Phonologic awareness and metacognition in the teaching of German as a modern language : A qualitative interview study on the didactic methods of three teachers

This study investigates the promotion of phonological awareness in the teaching of German as a modern language in Sweden as well as the role of noticing and metacognition in this process. The aim of the study is to gain insights into the didactic methods used by teachers of German for the promotion of phonological awareness among their students, and whether and how metacognitive methods are used in their teaching. The study is based on a qualitative interview study with three teachers of German as a modern language in Sweden. The results show that the teachers primarily employ form-focused methods to promote phonological awareness. Metacognitive approaches are mainly evident through the recording of learners’ own speech, where listening to and reflecting on one’s own pronunciation appears to have the potential to foster conscious self-observation and self-correction.