Der Schulerwerb von Deutsch als Fremdsprache

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The present study offers a stock-taking of the knowledge of German as a foreign language identifiable at different levels of the education system in Ticino. Alongside the learner languages of the different groups of students, it also describes development sequences observable in connection with morphosyntax, lexematics, and pragmatics. Another aspect is the discussion of interrelationships between progress in written and spoken skills. Based on these findings, didactic recommendations are made for the conduct and planning of instruction in German as a foreign language.