Abstract This study investigates whether sequences in which grammar topics are presented in textbooks for German as a foreign language (henceforth GFL) match empirically determined, universal acquisition sequences. Moreover, it explores what patterns course books display regarding a set of grammar structures that are particularly interesting from an L1-perspective. From the literature we know that some grammar phenomena such as verb placement display a general acquisition pattern irrespective of the learners’ L1. In addition, we find L1-specific research such as studies on the acquisition of case assignment for Dutch learners of German. The current study considers a range of Dutch, Finnish, and global textbooks for young adolescent learners (13–15 years) at a beginner level to identify the sequence in which they introduce simple and complex verbal structures, tense, case, and pronouns. Across all these domains, the results display mainly similarities. When differences are found, these are often related to language-specific characteristics of the L1 and the typological distance between the L1 and L2 German, namely when Finns learn German pronouns and separable verbs. Overall, the analyzed teaching materials introduce the majority of the grammar issues in accord with the acquisition sequences but more L1-specific empirical research is necessary. We argue that analyses of grammar sequences in textbooks can be used as input for both SLA/FLA empirical research and theory development, especially concerning the teachability of grammar.

中文翻译：

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德语语法教学中的序列：荷兰语、芬兰语和全球教科书的分析

摘要 本研究调查德语作为外语（以下称为 GFL）教科书中的语法主题序列是否与经验确定的通用习得序列相匹配。此外，它还探索了课本显示的关于一组从 L1 角度特别有趣的语法结构的模式。从文献中我们知道，一些语法现象，如动词放置，无论学习者的 L1 水平如何，都表现出一种普遍的习得模式。此外，我们还发现了特定于 L1 的研究，例如对荷兰德语学习者进行案例分配的研究。目前的研究考虑了一系列荷兰语、芬兰语、和面向初级青少年学习者（13-15 岁）的全球教科书，以确定他们介绍简单和复杂的动词结构、时态、格和代词的顺序。在所有这些领域中，结果主要显示相似之处。当发现差异时，这些通常与 L1 的语言特定特征以及 L1 和 L2 德语之间的类型距离有关，即芬兰人学习德语代词和可分离动词的时间。总体而言，分析的教材介绍了大部分语法问题，但与习得顺序一致，但需要更多针对 L1 的实证研究。我们认为，对教科书中语法序列的分析可以用作 SLA/FLA 实证研究和理论发展的输入，尤其是关于语法的可教性。