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

100%
Grzeszczakowska-Pawlikowska B.
Academic Journal of Modern Philology
|
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.
2

Using Interactive Board and Communication in Teaching English at Lower-Secondary Stage of Elementary School

86%
Dobrovolná A.
Practice and Theory in Systems of Education
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2015
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vol. 10
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issue 1
16-22
EN
The contribution brings part of the research results on using interactive boards in teaching English at lower-secondary stage of elementary schools in the Czech Republic. The whole research focused on ways of using this modern device, on types of interaction and mainly tried to find out whether there is sufficient space for developing communicative competence through oral interaction. Here mainly the part about forms of interaction is described.
3
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Sprechende Chatbots im Fach(fremd)sprachenunterricht und im berufsbezogenen Fremdsprachenunterricht

72%
Wolski P.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
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2017
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issue 22
138-148
EN
This paper addresses the problem of verbal interaction and language mediation in specialized language instruction in relation to a system design of the so-called ‘talking chatbots’. The first part includes terminological clarification. The analysis is limited to the most relevant terms: chatbot, oral interaction and oral language mediation. The second part shows the extent of which the two areas appear: interdisciplinary language teaching and vocational language learning, overlapping with each other, and the role played by the linguistic ability to act. The subsequent parts focus on oral interaction and language interpretation, and their modeling through digital dialogue systems, followed by a conclusion and a brief outlook on didactic implications. The basis for the considerations are, inter alia, Searle’s theory of speech acts and Siemens’ connectivism.
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