Syntaxbasierte Vermittlung der satzinternen Großschreibung mit Online-Kursen

Evaluation impliziter und expliziter didaktischer Ansätze in der Sekundarstufe

Abstract

Syntax-based approaches have been developed as an alternative to the traditional lexical-semantic instruction of capitalization, which is considered to be a contributing factor to the high error rates. The effectiveness of explicit syntax-based instruction as well as the role of implicit learning conditions were examined in the DFG-funded pre-post-follow-up intervention study Kompetenzentwicklung Groß­schreibung in der Sekundarstufe (Capitalization Competence Development in Secondary School, “KeGS”) in 7^th grade. Digital learning courses were used to assess the differential impact of three didactic approaches on students’ productive and receptive capitalization skills.

The study found that capitalization performance improved significantly across all groups from pre-test to post-test. In the syntactic reading test, the ‘implicit’ group outperformed the traditionally instructed  group, the weakest group. Overall, the syntax groups improved their capitalization skills to a comparable extent as the traditionally instructed group. The results and their implications for capitalization instruction are discussed in detail.