Yearbook of the German Cognitive Linguistics Association
Editor-in-Chief: Stefanowitsch, Anatol / Schoenefeld, Doris
1 Issue per year
In the Netherlands, the similar origin Dutch shares with German lends itself to a contrastive approach to teaching and learning German and, for this reason, is promoted on all levels. This leads to Dutch textbooks and grammars being almost exclusively contrastive in nature, irrespective of the targeted language level, which is also reflected in the unanimous scientific debate. This paper discusses to which degree construction grammar approaches and/or contrastive approaches can assist the Dutch learner of German in their language acquisition. Advanced Dutch learners of German’s use - or lack thereof - of sollen ‘are supposed to’ vs. sollten ‘should’ in written texts is analyzed and compared to the presentation of this topic in Dutch teaching materials for German as a foreign language. Furthermore, the questions are raised whether a contrastive approach mainly promotes the strategy of avoiding errors stemming from L1 inferences as well as whether a construction grammar approach leads to a more adequate acquisition of the target language. Based on these discussions, possible implementations for teaching soll(t)en to Dutch learners of German are proposed.