Im Schatten der Lehrkraft: Über das Ausweichen von Verantwortung beim Fremdsprachenlernen

Öz

Diese Studie zielt darauf ab, die Wahrnehmungen von angehenden Deutschlehrkräften in Bezug auf ihre sprachliche Entwicklung, ihr individuelles Engagement sowie ihre Haltung zur Übernahme von Lernverantwortung zu analysieren. Im Rahmen eines qualitativ orientierten Mixed-Methods-Designs wurden Daten mittels einer Online-Befragung und leitfadengestützter Einzelinterviews erhoben. Die Ergebnisse bieten eine umfassende Analyse der Nutzung akademischer Sprache im Deutschen, der Lernmotivation sowie des Verantwortungsbewusstseins der Teilnehmenden. Die Auswertung der Fragebogendaten zeigt, dass Studierende Schwierigkeiten im Sprachlernprozess häufig auf didaktische Methoden, mangelndes Unterrichtsmaterial oder unzureichende Lernumgebungen zurückführen. Bemerkenswert ist jedoch auch der Anteil jener Studierenden, die die Bedeutung individueller Anstrengung erkennen und Verantwortung für ihren Lernprozess übernehmen. Die Interviewdaten verdeutlichen, dass viele Studierende über geringe Selbstsicherheit im Umgang mit akademischem Deutsch verfügen und Schwierigkeiten haben, eine aktive Rolle im Lernprozess einzunehmen. Die Befunde deuten darauf hin, dass die Entwicklung von Lernerautonomie bislang unzureichend verankert ist und Fortschrittsdefizite oftmals mit externen Faktoren begründet werden. Daraus ergibt sich die Notwendigkeit einer kritischen Neubewertung sowohl individueller Lerngewohnheiten als auch didaktischer Strukturen. Die Studie formuliert strukturelle Empfehlungen zur Förderung von Eigenverantwortung, individueller Anstrengung und nachhaltiger Entwicklung akademischer Sprachkompetenzen in der Lehrkräftebildung. Die Ergebnisse unterstreichen eine verbreitete Tendenz zur Externalisierung von Verantwortung im Lernprozess und betonen die Relevanz einer gezielten Förderung von Autonomie und interner Verantwortungsübernahme.

Anahtar Kelimeler

• Deutschlehramt
• Lernerautonomie
• individuelle Anstrengung
• akademische Sprachkompetenz
• Verantwortungsübernahme

In the Teacher’s Shadow: Avoiding Responsibility in Foreign Language Learning

Öz

This study aims to analyze the perceptions of prospective German language teachers regarding their language development processes, their levels of individual effort, and their approaches to assuming learning responsibility. Utilizing a qualitatively driven mixed-methods design, the study draws on data obtained through an online questionnaire and individual interviews. The findings provide a comprehensive exploration of participants’ academic German language use, learning motivation, and sense of personal responsibility. Survey results indicate that students often attribute difficulties in language development to instructional methods, lack of materials, or inadequacies in the learning environment. Notably, a significant proportion of participants recognized the significance of individual effort and demonstrated a willingness to assume responsibility. Interview data revealed that many students lack confidence in using academic German and struggle to take an active role in the learning process. The findings suggest that learner autonomy has not been adequately developed and that students frequently justify their lack of progress through external factors. This underscores the need to restructure both individual learning habits and instructional practices. The study offers structural transformation suggestions to enhance learner responsibility, individual effort, and the sustainable development of academic language skills in teacher education programs. These findings highlight a prevailing tendency among students to externalize responsibility in the learning process, emphasizing the need for fostering greater learner autonomy and internal accountability.

Anahtar Kelimeler

• German teacher education
• learner autonomy
• individual effort
• academic language proficiency
• taking responsibility

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