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Von der disziplinären Abhängigkeit zum gleichberechtigten Miteinander? Eine Diskussion über das sensible Verhältnis von Sprachwissenschaft und Sprachdidaktik am Beispiel der Germanistischen Linguistik und der DaF-Didaktik

100%
Pieklarz-Thien M.
Glottodidactica
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2018
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vol. 45
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issue 1
117-132
DE
The role of linguistics in language education has always been contested and has generated non-homogeneous opinions since the beginning of the existence of that discipline. This paper attempts to provide a broader examination of the interrelation between these two disciplines over the last few decades. Considerations are based on the example of German linguistics and the teaching of German as foreign language. It constitutes a contribution to the discourse on the identity and autonomy of language education as a science.
2
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Schreiben(üben) im e-Tandem/e-Tridem. Zu einem polnisch-deutschen GIP-Projekt (2016-2019)

86%
Lewandowska A., Pawłowska-Balcerska A.
tekst i dyskurs - text und diskurs
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2020
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issue 14
111-129
DE
Im vorliegenden Beitrag wird ein polnisch-deutsches e-Tandem/e-Tridemprojekt vorgestellt, in dessen Mittelpunkt die Förderung der Fertigkeit Schreiben in Deutsch als Fremdsprache steht. In diesem Projekt werden Teilnehmer, zeitlicher Rahmen, Ziele, Projektverlauf und Evaluation berücksichtigt. Zugleich werden die für das Projektvorhaben relevanten Termini Hotspots und Hotwords einer kritischen Analyse unterzogen.
3
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Interkulturelle Witze im Fremdsprachenunterricht: ein heikles, zu vermeidendes Thema oder eine interessante Gelegenheit über nationale Stereotype zu reflektieren?

86%
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?
4
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Entwicklung der Verbstellung beim fortgeschrittenen Erwerb des Deutschen als Fremdsprache

81%
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.
5

Gegenwärtige FSU-Herausforderungen und neue glottodidaktische Perspektiven in Polen

72%
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
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Lehrmaterialangebot für den schulischen Nachbarsprachenunterricht. Ein deutsch-niederländischer Vergleich

71%
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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