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Rhetorische Kompetenz bei polnischen Studierenden in der Fremdsprache Deutsch im universitären Kontext

100%
Grzeszczakowska-Pawlikowska B.
Studia Linguistica
|
2016
|
issue 35
185-204
EN
According to the Bologna Process reforms, the orientation of university teaching and learning towards competence is the key to the ‘future employability’ of graduates. One such skill is rhetorical competence in oral communication, which is crucial to both lifelong learning and to the workplace. The teaching of this key competence would certainly ease the transition between university and working life. However, particularly in German Studies programs at Polish universities, the transmission of rhetorical competence is often of peripheral importance – if it is taught at all. Often, this skillset is simply expected of students, for example when they are required to give an oral presentation. This contribution examines the competence of Polish-speaking students of German as a foreign language in an intercultural learning context. It will focus in particular on the capturing of possibilities for improvement, particularly on the communicative effect on German native speakers of non-native speakers making oral presentations.
2

СТРУКТУРНО-ЗМІСТОВІ СКЛАДНИКИ РИТОРИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНОЇ СФЕРИ

86%
Корчова О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
196-205
EN
The current article emphasizes the importance of differentiating and analyzing the structural-semantic components of rhetorical competence of the future specialists in the socionomic sphere. Based on the following principles as humanistic (anthropocentrism of rhetorical activity of the socionomists as the significant component of his/her professional competence), culturological (rhetorical activity as means of cultural development as well as social cultural potential formation of a personality with the realization of the common human values), technological (communicants interaction as the practical realization of the rhetorical norms and technologies), personal-centred (rhetorical component in the professional work as the basis of the psychological and educational support) methodological approaches to the study of rhetorical education in general and systematic approach, critical analysis of the psychological and pedagogical works connected with the investigated subject, conceptual analysis in particular, was proved the necessity to differentiate the motivational (understanding of rhetorical competence as the personal and social phenomenon, was formed motivation for rhetorical activity, realization of the necessity of rhetorical competence self-improvement, understanding of the cosionomist’s rhetorical ideal), cognitive (knowledge of language and speech as well as principles of the language communication, understanding of the rhetorical categories, terms, methods and techniques), operational and technological (language-speech accuracy, mastering the norms of the modern literary Ukrainian language on all levels, speech communicative characteristics awareness, rhetorical text formation), ethical (moral norms, speech etiquette, kinesics, proxemics and attributes of the etiquette), social and activity-based (realization of rhetorical knowledge, skills and abilities in the professional field) components in the structure of the investigated notion. The interaction between the structural components of the rhetorical competence, that enables the development of a pedagogical model for formation of rhetorical competence of the socionomists, which realization can influence the whole structural complex at the same time, was emphasized. Further research will be directed at creating a pedagogical model for the formation of the rhetorical competence of future social teachers, social workers, practical psychologists, with which the formation of one component would influence the entire structural complex of rhetorical competence of the socionomist.
3
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(Selbst-)Reflexion der Studierenden zur rhetorischen Kompetenz im Studiengang Germanistik

86%
Grzeszczakowska-Pawlikowska B.
Linguistische Treffen in Wrocław
|
2018
|
issue 14
95-107
EN
Self-Reflection of Students on Rhetorical Competence in German Studies The following contribution presents the results of a written survey, in which students of German were asked to reflect on their rhetorical skills. The survey focused on student presentations (‚Seminarreferate‘) in German, which are an area of competence required of all students of German as a foreign language at Polish universities. The discussion examines the results against the background of the Bologna Declaration and considers the competencies required in academic training as well as the central importance of competence in the spoken language as part of social interactions.
DE
Der vorliegende Beitrag hat zum Ziel, die Resultate einer schriftlichen Studentenbefragung zur rhetorischen (Selbst-)Reflexion im Studiengang (Auslands-)Germanistik in Polen darzustellen. Im Umfragefokus stand der studentische Vortrag (das Seminarreferat) im Deutschen als Fremdsprache, welcher bei Studierenden solide Redekompetenz voraussetzt. Die anschließende Diskussion der erhobenen Befragungsergebnisse soll dabei zum einen vor dem Hintergrund der Bologna-Forderung (1999) nach Kompetenzorientierung in der akademischen Bildung, zum anderen in Bezug auf den hohen Stellenwert der Redekompetenz in sozialen, institutionell geprägten Interaktionen erfolgen.
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