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Didacticization of the functional-semantic field of taxis in the course of practical grammar of the German language: a three-level model // Pedagogical Review. 2026. Issue 3 (67). P. 53-62

This article addresses a pressing methodological issue related to teaching the complex grammatical category of taxis (the temporal and logical-temporal correlation of actions) in a practical German grammar course at a linguistics university. The relevance of the study stems from the requirements of a competency-based approach, which aims to bridge the gap between formal knowledge of grammatical rules and the ability to consciously and variably use them in real-life communication. The inadequacy of traditional, formally oriented methods when working with the multifunctional and variable field of taxis necessitates the search for new, systemic approaches to its didacticization. The methodological basis of the study is A.V. Bondarko’s theory of functional grammar, in particular, the concept of a functionalsemantic field (FSF) as a systemic unification of multi-level linguistic resources around an invariant semantic core. In this paper, didacticization is defined as a specially organized process of transforming linguistic knowledge into educational content aimed at developing holistic grammatical competence. The purpose of this article is to theoretically substantiate and practically demonstrate the author’s three-level model of didacticization of the functional speech field taxis. This model represents a consistent methodological system comprising three interconnected stages: 1) semantic-cognitive awareness (identifying invariant meaning through the analysis of categorical situations), 2) systemic structuring (constructing a holistic picture of the field, contrastive analysis of synonymous means, taking into account prototypicality and syncretism), and 3) communicatively motivated application (productive use of taxis means to solve complex speech problems in simulated contexts). The scientific novelty of this study lies in the first development and validation of such a three-level model, as well as in the linguodidactic operationalization of key concepts in the theory of functional grammar (categorical situation, functionpotential and function-realization, polysyncretic complex) as applied to the teaching of German grammar. The practical significance of this work lies in the detailed typology of learning tasks for each stage of the model, which develop students’ ability to perform metalinguistic analysis and consciously select grammatical devices. The proposed approach allows students to develop a systemic understanding of taxis as a functional unit, effectively integrating knowledge from individual grammar topics. The model opens up opportunities for further research, including pedagogical experiments and the digitalization of the educational process.

Keywords: didacticization, taxis, three-level model of didacticization