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1

"Ins Schwarze treffen" - zur Erfassung und Behandlung phraseologischen Minimums DaF am Beispiel ausgewählter deutsch-polnischer Wörterbücher

100%

Sulikowska A.

Colloquia Germanica Stetinensia

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2013

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issue 21

241-255

EN

"Making dictionaries requires making choices" (FILLMORE/ATKINS 1994: 350). From the point of view of an average user the frequency of use of particular lexemes should be a vital criterion in the compilation of entries in bilingual dictionaries. This also pertains to phraseologisms. The aim of the paper is to determine to what extent the phraseologisms belonging to the phraseological minimum / optimum were taken into consideration and described in two popular German-Polish dictionaries: "Kieszonkowy Słownik Langenscheidt" [Langenscheidt Pocket Dictionary] edited by Stanisław Walewski and "Duży Słownik PONS" [PONS Comprehensive Dictionary].

2

Interkulturelle Witze im Fremdsprachenunterricht: ein heikles, zu vermeidendes Thema oder eine interessante Gelegenheit über nationale Stereotype zu reflektieren?

75%

Pawłowska-Balcerska A.

Glottodidactica

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2022

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vol. 49

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issue 2

137-156

RU

The main focus of the article is intercultural jokes as carriers of stereotypes. After discussing the meaning of humour in a foreign language lesson, the concepts of joke and intercultural joke will be explained. Then, an attempt will be made to answer the following questions: Are intercultural jokes in a foreign language lesson a difficult topic that should be avoided, or do they open up an interesting opportunity to consider ethnic and national stereotypes? How can they be incorporated into the teaching and learning process of foreign languages?

3

Schreiben, Diskursfähigkeit und Internet im fremdsprachlichen und muttersprachlichen Deutschunterricht

75%

Kuzminykh K.

Glottodidactica

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2013

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vol. 40

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issue 1

105-115

EN

-

PL

To teach effective writing skills is one of the tasks of German-as-native-language- and German-as-foreign-language lessons. Taking these as a basis, this paper aims at explaining different approaches, their advantages and disadvantages and at developing an new concept – writing as discourse ability. The paper emphasizes the necessity of this new concept, which enable the pupils to write “real” texts and take part In discourse. Furthermore it focuses on training program with internet.

4

BIOGRAFIA JĘZYKOWA JAKO PRZYCZYNEK DO REFLEKSJI NAD MOTYWACJĄ DO NAUKI JĘZYKA NIEMIECKIEGO

71%

Mackiewicz M.

Neofilolog

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2014

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issue 42/2

181-200

EN

A language biography is most often a reflection on one’s own linguistic development and therefore can be termed “language auto-biography”. In its a broad sense, a language biography may include mother tongue acquisition, yet this article focuses solely on foreign language learning, with a special emphasis on the German language. The article provides insights into factors that motivate learners of German and into changes in these factors over a period of time, including the role of intercultural motivators. A theoretical and methodological introduction is followed by the results of a qualitative study conducted in five Polish institutions of tertiary education on a group of 73 students learning German. The excerpts of biographies quoted provide a picture of motivation as a dynamic process and moreover indicate that as present-day students get older, they are increasingly more thoughtful about their learning.

PL

A language biography is most often a reflection on one’s own linguistic development and therefore can be termed “language autobiography”. In its a broad sense, a language biography may include mother tongue acquisition, yet this article focuses solely on foreign language learning, with a special emphasis on the German language. The article provides insights into factors that motivate learners of German and into changes in these factors over a period of time, including the role of intercultural motivators. A theoretical and methodological introduction is followed by the results of a qualitative study conducted in five Polish institutions of tertiary education on a group of 73 students learning German. The excerpts of biographies quoted provide a picture of motivation as a dynamic process and moreover indicate that as present-day students get older, they are increasingly more thoughtful about their learning.

5

Gegenwärtige FSU-Herausforderungen und neue glottodidaktische Perspektiven in Polen

63%

Laskowski M.

Germanica Wratislaviensia

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2012

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vol. 135

187-198

EN

This paper discusses today’s problems of foreign language teaching, namely the contemporary challenges of foreign language lessons and the new glottodidactic perspectives in Poland with a particular emphasis on both the specificity and position of German as a foreign language. The aim of the present paper is to join the discussion about the role of German among other foreign languages in the Polish educational system and about the qualitative and quantitative tendencies in this area.

6

Problemy składniowe w tekstach naukowych studentów filologii germańskiej: Kilka uwag o specyfice pisarstwa naukowego w języku niemieckim jako obcym

51%

Schönherr M.

Applied Linguistics Papers

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2018

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issue 25/1

117-126

EN

The purpose of the following paper is to reflect on the importance of academic writing in higher education and to discuss some difficulties both in the teaching process and practical implementation. For many students studying German as a second language producing academic texts in German is a daunting and „painful“ task. The complexity of the writing process often leads to many linguistic problems, especially in the area of the vocabulary, grammar and syntax. Why is academic writing so difficult for many students? One of many reasons is that the students haven’t enough practice in using what they have learned during their studies. Therefore, practising the academic writing skills should be supported at all levels within entire the higher education.

7

Der sichtbare Diskurs. Interdisziplinäre Aspekte der Visualisierung von sprachlichen Daten im Kontext des universitären DaF-Unterrichts

51%

Mészáros A.

Wortfolge. Szyk Słów

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2022

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vol. 6

1-21

EN

The article deals with the question of how linguistic data obtained through discourse linguistic analyses are communicated outside linguistics. The focus is on the didactics of German as a foreign language, with a special focus on university German teacher training in Slovakia. It will be examined how the more recent disciplines such as discourse linguistics can be effectively integrated into the curriculum beyond classical linguistics.This requires an interdisciplinary perspective, which is offered here through the visualizations. Based on this background, case studies from the German and Slovakian migration discourse of 2015 will be used to show how optimized knowledge can be conveyed using visualizations, even across complex subject areas.

PL

Artykuł podejmuje kwestię przekazu danych językowych uzyskanych na bazie analiz dyskursywno-lingwistycznych. W centrum rozważań sytuuje się dydaktyka języka niemieckiego jako obcego ze szczególnym uwzględnieniem specyfiki uniwersyteckiego kształcenia nauczycieli na Słowacji. Prowadzone rozważania oscylują wokół pytania, jak oprócz klasycznego językoznawstwa zintegrować w curriculum treści z zakresu nowych dyscyplin naukowych, jak np. z lingwistyki dyskursu. Koniecznym okazuje się spojrzenie interdyscyplinarne, które przedstawiają zamieszczone w artykule wizualizacje, stanowiące obiekt badań w obszarze niemiecko-słowackiego dyskursu migracyjnego z 2015 roku. Uwidaczniają one możliwość optymalnego przekazu informacji nawet z obszaru wiedzy specjalistycznej przy zastosowaniu odpowiednich technik wizualizacji.

DE

In dem Beitrag wird auf die Frage eingegangen, wie durch diskurslinguistische Analysen gewonnene sprachliche Daten außerhalb der Sprachwissenschaft vermittelt werden. Im Fokus steht dabei die DaF-Didaktik mit besonderem Blick auf die universitäre Deutschlehrerausbildung in der Slowakei. Es wird untersucht, wie man über die klassische Sprachwissenschaft hinaus auch die neuesten Disziplinen wie die Diskurslinguistik effektiv in das Curriculum integrieren kann.Hierzu ist eine interdisziplinäre Perspektive erforderlich, die hier durch die Visualisierungen angeboten wird. Vor diesem Hintergrund wird anhand von Fallbeispielen aus dem deutschen und dem slowakischen Migrationsdiskurs von 2015 gezeigt, wie durch den Einsatz von Visualisierungen auch über komplexe Fachbereiche ein optimiertes Wissen vermittelt werden kann.

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