Uncertainty is in the Form: A functional, meaning‐based approach to teaching ambiguity as author choice in Kafka's “Vor dem Gesetz”

• Published in: Die Unterrichtspraxis Vol. 57; no. 1; pp. 118 - 134
• Main Author: Walter, Daniel
• Format: Journal Article
• Language: English
• Published: Cherry Hill American Association of Teachers of German, Inc 01.03.2024
• Subjects: ambiguity; Cultural studies; Curricula; German; German language; Grammar; Indirect speech acts; indirekte Rede; Individual differences; Kafka; Language Acquisition; Language instruction; Language Skills; language teaching; Linguistics; Literature reviews; Meaning; Medium of instruction; Pedagogy; Speaking; Students; Subjunctive; Subjunctive 1; Teaching methods
• DOI: 10.1111/tger.12277
• ISSN: 0042-062X

There is a need for a continued focus on language learning in advanced language classes beyond the foundations that are formed in the beginning and intermediate levels. Despite this need, little work exists on how to implement language‐focused instruction in upper‐level courses. As one possible solution, this paper outlines a functional, meaning‐based approach to teaching language that could be easily adopted by all instructors, regardless of their professional training and/or research interests. As an example of this approach, the study described in this paper investigates the instruction of Subjunctive 1 through its function as indirect speech in a literary context. Eight participants in a fourth‐semester German course engaged with the Subjunctive 1 form through a lesson focused on Kafka's authorial choices in the text Vor dem Gesetz that create a sense of uncertainty. This approach complements the traditional teaching of Subjunctive 1, such as in journalistic contexts, by centering it as a tool for meaning making in an author's lexicogrammatical toolkit. An analysis of pre/posttests that included both quantitative and qualitative data was used to assess the effectiveness of the approach. The results indicate an overall positive effect for the instruction but also individual variation by the learner. These findings support both the utility of and need for functional, meaning‐based approaches in upper‐level courses. Finally, I discuss how this type of approach could be adopted for any linguistic feature and by any instructor teaching advanced courses to support students’ linguistic growth throughout the curriculum.