JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
Igamova Dildora Nazirovna
Kukan University Andijan Branch
FEATURES OF LEARNING GERMAN LANGUAGE IN GROUPS AS A SECOND
FOREIGN LANGUAGE AFTER ENGLISH OR RUSSIAN
Abstract:
This article examines the unique features of learning German as a second foreign
language after English or Russian, focusing on cognitive, psychological, and pedagogical aspects.
The article explores the challenges and opportunities faced by learners due to the differences in
language structure, grammar, and phonetics between German, English and Russian. Special
attention is given to the impact of prior language knowledge, specifically English and Russian,
on the learning process. The paper also discusses various methodological approaches to teaching
German, such as the communicative approach, task-based learning, and Content and Language
Integrated Learning (CLIL), while emphasizing the role of modern technology in enhancing
language acquisition. The study concludes that a tailored, technology-enhanced approach can
help learners overcome difficulties in learning German and foster effective language acquisition.
Keywords:
German language learning, a second foreign language, English, Russian, language
acquisition, cognitive challenges, grammatical complexity, pedagogical strategies, technology in
language teaching, communicative approach, task-based learning, CLIL.
Introduction
In recent decades, foreign language learning has become an essential component of educational
curricula in many countries, including Russia and the CIS. This trend is especially significant
due to globalization, economic shifts, and the expansion of international relations. Among the
foreign languages actively studied, German holds a prominent position. As the official language
of one of the largest economic and political unions in Europe — the European Union — it is also
a key language for science, technology, and cultural exchange.
In many schools and universities, German is taught as a second foreign language after English or
Russian. Learning German in such groups presents unique features, linked to the students'
previous language skills, the specific methodological approaches adopted, and the cultural
differences between the languages. This article is dedicated to analyzing the essential features,
challenges, and opportunities that arise in the process of learning German as a second foreign
language, following English or Russian.
Main Part
1. Psychological and Cognitive Aspects of Learning German
Learning a second foreign language often comes with cognitive and psychological challenges,
particularly when the language differs significantly from the learner’s first language. In the case
of German, although both English and German belong to the same Germanic language group, the
differences between them in terms of grammar, sentence structure, and phonetics can be
significant.
A key challenge for students learning German after English is adjusting to the language’s
grammatical features, especially its system of cases and articles. English, by contrast, has a much
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
simpler structure with regards to articles and word order. This can cause confusion, particularly
when students expect similarities between English and German. Moreover, despite the
significant number of shared words and similar syntactical structures, German has its own
specificities that require close attention.
For learners who already have a solid grasp of Russian, the transition to German can seem more
intuitive in some respects. Both languages are Indo-European, and Russian speakers are already
familiar with a system of grammatical cases. However, differences between the two languages
can still pose significant challenges, particularly in verb conjugation, the use of articles, and
word order in complex sentences.
Cognitive aspects of learning German after English or Russian also play a critical role. The
process of switching between different grammatical systems can be mentally taxing for students,
especially when it comes to adjusting to German’s declension system. For instance, the German
case system involves nominative, accusative, dative, and genitive cases, each of which requires
different declension forms for articles, adjectives, and nouns. This makes learning German a
more intricate process than English, which lacks such a system.
At the same time, the cognitive process of learning a second foreign language can be seen as
beneficial, as it enhances memory and attention to detail. For students who have already
mastered English, learning German offers an opportunity to sharpen linguistic faculties, such as
pattern recognition and grammatical analysis.
2. Methodological Approaches to Teaching German
Teaching German as a second foreign language after English or Russian requires the adoption of
specific pedagogical strategies that take into account the unique needs and backgrounds of
students. Educators must focus on bridging the gap between students’ prior knowledge and the
new language skills they need to acquire.
-
The Communicative Approach:
One of the most effective methods for teaching German
in this context is the communicative approach, which prioritizes the active use of the language in
real-life situations. This method fosters an environment where students practice speaking,
listening, reading, and writing in a way that mimics real-world interactions. By using authentic
materials, such as news articles, videos, and audio recordings, learners are exposed to German as
it is used in everyday life. This approach emphasizes fluency over perfect accuracy, which can
be particularly helpful for students who have already learned another foreign language (like
English) and are familiar with language learning strategies.
-
Task-based Learning:
Another effective approach is task-based learning, where students
are given specific tasks to complete using German. These tasks may include role-playing,
problem-solving activities, or collaborative group projects. This encourages students to use the
language creatively and pragmatically. For example, students could work in pairs to role-play a
scenario in which they visit a German-speaking country, such as asking for directions or ordering
food in a restaurant. This approach engages students by requiring them to solve practical
problems and use the language for meaningful communication.
-
Content and Language Integrated Learning (CLIL):
Another promising approach is
CLIL, in which students learn academic content (such as history, geography, or science) through
German. This method not only enhances their language skills but also deepens their
understanding of the subject matter, fostering an immersive environment where language
acquisition is contextually tied to real-world knowledge.
-
Technological Integration:
In addition to these traditional methods, integrating modern
technologies into language instruction can significantly enhance the learning process. Digital
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
platforms such as Duolingo, Babbel, and Memrise provide opportunities for self-paced learning,
while video conferencing tools like Zoom or Skype can connect students with native speakers of
German, facilitating real-time conversation practice. These digital resources allow students to
reinforce classroom instruction and practice language skills in a dynamic and interactive manner.
3. Difficulties and Challenges in Learning German
While many students find learning German rewarding, the language presents several specific
challenges. These difficulties arise due to both linguistic factors and the individual learning
styles of students.
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Grammatical Complexity: German’s grammatical complexity is one of the major hurdles.
The system of cases, for example, requires students to master the different forms of articles,
adjectives, and nouns depending on the case in which they appear. This can be particularly
challenging for students coming from languages like English, where word order plays a more
significant role than case marking. The gender of nouns also presents difficulties, as students
must memorize whether a noun is masculine, feminine, or neuter, which affects the form of the
article used with it. Although some rules exist for determining gender, exceptions are common,
and this can lead to frustration among learners.
-
Pronunciation and Phonetics: The pronunciation of German words can also be a challenge,
especially for students coming from English or Russian. Sounds like "ü" or "ö" do not exist in
either English or Russian, and students often struggle to produce these sounds accurately. The
intonation and rhythm of spoken German can also be difficult to master, and students may find it
hard to understand native speakers, especially in fast-paced conversations.
-
False Friends and Vocabulary: Another challenge is the presence of false friends—words
that appear to be similar to words in English or Russian but have different meanings. For
example, the German word "Gift" means "poison," not a present, as the English word "gift"
would suggest. Such pitfalls require careful attention and memorization, especially for students
who are transitioning from English or Russian.
4. The Role of English and Russian in Learning German
For students learning German as a second foreign language after English or Russian, their prior
knowledge of these languages plays a crucial role in shaping their approach to learning.
Knowledge of English can be advantageous, as it shares many lexical similarities with German
due to historical language development. This means that students may recognize a large number
of German words that resemble their English counterparts, such as "Fenster" (window), "Haus"
(house), or "Apfel" (apple).
However, students may also encounter false cognates, where a word looks similar in both
languages but has a different meaning. For example, "aktuell" in German means "current," not
"actual." This can lead to confusion if students rely too heavily on their English vocabulary.
For students whose first language is Russian, the experience of learning German can feel more
familiar due to the shared use of grammatical cases. However, the challenge of mastering the
declension system and the use of articles can be difficult for Russian speakers, as these features
do not exist in their native language. Additionally, Russian speakers may find the structure of
German sentences, with its rigid word order, to be quite different from the more flexible syntax
of Russian.
5. The Role of Technology in Learning German
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
With the rise of digital tools, language learning has become more accessible and efficient. For
students studying German after English or Russian, technological resources can greatly enhance
the learning process. Digital applications like Duolingo, Babbel, or Anki allow students to learn
vocabulary, grammar, and sentence structure at their own pace, reinforcing lessons learned in the
classroom.
Moreover, the advent of video and audio technology provides opportunities for immersive
learning. Platforms such as YouTube, Deutsche Welle, or Netflix allow students to engage with
German media content, helping them familiarize themselves with authentic pronunciation,
idiomatic expressions, and cultural nuances. Interactive games and apps also help make language
learning more engaging and enjoyable.
Online language exchange platforms, such as Tandem or HelloTalk, enable students to converse
with native speakers, improving their conversational skills and comprehension. This provides an
essential bridge to practical, real-world language use, where students can test their skills in
everyday conversations.
Conclusion
Learning German in groups studying it as a second foreign language after English or Russian is a
multifaceted process. It involves not only overcoming cognitive and grammatical challenges but
also embracing modern technological tools and diverse pedagogical approaches. The difficulties
posed by German’s grammatical structure, pronunciation, and vocabulary require targeted
teaching strategies that focus on practical language use, immersion, and technological integration.
Students’ prior language skills, whether in English or Russian, provide both challenges and
advantages in the learning process. By acknowledging these factors, educators can design more
effective language courses that help students navigate the complexities of German. Moreover,
with the integration of modern technology and innovative teaching methods, learning German
can be a rewarding and enriching experience that opens up opportunities for personal, academic,
and professional growth.
References
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