Das Erleben der Langeweile und der Aktivierungsprozess der Kinder im frühschulischen DaF-Unterricht
The experience of boredom and the activation process of children in GFL lessons in early school

Summary/Abstract: Curiosity and thirst for knowledge are characteristic features of children, which manifest themselves in the fact that an infinite number of questions are asked. As soon as children go to school there is often a change in their behavior - they become passive and show a lack of interest. It is believed that boring lessons that are not tailored to the age-specific needs of students may be the reason for these changes. It can therefore be assumed that activating students during lessons is of paramount importance. In the research literature on boredom in foreign language teaching, studies on English as a Foreign Language predominate, which is why it is important to expand these studies to other languages, including Ger- man as a Foreign Language. Furthermore, the authors focus on the older students and disregard early language acquisition. The following article presents the results of the research carried out as part of my master’s thesis. The question of which activating methods and teaching aids are suitable for early school German lessons and whether the teachers use them frequently is discussed in more detail. In order to be able to answer these questions, a survey was carried out among German teachers who teach classes I-III in Poland. The questionnaire consisted of both closed and open questions. The data obtained show that it is important to avoid frontal teaching. It was also pointed out that in Polish school and system conditions, action song and movement games are the best methods for combating boredom. In order to design active German lessons, it is also important to differentiate between teaching aids. Songs, pictures and real objects seem to activate children the most. The knowledge gained could be used as a suggestion for German teachers who want to conduct lessons without boredom.

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