آموزش معلمان و نقش آن در آموزش تلفظ و مهارت گفتاری زبان آلمانی

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Bohme, K., Heppt, B., & Haag, N. (2017). Inclusive literacy education and reading assessment for language-minority students and students with special educational needs in german elementary schools. In (Vol. 11, pp. 69-86). https://doi.org/10.1007/978-3-319-57649-8_5

ÇIldir, M. (2023). Collaborating With ChatGPT: An Exploratory Study of German Language Learning. Alman Dili Ve Kültürü Araştırmaları Dergisi, 5(2), 63-76. https://doi.org/10.55143/alkad.1371058

Haddadi, M. H., & Meysami, S. (2019). The impact of linguistic interference on accurate pronunciation in German for Iranian learners at the beginner level. Journal of Foreign Language Research, 9(4), 1339-1366. https://doi.org/10.22059/jflr.2019.288280.678

Jaekel, N., Kolb, N., & Lorenz, E. (2024). A Cross-Country Comparison: Plurilingual Teaching Across Educational Curricula in Finland, Germany, and Norway. Nordic Journal of Language Teaching and Learning, 12(2), 240-270. https://doi.org/10.46364/njltl.v12i2.1321

Kosyakova, Y., & Laible, M. C. (2022). Importance of Personality Traits for Destination-Language Acquisition: Evidence for Refugees in Germany. International Migration Review, 58(1), 347-385. https://doi.org/10.1177/01979183221132538

Larson-Guenette, J. (2013). “It's Just Reflex Now”: German Language Learners’ Use of Online Resources. Die Unterrichtspraxis/Teaching German, 46(1), 62-74. https://doi.org/10.1111/tger.10129

Lendo, S. J., Widodo, H. P., Fadlilah, S., & Qonnita, T. R. (2023). Cultural representation in German as a foreign language textbooks used in Indonesia: A critical social semiotic analysis. Foreign Language Annals, 56(3), 580-599. https://doi.org/10.1111/flan.12716

Lietz, A. (2023). Measuring Tolerance for Ambiguity: A German-Language Adaption and Validation of the Tolerance for Ambiguity Scale (TAS). Measurement Instruments for the Social Sciences, 5. https://doi.org/10.5964/miss.11211

Mahmoudi Janki, F. (2014). Rights-Based Criminalization with Emphasis on the German Theory of Legal Interests. Criminal Law Research, 3(9), 83-110.

Mathiesen, H. O. (2018). Book Review: Narratives of Immigration and Language Loss: Lessons From the German American Midwest. International Migration Review, 53(4), 1261-1263. https://doi.org/10.1177/0197918318818521

Moradi, M., Mesgarzadeh Aghdam, L., & Sahavi, S. (2024). Approaches to electronic vocabulary instruction for German A1 level on Deutsche Welle and Deutsch Info educational websites. Journal of Foreign Language Research, 14(2), 235-252. https://doi.org/10.22059/jflr.2024.366852.1075

Nagle, C. L., Sachs, R., & Zárate-Sández, G. (2020). Spanish Teachers’ Beliefs on the Usefulness of Pronunciation Knowledge, Skills, and Activities and Their Confidence in Implementing Them. Language Teaching Research, 27(3), 491-517. https://doi.org/10.1177/1362168820957037

Parvaneh, H., & Sarakar Hasan Khan, H. (2018). The application of text corpora in German language teaching. Linguistic Research in Foreign Languages, 8(2), 449-474. https://doi.org/10.22059/jflr.2018.247050.428

Sobhani Bahrami, K. (2017). Word order and Constituent Structure in German. Critical Language/Literary Studies. https://www.sciencedirect.com

Yu, S. (2025). Profiling Second Language Writing Teachers: Discourses From the Published Literature. Future in Educational Research, 3(2), 207-223. https://doi.org/10.1002/fer3.70000