Animation of grammar – Interplay of cognitive linguistics and multimedia learning: The example of German modal auxiliaries

Abstract

Abstract This article explores German modal auxiliaries as a means of expressing root modality from a cognitive linguistic point of view. Special attention is paid to the educational aspect in the context of teaching German as a foreign language. The article presents an innovative didactic concept for German modal auxiliaries based on the cognitive linguistic approach and implemented through animations. The effectiveness of this concept was tested in an empirical study, the findings of which also presented and discussed in the article.