Search results

1

Wissensräume aufschließen

100%

Rada R.

Linguistische Treffen in Wrocław

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2021

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issue 19

513-517

EN

German studies as a university subject has been represented in Hungary since the 18th century (!). In 1784 Josef II ordered the establishment of the Department for German language and literature at the university of the Hungarian capital Pest. This department is considered to be the second oldest in the world (after the one founded two decades earlier in Vienna). German studies in Hungary can therefore look back on very long traditions. It may also have something to do with the fact that it is represented by Hungarian researchers who have made a name for themselves in European German studies. The goal of the following article is to review and discuss the celebratory publication dedicated to the recognized Hungarian Germanist, scientist and university professor Erzsébet Drahota-Szabó Kulcs a világhoz: Drahota-Szabó Erzsébet köszöntésére. Key to the world: Festschrift for Erzsébet Drahota-Szabó. The title of the publication shows the intertextual reference to Wilhelm Humboldt’s famous thesis that language is a key to the world. The volume sees itself as a key with which access to certain areas of knowledge, as elements of the world, is made possible.The volume contains in total twenty contributions, written in German and Hungarian, that are thematically linked to the research and teaching of the jubilarian. The knowledge elements contained in them relate to comprehensive scientific or research areas, such as German as a foreign language, (foreign language) teacher training, as well as multilingualism and translation. The authors of the contributions focus on different perspectives from which the listed topics and areas are dealt with (e.g. contrastive, didactic, literary and historical perspectives) and relate their investigations to different languages (in addition to German to Hungarian, Slovak and Romanian). This creates complex, diverse networks between the contributions, which are to be uncovered in the following review article. The readers of the review article not only gain an insight into important research areas of German studies, including those represented by the jubilee, but they should also be encouraged to take the Festschrift into their own hands and to interact with the authors of the articles and with the jubilarian herself scientifically “to exchange” ideas and thoughts.

2

Zum Tempusgebrauch in einleitenden und abschließenden Teilen von schriftlichen Arbeiten deutscher und polnischer Germanistikstudierender

100%

Gołębiowski A.

Linguistische Treffen in Wrocław

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2021

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issue 19

79-90

EN

This work was carried out within the framework of the German-Polish research project ‚Interdiscourse’, which investigated various aspects of text organization and routines of formulation in papers written by German and Polish students. The present paper analyses the use of tense in introducing and concluding parts of academic texts written in German by students of German philology, who are German and Polish native speakers. The study takes into account such types of text as master’s and bachelor’s theses as well as seminar papers in linguistics. The purpose of this study is to identify and to compare tendencies in tense usage in introducing and concluding parts of academic texts written by German and Polish students. The present analysis focuses on three questions: 1. Which tenses occur (most frequently) in the above-mentioned sections of the works of German and Polish students? 2. Which differences regarding tense usage between texts written in German by Polish students and the texts of German native speakers can be observed? 3. Does the tense usage in texts written by students of both groups comply with standards applying to German academic texts and are there any differences between German and Polish students’ works? To answer these questions the tense usage in students’ texts is further compared with the use of tense within articles written by German-speaking linguists. The analysed collection of data (almost 4000 instances) encompasses examples gathered from introducing and concluding sections of 20 German and 20 Polish students’ texts and 10 research articles on linguistics. The analysis reveals that German and Polish students generally observe the rules of tense usage applied to academic texts. The most frequent tense in all groups of texts is present tense. However, Polish students seem to use past tenses more often than German authors (students and linguists). However, because of limited number of examined texts these results should be interpreted with caution. Therefore, it would be advisable to extend the analysis to more texts in the future.

3

Interkulturelles Lernen als Schlüsselqualifikation im Zeitalter der Globalisierung im Kontext des Deutschunterrichts in Georgien

89%

Loladze N.

Glottodidactica

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2009

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vol. 35

151-161

EN

In the age of globalisation, foreign language classes play an especially important part. Considering the inextricable link between the study of language and of culture, in foreign language classes not only aim language structure, but also aim language culture must be taught. The need for intercultural learning must be recognised also in the German as a foreign language classes in Georgia and this approach must show up in the formation of teachers as well as in the new books on German as a foreign language in Georgia.

4

LISST: Fremdsprachenlehren und -lernen mit IT

88%

Grucza S., Szerszeń P.

Glottodidactica

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2014

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vol. 41

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issue 1

35-51

DE

The Internet didactic modules for the purposes of teaching languages and translation have been marked by a low degree of interactivity so far. Tests have been proofed and assessed automatically by an operating system, solely according to the answers entered to the system beforehand. Unlike the previous systems, the aim of the preparation of the Linguistically Smart Software System for Glottodidactics and Translation Didactics is to enable an automatic assessment of all full sentences written by the students themselves. The main goal of the text is to describe a new linguistically smart software, which was developed for Polish and German universities on a largescale in order to teach a given language and translation effectively.

5

Implikationen zur Vermittlung der phonostilistischen Differenzierung der bundesdeutschen Standardaussprache im Fach DaF

88%

Skoczek R.

Linguistische Treffen in Wrocław

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2022

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issue 22

415-433

EN

The German standard pronunciation does not represent a homogeneous structure. In the research of Halle linguistics, these aspects were often made the subject of research. Further research is currently being carried out in this field of standard phonetics. In the subject of German as a foreign language, especially in German studies abroad, the phonostylistic diversity of the standard pronunciation compared to English is rarely discussed. Both theoretical and methodological foundations appeared in a few publications. In this paper, phonetic reductionisms are therefore initially outlined from a normphonetic point of view. Then some phonostilistic questions are taken up and their relevance for the development of receptive language competence is examined. At the end, selected sound phenomena are prepared and exemplified by phonodidactics.

6

Kommunikative Sprechkompetenz als gefragte Schlüsselkompetenz auf der Unternehmensebene – einige Ergebnisse des Projekts „Sprachenbarometer Lodz (Lódz) 2021“

88%

Grzeszczakowska-Pawlikowska B.

Academic Journal of Modern Philology

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2022

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vol. Special Issue

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issue 16

91-100

EN

The concept of competence is one of the central buzzwords in the debate about the employability of university graduates as postulated in education policy. The question of competence-oriented teaching and learning goes hand in hand with the question of the practical relevance of the university and its current role. In ongoing discussions, the latter is being, if not redefined, then at least expanded so that it can no longer be reduced to the acquisition and transfer of knowledge. At the same time, the university of today faces the challenge of imparting numerous (key) competences to prospective graduates, which are certainly in demand by potential employers. One of these is communicative competence in spoken language, which is the focus of this article, using the example of German as a foreign language in a corporate context.

7

Neue Ansätze in der DaF-Methodik und ihre Konsequenzen für die Lehrwerkgestaltung

87%

Ciepielewska-Kaczmarek L.

Glottodidactica

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2010

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vol. 36

107-118

EN

The following factors have contributed to arising new target groups in teaching foreign languages: the European Union’s claim concerning the multilingualism of its members, migrations, common mobility. As a consequence of this situation new handbooks for teaching and learning foreign languages have appeared on the market. Thus, the teacher is often confronted with the necessity of choosing the handbook, which is most adequate for the needs of a particular group of learners. The present article aims at defining the criteria of handbook selection in the light of the latest trends in foreign language teaching methodology.

8

„Leichte Sprache and Einfache Sprache” – German plain language and teaching DaF (German as a foreign language)

75%

Pottmann D. M.

Studia Linguistica

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2019

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issue 38

81 - 94

EN

This paper introduces and discusses two concepts of plain language in German and their usefulness in teaching German as a foreign language. While both concepts pursue the same aim of enabling readers to understand written texts more easily, they differ regarding their extent of rules and their target group: Einfache Sprache addresses a wider range of people, including language learners, and is less restricted than Leichte Sprache, which follows specific syntactical, lexicological and typological rules and has been developed explicitely for the purpose of inclusion of people with cognitive limitations. The article focuses on describing and comparing linguistic features of both concepts based on their respective rules and gives some examples of connecting them with foreign language teaching.

9

Von Angst Essen Seele auf bis Almanya – deutsch-türkische Filme im interkulturellen Fremdsprachenunterricht

75%

Chmielewska K.

Glottodidactica

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2014

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vol. 41

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issue 1

127-141

DE

The ethnic and cultural variety of the German speaking societies influences all aspects of social existence. More and more citizens with Turkish background take part in the political and cultural life of their German-speaking home countries. This article aims to present the main tendencieswithin the German-Turkish cinema and to show the potential of these films, which can be used for fostering intercultural competence in German as a Foreign Language classes.

10

Neue Perspektiven der DaF-Lesedidaktik: Eine empirische Untersuchung zum Nutzen inferenzieller und grundgrammatischer Strategien

75%

Cosentino G.

Glottodidactica

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2014

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vol. 41

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issue 1

73-89

DE

This paper focuses on the reading competence of a foreign language and aims at showing a particular approach to the reading comprehension of German texts. The role of inference and the knowledge of basic grammar while reading is discussed and particular analytical reading strategies are presented as a support to the theoretical questions. Their validity in the process of meaning reconstruction is finally approved by an empirical study.

11

Zur Bedeutung des fremdsprachlichen Schreibens. Einige Überlegungen aus der Theorie und Praxis des DaF-Unterrichts auf der Fortgeschrittenenstufe

75%

Pawłowska A.

Glottodidactica

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2012

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vol. 39

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issue 1

69-79

PL

The article aims at analyzing the approach to writing skills in selected foreign language teaching methodologies and at characterizing the function of writing from the perspective of the theory and practice of teaching German as a foreign language.

12

Deutsch als Fremdsprache – Didaktische und sprachwissenschaftliche Perspektiven

75%

Zenderowska-Korpus G.

Linguistische Treffen in Wrocław

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2021

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issue 19

529-534

EN

The 13th volume of the Aussiger Beiträge magazine entitled “German as a foreign language - educational and linguistic perspectives” is devoted to the current problems of language teaching from a linguistic and practical perspective. It contains 12 articles, 7 reviews and 5 reports. The articles cover a wide range of language teaching problems at school and university: objectives of language teaching, methodological and content-related innovations, application of new media, current teaching plans and materials, grammatical competence and others. The volume discusses various questions: What potential is there in texts from children’s and youth magazines? What should be taken into account when selecting texts that are geared towards the target group? Are there linguistic learning objectives to which too little attention has been paid so far? How could the connection between language and culture be accentuated more clearly? How can foreign language didactics benefit from the new media possibilities? What consequences result from the ‘multimedia’ factor for the design of learning materials? To what extent do framework plans, curricula and other documents at European and national level play an important role in setting new accents in foreign language teaching? The volume addresses diverse approaches to the teaching and practice of German as a foreign language and addresses both established trends in foreign language didactics as well as innovations and changes. A critical view of selected documents and teaching materials as well as developments and trends in foreign language didactics provides suggestions for a scientifically sound and at the same time practice-oriented discussion about the teaching of German. The articles are recommended for all teachers of German as a foreign language who are concerned with the optimization of foreign language teaching. The review briefly summarises the aims and content of each article.

13

Verbindliche und verbindende Landeskunde. Eine Analyse des niederländischen DaF-Lehrwerkes Neue Kontakte

75%

Tammenga-Helmantel M.

Glottodidactica

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2019

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vol. 46

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issue 1

157-178

DE

This study investigates the position, content and pedagogy of Landeskunde in proficiency skills-focussed Dutch foreign language teaching. It analyses the course book used most frequently in Dutch secondary education for German as a foreign language: Neue Kontakte. This research examines the position of cultural content in course materials and in explicitly formulated learning goals. Moreover, it is investigated what cultural content is introduced and whether this is either integrated in language proficiency training and connected to the world of the learners. The results show that Neue Kontakte offers a broad range of cultural topics which are either linked to the Netherlands or Dutch or to the learners’ personal environment. Additionally, Landeskunde is integrated in language proficiency exercises. On the other hand, its status is considered weak; no cultural learning goals are formulated and hardly any repetition of cultural content and little critical reflection on the foreign and the own culture are observed.

14

Germanistik in Belgien / Brüssel

71%

Lochtman K., Obst B.

Convivium. Germanistisches Jahrbuch Polen

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2012

81-90

PL

Przedmiotem niniejszego artykułu jest opis stanu germanistyki w Belgii, w Brukseli. Znacząca jest heterogeniczność grupy uczących się języka niemieckiego jako obcego (DaF). W związku z tym pojawia się kwestia podstawowych wymagań w kształceniu językowym.

EN

In this paper the situation of German studies (i. e., German language and literature) in Belgium / Brussels is discussed, which is characterized by heterogeneity concerning the groups of GFL-learners (German as a Foreign Language). The question is what teaching and learning objectives might be expected in such a foreign language learning context.

DE

In diesem Beitrag wird versucht, die Lage der Auslandsgermanistik in Belgien / Brüssel genauer zu schildern. Dabei fällt sofort eine zunehmende Heterogenität der Lernergruppen für Deutsch als Fremdsprache (DaF) ins Auge. Eine Diskussion über die Mindestanforderungen einer solchen Ausbildung drängt sich auf.

15

Möglichkeiten und Grenzen der Ausspracheschulung im DaF-Unterricht in Japan – Ein Versuch zur Entwicklung von Lehr-/Lernmaterialien

63%

Nakagawa J., Tachikawa M.

Linguistische Treffen in Wrocław

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2018

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issue 14

139-147

EN

Possibilities and Limitations of Pronunciation Training in DaF-Teaching in Japan – An Attempt to develop Teaching and Learning Materials The aim of our research is to propose a pronunciation syllabus suitable for Japanese learners of German at universities, and to develop teaching and learning materials with phonetic explanations and exercises. The theoretical possibilities and the empirical data we have got so far provide the basis for a pronunciation syllabus for Japanese DaF learners. This consists of those phonological and phonetic features which seem to be crucial as safeguards against breakdowns in communication. Concentrating on these items is likely to be more effective than attending to every detail of German pronunciation. In this paper we explain the process of determining the „core items“ („Kernmerkmale“).

DE

Diese Arbeit stellt das Konzept einer für japanische Deutschlernende an Hochschulen geeignete Ausspracheschulung und dazu ein auf Aussprache spezialisiertes Lehr-/Lernmaterial vor. Wegen normalerweise knapper Unterrichtsstunden für Aussprache soll ein Aussprache-Verzeichnis aufs Wichtigste beschränkt werden. Die phonetischen und phonologischen Eigenschaften, die schwerpunktmäßig behandelt werden sollten, ��werden „Kernmerkmale“ genannt. Sie gelten als Garantie für Verständlichkeit, um mit Gesprächspartnern erfolgreich zu kommunizieren. Die Konzentration auf diese Kernmerkmale ist auch in der Hinsicht effektiv, da sie mit einem Überblick über das Lernziel die Lernenden dabei unterstützt, selbstständig und aktiv mit dem Lernstoff umzugehen.

16

Rozwijanie sprawności pisania obcojęzycznego na przykładzie polsko-niemieckiego internetowego projektu tandemowo-tridemowego „Schreiben(üben) im e-Tandem/e-Tridem” – możliwości i ograniczenia

63%

Pawłowska-Balcerska A.

Neofilolog

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2021

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issue 56/2

185-200

EN

Although in the age of media writing is experiencing a kind of renaissance, and young people cannot imagine everyday life without texts, emails, online discussion forums or virtual instant messaging, writing as part of institutionalized teaching evokes rather negative associations among many learners. Therefore, based on the example of the Polish-German online tandem-tridem project, an attempt will be made in this article to answer the following questions: How can one draw on the positive, out-of-school experiences of learners with (foreign) writing in foreign language classes? How can they be used in the institutionalized process of teaching and learning foreign languages while developing writing skills? What advantages and dangers are associated with the mentioned activities?

17

Rezeption literarischer Texte im Unterricht Deutsch als Fremdsprache: Kulturell homogene und heterogene Gruppen im Vergleich am Beispiel der Erzählung von Wolfgang Borchert Die Katze war im Schnee erfroren

63%

Misiek D.

Colloquia Germanica Stetinensia

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2009

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issue 16

99-110

PL

Artykuł przedstawia wyniki eksperymentu dotyczącego recepcji niemieckojęzycznego tekstu literackiego, przeprowadzonego za pomocą metody głośnego myślenia (WEIDLE/ WAGNER 1982) wśród osób uczących się języka niemieckiego jako obcego. Eksperyment został przeprowadzony zarówno w grupie wielokulturowej, jak i w śród polskich studentów. Wyniki wskazują na znaczne różnice w recepcji tekstów literackich w obydwu grupach. Sformułowane przez autorkę wnioski z eksperymentu dotyczą przede wszystkim sposobu pracy z obcokulturowymi tekstami literackimi na lekcji języka niemieckiego.

18

DaF-Lehrerausbildung in Deutschland und Polen: Konzeption und Durchführung eines Kooperationsprojekts zur Erstellung und Erprobung von Hörverstehensmaterialien

62%

Adamczak-Krysztofowicz S., Stork A.

Convivium. Germanistisches Jahrbuch Polen

|

2010

277-302

PL

Niniejszy artykuł prezentuje projekt opierający się na współpracy między Instytutem Lingwistyki Stosowanej w Poznaniu a Instytutem Pedagogiki Szkolnej w Marburgu w zakresie wspierania umiejętności odbioru obcojęzycznych tekstów audialnych i audiowizualnych: Kształceni do zawodu nauczyciela języka niemieckiego jako obcego studenci z Marburga opracowali materiały dydaktyczne do treningu słuchowego, które zostały wypróbowane w ramach zajęć praktycznych z j. niemieckiego ze studentami z Poznania. Po charakterystyce nauczycielskich studiów językowych w Marburgu i w Poznaniu autorki omawiają koncepcję, przebieg i ewaluację obu kursów. Artykuł kończy podsumowanie poświęcone zreferowaniu korzyści kooperacji dla dwóch uczestniczących w tym bilateralnym projekcie grup studenckich.

EN

The article presents a project aimed at the development of listening comprehension skills and based on the cooperation between the Institute of School Pedagogy (Institut für Schulpädagogik) at the Philipps University in Marburg and the Institute of Ap plied Linguistics (Instytut Lingwistyki Stosowanej) at Adam Mickiewicz University in Poznań. Educated for the profession of German language teachers, students from Marburg designed didactic materials for listening which were verified by foreign language students in Poznań during their practical German classes. Having characterized the studies for foreign language teacher trainees in both universities, the authors discuss the rationale, the process and the evaluation of the courses. Finally, the conclusion shows the benefits of the cooperation for both groups of students involved in this bilateral project.

DE

Im Beitrag wird ein Kooperationsprojekt dargestellt, in dem Lehrveranstaltungen des Instituts für Schulpädagogik der Philipps-Universität Marburg und des Instituts für Angewandte Linguistik der Adam-Mickiewicz-Universität Poznań im Bereich der Förderung der Hörverstehenskompetenz verzahnt wurden: Marburger DaF-Studierende erstellten Hörverstehensmaterialien, die in sprach-praktischen Lehrveranstaltungen mit DaF-Studierenden in Poznań erprobt wurden. Nach einer Beschreibung der DaF-Lehrerausbildung an beiden Universitäten erläutern die Autorinnen Aufbau, Ablauf und Evaluation der Lehrveranstaltungen. Abschließend wird in einem Fazit aufgezeigt, welcher Nutzen sich durch die Kooperation für beide Studierendengruppen ergab.

19

Entwicklung der Verbstellung beim fortgeschrittenen Erwerb des Deutschen als Fremdsprache

51%

Długosz K.

Glottodidactica

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2020

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vol. 47

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issue 2

83-101

DE

This article investigates the acquisition of verb placement in German as a foreign language at an advanced stage of development. The main objective of the investigation is to analyse written and spoken language production in terms of the use of subject-verb-inversion, verbal bracket, and verb-final placement in subordinate clauses. The results reveal a discrepancy between written and spoken language production with respect to correct usage of the verb placement rules. While correctness in the written production task exceeded 97% for all phenomena, the oral translation task generated less correct sentences, but only for inversion and verb-final placement. The non-target usage of inversion and verb-final pattern in spoken production points to processing problems when translating from Polish into German, which are further confirmed by lower accuracy for these two phenomena. At the moment of testing, the verbal bracket has already been acquired, which is in line with the universal developmental sequence in the acquisition of German syntax.

20

Lehrmaterialangebot für den schulischen Nachbarsprachenunterricht. Ein deutsch-niederländischer Vergleich

45%

Boonen U. K., Jentges S., Konrad T.

Glottodidactica

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2018

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vol. 45

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issue 1

7-26

PL

This paper discusses the differences between teaching Dutch in Germany and German in the Netherlands, while considering the challenges teachers are confronted with, e.g. the lack of appropriate textbooks. In particular, the composition and method of some textbooks for Dutch and German are presented and evaluated with regard to their practicality in the classroom. It is striking that textbooks for German are written in Dutch, and that pupils even have to work out tasks in Dutch and not in the target language, while there is merely one textbook in Germany for school-based teaching, lacking a consideration of school types, age groups, and prior knowledge. Even though the conditions of neighbouring language teaching are particularly diverse, teachers on both sides are in urgent need of more innovative and improved teaching material which ensures that pupils are able to develop and improve their language skills, as well as their intercultural competences.

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Wissensräume aufschließen

Zum Tempusgebrauch in einleitenden und abschließenden Teilen von schriftlichen Arbeiten deutscher und polnischer Germanistikstudierender

Interkulturelles Lernen als Schlüsselqualifikation im Zeitalter der Globalisierung im Kontext des Deutschunterrichts in Georgien

LISST: Fremdsprachenlehren und -lernen mit IT

Implikationen zur Vermittlung der phonostilistischen Differenzierung der bundesdeutschen Standardaussprache im Fach DaF

Kommunikative Sprechkompetenz als gefragte Schlüsselkompetenz auf der Unternehmensebene – einige Ergebnisse des Projekts „Sprachenbarometer Lodz (Lódz) 2021“

Neue Ansätze in der DaF-Methodik und ihre Konsequenzen für die Lehrwerkgestaltung

„Leichte Sprache and Einfache Sprache” – German plain language and teaching DaF (German as a foreign language)

Von Angst Essen Seele auf bis Almanya – deutsch-türkische Filme im interkulturellen Fremdsprachenunterricht

Neue Perspektiven der DaF-Lesedidaktik: Eine empirische Untersuchung zum Nutzen inferenzieller und grundgrammatischer Strategien

Zur Bedeutung des fremdsprachlichen Schreibens. Einige Überlegungen aus der Theorie und Praxis des DaF-Unterrichts auf der Fortgeschrittenenstufe

Deutsch als Fremdsprache – Didaktische und sprachwissenschaftliche Perspektiven

Verbindliche und verbindende Landeskunde. Eine Analyse des niederländischen DaF-Lehrwerkes Neue Kontakte

Germanistik in Belgien / Brüssel

Möglichkeiten und Grenzen der Ausspracheschulung im DaF-Unterricht in Japan – Ein Versuch zur Entwicklung von Lehr-/Lernmaterialien

Rozwijanie sprawności pisania obcojęzycznego na przykładzie polsko-niemieckiego internetowego projektu tandemowo-tridemowego „Schreiben(üben) im e-Tandem/e-Tridem” – możliwości i ograniczenia

Rezeption literarischer Texte im Unterricht Deutsch als Fremdsprache: Kulturell homogene und heterogene Gruppen im Vergleich am Beispiel der Erzählung von Wolfgang Borchert Die Katze war im Schnee erfroren

DaF-Lehrerausbildung in Deutschland und Polen: Konzeption und Durchführung eines Kooperationsprojekts zur Erstellung und Erprobung von Hörverstehensmaterialien

Entwicklung der Verbstellung beim fortgeschrittenen Erwerb des Deutschen als Fremdsprache

Lehrmaterialangebot für den schulischen Nachbarsprachenunterricht. Ein deutsch-niederländischer Vergleich