Sprachlernspiele im DaF-Unterricht : Einblick in die Spielpraxis des finnischen und ungarischen Deutsch-als-Fremdsprache-Unterrichts in der gymnasialen Oberstufe sowie in die subjektiven Theorien der Lehrenden über den Einsatz von Sprachlernspielen

The goal of this study is to analyze and compare aspects of language learning games in the context of Finnish and Hungarian high-school teaching of German as a foreign language (GFL). First, the practices of using games in GFL are investigated. Secondly, the subjective theories of teachers on language learning games are analyzed. Thirdly, the differences between the Finnish and Hungarian contexts are discussed.The data for this study was gathered with a written questionnaire (48 Finnish, 49 Hungarian GFL teachers) and through semi-standardized interviews (8 Finnish, 5 Hungarian GFL teachers). In addition, Hungarian and Finnish national curricula are analyzed. Through triangulation, both qualitative and quantitative methods are applied in the analysis of data. The results show that language learning games are frequent neither in Finnish nor in Hungarian teaching of GFL. However, in the subjective theories of the teachers, they have an equal place among instruction techniques. Further­more, teachers in both countries have many subjective theories re­garding language learning games. Cognitive aspects are central in both countries.In comparison, in the subjective theories of Finnish teachers the social-affective aspects, such as the individualization of instruction according to learner types or holistic learning, get more attention. In the case of cooperative and competitive games, significant differences between Finnish and Hungarian GFL were found which point at the long tradition of cooperative learning in Finnish foreign language instruction. In general, differences can be explained through different tra­di­tions and cultures of teaching between the investigated countries and through the main guidelines of national curricula as well as the didactic back­grounds of the teachers.