DEUTSCH ALS TERTIÄRSPRACHE NACH ENGLISCH – EINE UNTERSUCHUNG ZU SPRACHLEHR- UND -LERNERFAHRUNGEN

Abstract

Teritary language didactics has been the subject of extensive research worldwide, involving various language combinations. The motivation for this research is the increasing prevalence of multilingualism, wich has become a political goal for many countries, including Türkiye. Teritary language didactics aims to facilitate cross-linguistic transfer between existing languages skills and to enhance language awareness, thereby contributing to more effective language learning. The growing polularity of multilingualism and its recogination as a key competency in our globalized world can be attributed to several factors. Firstly, an inreasing number of people seek employment and study opportunities in diffrent countries, necessitating the acqusition of multiple languages. Secondly, migration has led to greater cultural diversity. Technological advancements, particularly the proliferation of online learning platforms, have also made it easier to learn new languages. As a result of languages policy developments, foreign language instruction has been introduces in Turkish primary schools starting from the second grade. English is typically the first foreign language (L2), followed by German as the second foreign language (L3). This study focuses on the German as a foreging language after Englisch concept within the framework of teritary language didactics. The research involved a survey of 28 German teachers and 252 German learners to gather information about their teaching and learning experiences, preceptions and attitudes regarding the transfer of knowledge and strategies from English (L2) to German (L3). The qualitative and quantitative data were analyzed using MAXQDA and SPSS. The results of this study indicate that German teachers and learners perceive a positive influence of English on German language learning, suggesting successful knowledge and strategy transfer.