Kasuskönnen und Kasuswissen von Schülerinnen und Schülern der Sekundarstufe I

The study contributes to the discussion and clarification of the issue of the relationship between linguistic proficiency and linguistic knowledge. The thematic starting point is the topic of cases. Following an empirical approach, the linguistic performance of 91 6th grade learners is surveyed and evaluated both quantitatively and qualitatively. In this context, not only the actual number of case errors and error corrections is looked at, but also the type of case errors and their respective "error susceptibility" and syntactic environment are discussed. The methodological sampling includes a writing task based on a visual stimulus, the correction of errors in a specifically prepared text as well as commenting on and explaining selected case phenomena. In the form of a mixed-methods design, correlations are thus shown between case proficiency on the one hand and case knowledge on the other, which allows for conclusions to be drawn for the structuring of grammar lessons that deal with cases. The work shows that skills in proficiency and knowledge often correlate, yet there are learners whose case proficiency and case knowledge do not coincide.