Learner text analysis as a learning opportunity in the field of language diagnostics

Abstract

The learning opportunity for learners’ text analysis, which is the focus of this article, combines the use of linguistic description categories with the findings of second language acquisition research, especially with regard to syntax development in German (Grießhaber, 2013, 2014, 2019). The second language didactic foundation is based on the concept of scaffolding (Gibbons, 2006; Kniffka, 2010, 2012), in which the analysis of students’ linguistic prerequisites forms a basis for language-sensitive lesson planning. The aim of this learning opportunity is to support prospective teachers in developing diagnostic skills to identify learner-specific language development. Within the framework of analyzing an authentic learners’ text, the students learn about the goals and specifics of the language diagnostic procedure profile analysis and practice ascertaining the linguistic status of the students in the German language as well as deriving consequences for language support. Following the presentation of the learning opportunity, the article discusses the choice and suitability of linguistic descriptive categories for conducting learner text analyses (Dietze, 2021) as well as the possibilities of dovetailing diagnostics and support in the sense of the concept of the zone of proximal development (Vygotskij, 2002).