Search results

1

Wortschatzarbeit in alternativen Lehrmethoden – eine kritische Betrachtung

100%

Tobiasz L.

Convivium. Germanistisches Jahrbuch Polen

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2007

263-273

PL

W artykule przeprowadzona została krytyczna analiza pracy ze słownictwem w wybranych alternatywnych metodach nauczania języków obcych (sugestopedia, Silent Way, Community Language Learning, Total Physical Response). W metodach tych daje się zauważyć przypisywanie wyjątkowego znaczenia czynnikowi emocjonalnemu jako katalizatorowi przyswajania nowych wiadomości. Powoduje to zawężone postrzeganie złożoności procesu uczenia się języka i zmniejsza efektywność nauczania alternatywnego.

EN

The article critically analyses learning of vocabulary in selected alternative methods of foreign language teaching (Suggestopaedia, Silent Way, Community Language Learning, Total Physical Response). In these methods special emphasis is placed on the significance of emotions seen as catalysts of knowledge acquisition. This results in a restricted perception of the complexity of foreign language learning and limits the efficiency of alternative language instruction.

DE

Der Artikel setzt sich mit der Wortschatzarbeit in ausgewählten alternativen Lehrverfahren kritisch auseinander (Suggestopädie, Silent Way, Community Language Learning, Total Physical Response). In diesen Methoden wird die Bedeutung emotiver Faktoren als Katalysatoren des Erwerbens neuen Wissens besonders stark hervorgehoben, was eine eingeengte Sichtweise auf die Komplexität der fremdsprachlichen Lernprozesse und damit eine verminderte Effektivität des alternativen Sprachvermittelns bedeutet.

2

Język angielski w procesie uczenia się języka niemieckiego – pomoc czy przeszkoda? Krytyczna analiza ankiet przeprowadzonych wśród studentów anglistyki Uniwersytetu Śląskiego w grupach tłumaczeniowych z językiem niemieckim

100%

Tobiasz L.

Neofilolog

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2009

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issue 33

257-268

EN

The article presents results of an inquiry made among the students of English philology who learn German mostly as L3 in addition to English as L2 in a special translation program. The inquiry shows through many examples that English is a source both for complex positive transfer into German as well of interference. The answers of the students indicate the very important role of individual characteristics in the process of language learning. The author concludes that effective leaning of a foreign language requires the use of individual learner strategies and appropriate reference to knowledge both in the mother tongue and in other foreign languages.

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Deutsch – seine Bedeutung in der Geschichte und Gegenwart Graubündens

100%

Tobiasz L.

Convivium. Germanistisches Jahrbuch Polen

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2015

291-314

PL

Artykuł przedstawia procesy historyczne, które doprowadziły do powstania trzech różnych obszarów językowo-kulturowych w kantonie Gryzonia we wschodniej Szwajcarii: obszaru języka niemieckiego, retoromańskiego i włoskiego. Autor skupia uwagę przede wszystkim na znaczeniu, jakie w dziejach tego trójjęzycznego regionu odegrał język niemiecki, oraz na czynnikach, które spowodowały rozwój obszaru języka niemieckiego kosztem języka i kultury retoromańskiej. Analizowana jest także współczesna pozycja języka niemieckiego, przy czym uwzględnione zostają złożone relacje między trzema społecznościami językowo-kulturowymi Gryzonii.

EN

This article presents historical processes leading to the creation of three different areas of language and culture in the canton of Grisons in the eastern part of Switzerland: German, Romansh and Italian. The author concentrates particularly on German and analyses the factors that caused the development of the area of the German language and in the consequence the regress of Romansh, the original language of this region. The position of German in the contemporary society of the trilingual canton of Grisons is also presented by considering the whole complexity of the linguistic situation in the canton of Grisons.

DE

Der vorliegende Artikel stellt historische Prozesse dar, die zum Entstehen von drei verschiedenen sprachkulturellen Räumen im Kanton Graubünden im Osten der Schweiz geführt haben: des deutschen, rätoromanischen und italienischen Sprachraums. Der Autor konzentriert sich vor allem auf die deutsche Sprache und analysiert die Faktoren, die dazu beigetragen haben, dass das Deutsche das Rätoromanische, die ursprüngliche Sprache der Region, aus ihrem angestammten Gebiet zum großen Teil verdrängt hat. Dargestellt wird auch die heutige Stellung des Deutschen, wobei vielschichtige Relationen unter den drei sprachkulturellen Gesellschaften Graubündens mitberücksichtigt werden.

4

Erklarung durch den Hinweis auf einzelne bekannte Worter ais Semantisierungstechnik im Daf-Unterricht

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Tobiasz L.

Linguistica Silesiana

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2000

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vol. 21

147-155

EN

In this article the problems of the scrnantization of German words in reference to already known words in German or Polish arc discussed. In this learning-technique four relations come into consideration: synonymy, antonymy, derivation and similarity lo Polish words. The aquisition of the word-meaning through synonymy is the most problematical one, bccuasc it is hardly possible to find two words with identical meaning in German that would be used in identical semantical contexts. In the case of antonyms it is easier to find words with the precisely opposite meaning. Nevertheless the teachers and learners should take into consideration that there arc many words referring with their antonyms to complicated relations in the extralingual reality that can't be reflected by a real antonymy-rclation (c.c. kall and its potentially possible antomys arc such as warm und hei}J). The use of the derivation in German classes emphasizes a cognitive clement in the learning process, but it is only then successful when it is preceded by the scmantization of components of compound words and derivatives and a gradual and constant introduction of derivation-patterns according to their productivncss and transparency. All of the above-mentioned scmantizationtechniques, including the most transparent one - similarity to Polish words, arc not fully reliable and can lead to a false understanding and often even to a misunderstanding of German words. Therefore they should be introduced in coherent and genuine contexts with help of extra- and interlingual comparisons and an adequate dosage of the mother-tongue.

5

BedeutungserschlieBung im DaF-Unterricht mit Hilfe der Originaltexte

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Tobiasz L.

Linguistica Silesiana

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2001

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vol. 22

177-181

EN

In this article semantization of German words by means of original German texts is discussed. The author emphasizes the importance of the contextual aquisition of the word meaning in this semantization method. The original texts are the natural environment for the occurrence of lexical items. Exactly therein collocative word meanings and the logical word connections are realized in practice. The correct understanding of a text requires a great cognitive effort. Word meanings are found not only in their contextual environment, but also with the help of other semantization techniques such as: derivation and composition patterns, recognition of the lexical and grammatical status of the word owing to its position in the sentence, correct and swift recognition of keywords and text-connectors, recall of the word meaning by means of synonyms, antonyms, analogies, extralingual knowledge etc. Therefore the work with German original texts leads to elaborative durable semantization of word meanings and activates the multimodal memory very intensively.

6

Wortschatzarbeit in neueren Lehransätzen – einige kritische Betrachtungen

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Tobiasz L.

Linguistica Silesiana

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2008

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vol. 29

165-174

EN

This article critically analyses various current methods of teaching foreign languages involving work with L2 lexical items. In the first place the author discusses the didactic tendencies in German speaking countries. The analysis shows strong and weak aspects of the described teaching concepts and tries to answer the question if there is one especially effective method which helps learn foreign vocabulary. The author comes to the conclusion that such efficient teaching approach cannot be found. A complex and individualized structure of the cognitive processes of foreign words acquisition is observed in some teaching methods, especially in the recent ones. Therefore the best solution to the problem at hand here could be seen in the application of various teaching techniques, the activation of learners' cognitive abilities, the use of their experience in other foreign languages and in the development of the learner autonomy.

7

Wortschatzlerntechniken im Tertiärspracherwerb. Wie Deutsch lernende Anglistikstudenten ihre lexikalischen Erwerbsprozesse organisieren

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Tobiasz L.

Linguistica Silesiana

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2008

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vol. 29

141-152

EN

This article presents the results of a study carried out at the English Department of the University of Silesia among students in their 41 1; and 51 1; year. They learned English (L2) and German (L3 for the majority of them) in a translation group. Some of the students have also learnt another foreign language or other foreign languages. The study focused on lexical techniques used by the learners for the acquisition of German vocabulary. It shows that the students find out a word's meaning, memorize and retrieve it with the help of various semantic techniques, such as contextualization, visualization, association, translation into Polish or English, repetition, structuring, connecting, differentiation, learning by doing and multimodal acquisition. The data confirm the hypothesis of the author that experienced language learners organize their learning process in a highly individual way and try to make it more efficient by using different learning strategies and techniques.

8

Kontrolle des korrekten Abrufens der lexikalischen Strukturenim DaF-Unterricht. Versuch einer kritischen Analyse

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Tobiasz L.

Linguistica Silesiana

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2002

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vol. 23

167-174

EN

This aniele analyses the correct recall of word meanings in German as a foreign language. The recall can proceed by means of textautonomous and textbased exercises. To the rextautonornous ones belong such checking techniques as retrieval of the word meaning with the help of synonyms, antonyms, hyponyms, word fields etc. Among the rextbased exercises there are two crucial types of them: text reconstruction and text construction. The textautonomous recall techniques enable possible relatively precise testing of the understanding of the lexical word meaning, but they do not check the competence in the use of the actual word meaning, which is always realised only in the logical structure of spoken and written texts. Therefore the textbased exercises, especially the text construction are the best methods checking contextually correct recall of the foreign language lexical items. Moreover. such recall techniques engage the rnulri modal memory-processes very intensively and lead consequently not only to precise remembering of the actual word meaning, but also to a better internalization of not directly recalled words.

9

Zweitspracherwerbstheorien mit besonderer Berucksichtigung der semantischen Erwerbsprozesse und ihrer Bedeutung fur den DaF- Unterricht

100%

Tobiasz L.

Linguistica Silesiana

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2002

|

vol. 23

155-166

EN

In this article various theories of the second language acquisition arc discussed. As a related topic, the author focuses primarily on the acquisition of semantic items. He argues that the second language isn't acquired identically as the mother tongue which was the major claim made by the identity hypothesis. The positive and negative transfer from the mother tongue (contrast hypothesis) along with the intuitive mechanisms of the second language acquisition (theory of Felix and monitor theory of Krashcn) are also regarded as simplifications overlooking the complexity of the process in question. Furthermore, the article pursues the question of the incoherence of Lcnnebers critical period hypothesis. The autor secs in the aquisiton of the second language a complex and long-lasting process whose visible and researchable realization is the so called learner language developing in particular stages. The first stages show a great dependence of the learner language on the structures of the mother tongue (combined bilingualisms). In the stage of the coordinate bilingualisms the mental representation of the second language is activated without or with slight simultancus activation of the mental structures of the mother tongue. The complexity of the acquisition of the second language results from diversity of conditions influencing the developing processes of the learner language such as input, personal features, affective and social factors, age and latcralisation processes, various mental processes based on personal experiences and many others. The interaction of these factors which differ from learner to learner results in very peculiar characteristics of the second language acquisition. As a result of the hctcrogcnity of individual acquisition processes nowadays only a fraction of their principles can be accounted for. The creation of a rational theory describing the whole complexity of the second language acquisition remains the task for future linguistic research.

10

Wortschatzarbeit in traditionellen Lehrmethoden – Versuch einer kritischen Analyse

100%

Tobiasz L.

Linguistica Silesiana

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2006

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vol. 27

177-187

EN

This article analyses critically old traditional methods of teaching foreign language in relation to the work with L2 lexical items. In the first place the author discusses the didactical tendencies in German speaking countries. The analysis shows strong and week aspects of the described teaching concepts and tries to answer the question if there is one especially effective method which supports the learning process of the foreign vocabulary. The author comes to the conclusion that such efficient teaching approach can't be found. The reason for it is the very complicated and individualized structure of the cognitive processes of foreign words acquisition. Therefore the best solution to the problem at hand here could be seen in the application of various teaching methods and techniques, in the activation of cognitive abilities of the learners and in the development of the learner autonomy.

11

Aufbaukonzeptionen des Gedachtnisses und ihre Bedeutung for die Lernprozesse bei der Wortschatzarbeit im Fremdsprachenunterricht

100%

Tobiasz L.

Linguistica Silesiana

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2001

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vol. 22

183-189

EN

In this article various conceptions of memory are discussed. The old theory of the memory build-up divides memory in three partially independent, but also interacting types: ultrashorttime memory, shorttime memory and longtime memory. In the ultrashorttime and shorttime memory information is analysed very briefly, only the longtime memory enables the learner to memorize the information pennanently. Despite of its permanent memorization not each encoded piece of information can be recalled. The possibility of such a recall depends on the quality of information encoding. Distinctively and elaboratively encoded information (among them the lexical one) is retrieved in the consciousness with the help of many Retrieval-Cues. Unrelated information and therefore missing Retrieval-Cues make the recall much more difficult. The other theory of the memory build-up presumes that it is based on multimodal mental processes. According to this theory there are many mental systems, where the same information is encoded (visual-imaginary, semantic-lexical and sensory-kinetic mental systems). In these interacting systems the words have not only the semantic-lexical representation but also visual, emotional, kinetical, grammatical, orthographical and phonological ones. The semantic-lexical structures of memory are very complex too, because they consists of many semantic relations among lexical items such as lexical fields, word families, synonyms etc. Therefore it is clear that the creation of the representation of lexical items in possible many mental systems assures their quick recall, but demands from the foreign language learner a great cognitive effort at the same time.

12

Rolle der Muttersprache im Semantisierungsprozess der deutschen Wörter

100%

Tobiasz L.

Linguistica Silesiana

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2000

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vol. 21

125-130

EN

In this article the important role of the mother tongue in the process of learning of German words is discussed. Though it is possible to learn a foreign language without the mother tongue still the teacher and a learner should take into consideration that it only seems so. The learners always search for their equivalents in the mother tongue by the build-up of lexical structures in German and demand both interlingual and cxtralingual and cultural comparisons. This searching process fades out by the time the so called coordinate bilingualism is achieved. Furthermore the author argues that the full abandonment of the mother tongue in the phase of the scmantizarion and intcriorisation of German lexical items leads often to misunderstandings, discourages the learners and makes it impossible to use in an adequate degree their ability to the cognitive thinking. Therefore the moderate dosage of the mother tongue can be helpful in the process leading to the coordinate bilingualism and not as a obstacle to it.

13

Passivum divinum w Tanachu i Biblii Lutra

63%

Termińska-Korzon K., Tobiasz L.

Poznańskie Studia Polonistyczne. Seria Językoznawcza

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2018

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vol. 25

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issue 2

259-276

EN

Passivum divinum is a characteristic of utterances related in an overt, hidden, or presupposed way to divine activities formulated in the passive voice. Passivum divinum emphasizes Divine Agent’s action in utterances that use repetition of particularly sublime structure, and it characterizes divine performative utterances. Passivum is also used to share responsibility with another agent for a particular action of the Divine Initiator, expressing in this way “the idea of G-d’s secretiveness”. Passivum divinum also creates space for action in this “best of all worlds” of evil powers. Since passive grammatical formations in Biblical Hebrew, German, and Polish are differently semanticized, there is possibility of achieving full, either dynamic or formal, translatory equivalence.

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Rezensionen

24%

Pasewalck S., Surynt I., Drynda J., Sommerfeld B., Kita-Huber J., Meyer M., Płomińska-Krawiec E., Jokiel M., Neidlinger D., Chołuj B., Schuster F. M., Brandt M., Joachimsthaler J., Musiał Ł., Schatte C., Bielińska M., Vater H., Tobiasz L., Pociask J.

Convivium. Germanistisches Jahrbuch Polen

|

2007

289-358

DE

DEUTSCHES POLEN-INSTITUT (ed.) (2006): Frauen. Jahrbuch Polen 2006. Wiesbaden: Harrassowitz. 205 S. BONTER, URSZULA (2005): Der Populärroman in der Nachfolge von E. Marlitt. Wilhelmine Heimburg, Valeska Gräfin Bethusy-Huc, Eufemia von Adlersfeld-Ballestrem. Würzburg: Königshausen & Neumann. 276 S. CORNEJO, RENATA (2006): Das Dilemma des weiblichen Ich. Untersuchungen zur Prosa der 1980er Jahre von Elfriede Jelinek, Anna Mitgutsch und Elisabeth Reichart. Wien: Praesens Verlag. 245 S. ENGEL,MANFRED / LAMPING, DIETER (eds.) (2006): Franz Kafka und die Weltliteratur. Stuttgart: Vandenhoeck & Ruprecht. 378 S. HAAS, AGNIESZKA KATARZYNA (2005): Polskie przekłady Fausta I Goethego. Próba krytyki i zarys recepcji w Polsce. [Polnische Übertragungen von Goethes Faust I. Versuch einer Kritik und eines Überblicks über die Rezeption in Polen]. Gdańsk: Uniwersytet Gdański (=Studia Germanica Gedanensia 12) . 291 S. HARDER, MATTHIAS / HILLE, ALMUT (eds.) (2006): Weltfabrik Berlin. Eine Metropole als Sujet der Literatur. Studien zu Literatur und Landeskunde. Würzburg: Könighausen & Neumann. 306 S. JAROSZEWSKI, MAREK (2006): Życie i twórczość E.T.A. Hoffmanna 1776-1822. [Leben und Werk von E.T.A. Hoffmann 1776-1822]. Gdańsk: WydawnictwoUniwersytetu Gdańskiego. 136 S. SOMMERFELD, BEATE (2007): Kafka-Nachwirkungen in der polnischen Literatur. Unter besonderer Berücksichtigung der achtziger und neunziger Jahre des zwanzigsten Jahrhunderts. Frankfurt (M.)/Berlin/Bern/Bruxelles/New York/Oxford/Wien: Peter Lang Verlag (=Posener Beiträge zur Germanistik 14). 294 S. SUROWSKA, BARBARA L. (2006): Von überspannten Ideen zum politischen Appell. 25 Essays zur deutschen Literatur. Warszawa: Zakład Graficzny Uniwersytetu Warszawskiego. 335 S. EBERT, CHRISTA (2004): Sinaida Hippius. Seltsame Nähe. Ein Porträt. Berlin: Oberbaum Verlag. 393 S. LÖW, ANDREA (2006): Juden im Getto Litzmannstadt. Lebensbedingungen, Selbstwahrnehmung, Verhalten. Göttingen: Wallstein (=Schriftenreihe zur Łódzer [sic!] Getto-Chronik). 584 S. MÄRZ, PETER / VEEN, HANS-JOACHIM (eds.) (2006): Woran erinnern? Der Kommunismus in der deutschen Erinnerungskultur. Köln/Weimar/Wien: Böhlau Verlag. 269 S. MÜNCH, RICHARD (2007): Die akademische Elite. Frankfurt (M.): Suhrkamp. 475 S. ŻYCHLIŃSKI, ARKADIUSZ (2006): Unterwegs zu einem Denker. Eine Studie zur Übersetzbarkeit dichterischer Philosophie am Beispiel der polnischen Übersetzung von Martin Heideggers „Sein und Zeit“. Wrocław/Dresden: Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe / Neisse Verlag. 374 S. BREUER, ULRICH / HYVÄRINEN, IRMA (eds.) (2006): Wörter – Verbindungen. Festschrift für Jarmo Korhonen zum 60. Geburtstag. Frankfurt (M.)/Berlin/Bern/Bruxelles/New York/Oxford/Wien: Peter Lang Verlag. 516 S. ŁYP-BIELECKA, ALEKSANDRA (2007): Verben der Nahrungsaufnahme des Deutschen und des Polnischen. Eine semanto-syntaktische Vergleichsanalyse.Frankfurt (M.)/Berlin/Bern/Bruxelles/New York/Oxford/Wien: Peter Lang Verlag (=Danziger Beiträge zur Germanistik 21). 246 S. STEINITZ, KLAUS / KASCHUBA,WOLFGANG (eds.) (2006): Wolfgang Steinitz - Ich hatte unwahrscheinliches Glück. Ein Leben zwischen Wissenschaft und Politik. Berlin: Karl Dietz Verlag. 383 S. ROCHE, JÖRG (2005): Fremdsprachenerwerb – Fremdsprachendidaktik. Tübingen/Basel: A. Francke Verlag. 282 S. ZENDEROWSKA-KORPUS, GRAŻYNA (2004): Sprachliche Schematismen des Deutschen und ihre Vermittlung im Unterricht DaF. Frankfurt (M.)/Berlin/Bern/Bruxelles/New York/Oxford/Wien: Peter Lang Verlag (=Danziger Beiträge zur Germanistik 12). 238 S.

Refine search results

Wortschatzarbeit in alternativen Lehrmethoden – eine kritische Betrachtung

Język angielski w procesie uczenia się języka niemieckiego – pomoc czy przeszkoda? Krytyczna analiza ankiet przeprowadzonych wśród studentów anglistyki Uniwersytetu Śląskiego w grupach tłumaczeniowych z językiem niemieckim

Deutsch – seine Bedeutung in der Geschichte und Gegenwart Graubündens

Erklarung durch den Hinweis auf einzelne bekannte Worter ais Semantisierungstechnik im Daf-Unterricht

BedeutungserschlieBung im DaF-Unterricht mit Hilfe der Originaltexte

Wortschatzarbeit in neueren Lehransätzen – einige kritische Betrachtungen

Wortschatzlerntechniken im Tertiärspracherwerb. Wie Deutsch lernende Anglistikstudenten ihre lexikalischen Erwerbsprozesse organisieren

Kontrolle des korrekten Abrufens der lexikalischen Strukturenim DaF-Unterricht. Versuch einer kritischen Analyse

Zweitspracherwerbstheorien mit besonderer Berucksichtigung der semantischen Erwerbsprozesse und ihrer Bedeutung fur den DaF- Unterricht

Wortschatzarbeit in traditionellen Lehrmethoden – Versuch einer kritischen Analyse

Aufbaukonzeptionen des Gedachtnisses und ihre Bedeutung for die Lernprozesse bei der Wortschatzarbeit im Fremdsprachenunterricht

Rolle der Muttersprache im Semantisierungsprozess der deutschen Wörter

Passivum divinum w Tanachu i Biblii Lutra

Rezensionen