[Autom. eng. transl.] The article by Weerning looks at the diktatic mediation of German's tripartite benevolent system in more than twenty courses and grammaticals used in Italian schools and universities. following the ideas of eisenberg and di meolas, that genome allocation is by no means a coincidence in germany, the author analyzes how learners are introduced to the genus category, what they are about the genus and its functions, and the criteria of genus assignment learn and how they are helped didactically to save the right genus mentally. Weerking comes to the conclusion that the subject matter genus is either not explained at all or is not adequately explained or illustrated in the textbooks examined. In their opinion, textbooks should contain as varied a range of exercises as possible and also integrate the enjoyment of vocabulary work. In this way, future daf-learning would be easier to allocate. in the appendix there is a helpful overview of the genus rules at the a-level for both teachers and learners.
|Translated title of the contribution||[Autom. eng. transl.] M. Weerning, gender in GFL lessons in Italy: What do textbooks and grammars say ?, “linguistik online”, 2011, 49, 5, pp. 23-46|
|Number of pages||2|
|Journal||L'ANALISI LINGUISTICA E LETTERARIA|
|Publication status||Published - 2011|