theme-based class made German learning feel practical, and external factors such as students’ extroversion influenced classroom atmosphere and confidence. Finally, the theme-based group showed significantly higher academic achievement than the textbook-based group, suggesting that the integrated approach of cultural education and practical language use positively impacted German learning. These findings provide empirical data for diverse second foreign language courses themed around various cultural areas and serve as a reference for subsequent studies

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