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The article deals with instructions and requests within larger instruction sequences to learn parallel parking and the dependence of their design on the characteristics of the teaching situation. We compare three sequences of instructions: 1. during theory lessons with a software-based simulation, 2. in the car which is supported by the use of a toy car, and 3. during the student’s first trial of reverse parking. An analysis of the grammatical and bodily design of these instructions reveals a special function of the instruction sequence supported by the toy car. This type of instruction sequence combines aspects both of the teaching situation in the classroom and in the moving car: Here, the most relevant landmarks of the parking process are established from a bird’s eye view and they are set in relation to the corresponding landmarks of the 'real' car and its environment. This shows that instructions and requests range on a continuum from theory to practice: Their grammatical and bodily design is tied to the local and situational context. The differences of these contexts are better described in terms of whether the instruction is taking place decoupled from the learned practice itself or whether it is part of the practical trial.
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