The English language clarifies the role of nouns through sentence structures, something German does through a case system consisting of four cases that are dependent on gender, form, and quantity (Stocker & Young, 2012). This complexity of the concept of cases often results in difficulties German language learners encounter when identifying and producing the correct forms in the new language. Thus, Ritterbusch et al. (2006) suggested teaching the case system concept-based, allowing a holistic understanding of the cases and their meaning. This case study reacts to the call to action by developing and analyzing the teaching of the meaning of the accusative and dative case by engaging the foreign language learners in metacognitive tasks. Recordings of lessons, assessments, and surveys documented the learners' developing understanding of the case concept during a semester of learning online, as well as the potential for meaning-making that concept-based instruction and mediation hold.
Date of Degree
Master of Arts (MA)
Arts and Humanities
Pienkoss, L. (2021). Mediating the German case system through concept-based instruction in an online learning environment [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1153/
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.