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Following the rationale that corpora have an important part to play
in fostering language awareness, this monograph investigates the
use of spoken corpora in the teaching of German as a foreign
language. Corpus-based research has had an increasing influence on
language teaching pedagogy, with regard to linguistic content as
well as to teaching methodology. While the majority of studies
reporting on corpus-based teaching approaches refer to English,
only a small number of studies have discussed such an approach for
German. In this study, the exploitation of language corpora is
proposed in order to arrive at authentic teaching materials which
facilitate the comprehension of German modal particles, which pose
numerous problems for learners of German as a foreign language. The
approach is twofold: first, the frequency of those word forms which
may function as modal particles is established. Secondly,
concordance data of the more frequently occurring particles are
analysed qualitatively. Teaching materials based on these analyses
are developed referring to patterns of use which can be relayed to
language learners in order to provide them with tools for the
decoding of particle meaning.
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