Vorlesen lehren und lernen. Didaktisch-methodische Implikationen für den Fremdsprachenunterricht (DaF)
Teaching and Learning Reading Aloud: Didactic and Methodological Implications for German as a Foreign Language (GFL) Instruction)

Summary/Abstract: Reading aloud is a complex communicative process that can by no means be reduced to the mere decoding of linguistic signs. Rather, it is a performative act embedded in situational and sociocultural contexts and realized, among other aspects, through prosody. Particularly relevant in this respect is knowledge of the characteristics of the text to be reproduced orally. The teaching of reading-aloud competence is therefore associated with a wide range of challenges situated in different domains. This contribution aims to discuss, on the basis of the approaches from speech science and language pedagogy, central steps for the development and promotion of reading-aloud competence in the teaching of German as a foreign language (GFL). The guiding research questions address the role of phonetic-phonological competence, text and genre competence, and performative skills in the process of reading aloud. To this end, relevant definitions are first brought together. Building on this, the interconnection of phonetic-phonological and text/genre-related competences is examined in greater detail. It is assumed that reading aloud in GFL classrooms can only be effectively fostered when linguistic, text-related, and performative dimensions are systematically integrated. Against this background, concrete didactic-methodological implications for GFL classroom practice are proposed using the text genre “fairy tale” as an example. These contribute to the development and enhancement of reading-aloud competence and, at the same time, enable the targeted preparation of a reading performance. Overall, the article thus offers concrete approaches for the teaching and further development of reading-aloud competence in German as a foreign language.

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