Arts and Humanities › Language and Linguistics

Linguistic Education and Pedagogy

Works Count: 90569

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Description

This cluster of papers covers a wide range of topics related to language education, with a focus on German as a foreign language, teaching methods, intercultural competence, digital media in language learning, and the analysis of stereotypes. It explores language acquisition, linguistic competence, multilingualism, and cultural studies in the context of language education.

Keywords

German as a Foreign Language; Language Learning; Intercultural Competence; Teaching Methods; Multilingualism; Cultural Studies; Digital Media; Linguistic Competence; Language Acquisition; Stereotype Analysis

L2 vocabulary acquisition through extensive reading

1996-12-28

James Coady

The incidental vocabulary learning hypothesis (Nagy 8t Herman, 1985) is based on research into how children learn vocabulary in their native language. It proposes that the vast majority of vocabulary … The incidental vocabulary learning hypothesis (Nagy 8t Herman, 1985) is based on research into how children learn vocabulary in their native language. It proposes that the vast majority of vocabulary words are learned gradually through repeated exposures in various discourse contexts. Proponents of this view claim that learners typically need about ten to twelve exposures to a word over time in order to learn it well. They observe that native speakers can learn as many as fifteen words per day from the ages two to seven and therefore conclude that direct instruction of vocabulary cannot possibly account for the vast growth of students' knowledge of vocabulary. Consequently, Nagy and Herman (1987) argue that teachers should promote extensive reading because it can lead to greater vocabulary growth than any program of explicit instruction alone ever could.

Introduction to Bilingualism

2014-09-25

Charlotte Hoffmann

An Introduction to Bilingualism provides a comprehensive review of the most important aspects of individual and societal bilingualism, examining both theoretcial and practical issues.At the level of the individual, it … An Introduction to Bilingualism provides a comprehensive review of the most important aspects of individual and societal bilingualism, examining both theoretcial and practical issues.At the level of the individual, it addresses such questios as: What is involved in the study of bilingual children? What are the patterns of bilingual language acquisition? In which ways do the language competence and the speech of bilinguals differ from those of monolinguals? Topics that sometimes arouse controversy are explored - such as the question of whether there is a relationship between bilingualsim and a child's cognitive, psychological and social development.The book is also concerned with multilingualism, that is, bilingualsim as a societal phenomenon. It focuses on such issues as language choice in bilingual and multilingual communities, national identity and the education of bilinguals. The inclusion of several case studies of European linguistic minorities serves to exemplify the topics dealt with at the theoretical level and to illustrate the linguistic complexities found in contemporary Europe.

Methodological issues in learner needs analysis

2005-10-18

Michael H. Long

In an era of shrinking resources, there are growing demands for accountability in public life, with education a particularly urgent case and foreign language education a prime example within it. … In an era of shrinking resources, there are growing demands for accountability in public life, with education a particularly urgent case and foreign language education a prime example within it. Many secondary school students and, especially, adults with serious academic, occupational, vocational, or ‘survival’ needs for functional L2 proficiency, as well as their sponsors, are increasingly dissatisfied with lessons, materials and methodology developed for someone else or for no-one in particular. There is an urgent need for courses of all kinds to be relevant – and to be seen to be relevant – to the needs of specific groups of learners and of society at large. This is especially, but not only, true of advanced courses, which by definition (should) involve specialized instruction for specific purposes. General (language for no purpose) courses at any proficiency level almost always teach too much, e.g., vocabulary, skills, registers or styles some learners do not need, and too little, e.g., omitting lexis and genres that they do. Instead of a one-size-fits-all approach, it is more defensible to view every course as involving specific purposes, the difference in each case being simply the precision with which it is possible to identify current or future uses of the L2. This varies from little or no precision in the case of most young children, to great precision in that of most adult learners.

Bildung und Kultur : Glanz und Elend, eines deutschen Deutungsmusters

1996-01-01

Georg Bollenbeck

Neue Studien zur Bildungstheorie und Didaktik

2007-08-16

Wolfgang Klafki

Teaching and Researching: Motivation

2013-11-26

Zoltán Dörnyei , Ema Ushioda

Cultivating motivation is crucial to a language learner's success – and therefore crucial for the language teacher and researcher to understand. The third edition of Teaching and Researching Motivation reflects … Cultivating motivation is crucial to a language learner's success – and therefore crucial for the language teacher and researcher to understand. The third edition of Teaching and Researching Motivation reflects the dramatic changes in the field of motivation research. With an increased emphasis on dynamic perspectives on motivation and its relations with other individual, social and contextual factors, this book offers ways in which advances in the field can be put to practical use in the classroom and in research. Key new features and material: exploration of the motivation to learn languages other than English (LOTEs); principles for designing L2 motivational studies; discussion of emerging areas of research, including unconscious motivation and language learning mindsets. Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice. The final section provides a range of useful resources, including relevant websites, key reference works and an online repository of tools and instruments for researching language learning motivation. Fully revised by pre-eminent researchers in this field, Zoltán Dörnyei and Ema Ushioda, this is an invaluable resource for teachers and researchers alike.

Deutsche Grammatik : ein Handbuch für den Ausländerunterricht

2001-01-01

Gerhard Helbig , Joachim Buscha

Intercultural communication: A discourse approach

1996-01-01

Stephen P. Banks

Some Dynamics of Language Attitudes and Motivation: Results of a Longitudinal Nationwide Survey

2002-12-01

Zoltán Dörnyei

Journal Article Some Dynamics of Language Attitudes and Motivation: Results of a Longitudinal Nationwide Survey Get access Zoltán Dörnyei, Zoltán Dörnyei Search for other works by this author on: Oxford … Journal Article Some Dynamics of Language Attitudes and Motivation: Results of a Longitudinal Nationwide Survey Get access Zoltán Dörnyei, Zoltán Dörnyei Search for other works by this author on: Oxford Academic Google Scholar Kata Csizér Kata Csizér Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 23, Issue 4, December 2002, Pages 421–462, https://doi.org/10.1093/applin/23.4.421 Published: 01 December 2002

Second Language Acquisition

1988-12-01

Robert B. Kaplan , Wolfgang Klein

This 1986 textbook presents an account of the main concerns, problems and theoretical and practical issues raised by second language acquisition research. Research in this field had been mainly pedagogically … This 1986 textbook presents an account of the main concerns, problems and theoretical and practical issues raised by second language acquisition research. Research in this field had been mainly pedagogically oriented, but since the 1970s linguists and psychologists have become increasingly interested in the principles that underlie second language acquisition for the light these throw on how human language processing functions in general. Moreover, it is only through an understanding of these principles that foreign language teaching can become maximally effective. In the first part of his book, Wolfgang Klein provides a critical assessment of the state of the art at the time. The second part, 'from the learner's point of view', is devoted to four central problems which anyone learning a second language (either through everyday communication or in the classroom) is faced with, and whose solution constitutes the acquisition process. This accessible introduction provides students of linguistics and applied linguistics and anyone concerned with foreign language teaching with a real understanding of the fundamental issues in the field.

The development of locative expressions in English, Italian, Serbo-Croatian and Turkish

1979-10-01

Judith R. Johnston , Dan I. Slobin

ABSTRACT The ability of children between the ages of 2; 0 and 4; 8 to produce locative pre- or postpositions was investigated in English, Italian, Serbo-Croatian, and Turkish. Across languages, … ABSTRACT The ability of children between the ages of 2; 0 and 4; 8 to produce locative pre- or postpositions was investigated in English, Italian, Serbo-Croatian, and Turkish. Across languages, there was a general order of development: (1) ‘in’, ‘on’, ‘under’, and ‘beside’, (2) ‘between’, ‘back’ and ‘front’ with featured objects, (3) ‘back’ and ‘front’ with non-featured objects. This order of development is discussed in terms of nonlinguistic growth in conceptual ability. Language-specific differences in the general pattern of development are discussed in terms of a number of linguistic factors which may facilitate or retard the child's discovery of the linguistic means for encoding concepts.

Longman Dictionary of Applied Linguistics

1986-12-01

Jack C. Richards , John Platt , Heidi Weber +1 more

I Applied linguistics, even in the restricted sense of linguistics applied to language teaching and learning, has become an often bewildering area of interdisciplinary research, where the novice and the … I Applied linguistics, even in the restricted sense of linguistics applied to language teaching and learning, has become an often bewildering area of interdisciplinary research, where the novice and the not-so-novice reader are often confronted with a vast array of professional literature that uses technical terms from linguistics, psychology, sociology, anthropology, education, statistics, computer science, and so on. The publication reviewed here was meant to be a compass for traveling through this terminological jungle and, according to the authors, is primarily intended for language teachers and for those taking courses preparing for or related to the language teaching profession. With this audience in mind, I drew up a list of 100-odd technical terms that I regularly encounter in the applied linguistics literature, about half of them directly related to language learning and teaching, the other half being directly relevant and frequently used concepts from theoretical linguistics, sociolinguistics, psycholinguistics, educational research, psychological test theory, statistics, and so on.

Die physikalische Sprache als Universalsprache der Wissenschaft

1931-12-01

Rudolf Carnap

Introspection in Second Language Research

1989-01-01

Mary‐Ann Reiss , Claus Færch , Gabriele Kasper

This book presents a new solution to one of the major methodological problems of second language research, the reconstruction of learners' processes of language learning and language use. Based on … This book presents a new solution to one of the major methodological problems of second language research, the reconstruction of learners' processes of language learning and language use. Based on recent developments in cognitive psychology, the contributors to the volume demonstrate how?introspective methods?- verbal reports by learners about thier thought processes - provide valuable information about central areas in second language research: cognitive comprehension, translation and test-taking.

Grundlegung einer allgemeinen Translationstheorie

1984-12-31

Katharina Reiß , Hans J. Vermeer

Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration.

2003-05-01

Julie A. Belz

It is widely reported (e.g., Belz & Muller-Hartmann, 2002; Kern, 1996; Kinginger, in press; Warschauer & Kern, 2000) that the goals of telecollaborative language study are the development of foreign … It is widely reported (e.g., Belz & Muller-Hartmann, 2002; Kern, 1996; Kinginger, in press; Warschauer & Kern, 2000) that the goals of telecollaborative language study are the development of foreign language (FL) linguistic competence and the facilitation of intercultural competence (e.g., Bausch, Christ, & Krumm, 1997; Bredella & Delanoy, 1999; Byram, 1997; Harden & Witte, 2000). Whereas evaluations of the impact of telecollaboration on FL linguistic competence have been based on structural descriptions of learner discourse from the earliest days of research in this field (e.g., Beauvois, 1992; Chun, 1994; Kelm, 1992; Kern, 1995; Pelletieri, 2000; Sotillo, 2000; Warschauer, 1996), discussions of intercultural competence in the same configuration have been characterized primarily in alinguistic terms. These have included analyst-sensitive content analyses of learner interaction in telecollaboration, post-semester interviews with learners who have participated in telecollaborative projects, and attitudinal surveys of these same learners (e.g., Fischer, 1998; Furstenberg, Levet, English, & Maillet, 2001; Lomicka, 2001; Muller-Hartmann, 1999; von der Emde, Schneider, & Kotter, 2001; Warschauer, 1998; see, however, Belz, 2001; Belz & Muller-Hartmann, 2003). In general, the fields of foreign language learning and teaching (FLLT Martin, 2000; White, 1998), a Hallidayian-inspired linguistic approach to the investigation of evaluative language. The quality of conversation may well be one of the most significant measures of civilization, and when people converse, the interlocutors inevitably realize that civilizations do not clash, contrary to some academic reductionists, the media, and politicians... (Kadir, 2003, p. 9; emphasis added)

QUESTIONNAIRES IN SECOND LANGUAGE RESEARCH: CONSTRUCTION, ADMINISTRATION, AND PROCESSING

2004-09-01

Sandra G. Kouritzin

QUESTIONNAIRES IN SECOND LANGUAGE RESEARCH: CONSTRUCTION, ADMINISTRATION, AND PROCESSING. Zoltán Dörnyei. Mahwah, NJ: Erlbaum, 2003. Pp. viii + 156. 22.50 paper.In the introduction to this volume, Dörnyei suggests that, although … QUESTIONNAIRES IN SECOND LANGUAGE RESEARCH: CONSTRUCTION, ADMINISTRATION, AND PROCESSING. Zoltán Dörnyei. Mahwah, NJ: Erlbaum, 2003. Pp. viii + 156. 22.50 paper.In the introduction to this volume, Dörnyei suggests that, although questionnaires are frequently employed by second language researchers, “there does not seem to be sufficient awareness in the profession about the theory of questionnaire design and processing” (p. 1). Looking to the various branches of research in the social sciences, such as psychometrics, social psychology, and sociology, Dörnyei notes that many of the questionnaires in second language research fail to meet the standards for reliability and validity because the researchers are apparently unfamiliar with the principles of questionnaire construction, administration, and processing. This book is intended to be a practical, easily understood guide for researchers to use when working with self-administered pencil-and-paper questionnaires. It achieves this aim.

Schulkultur und Schulmythos

2001-01-01

Werner Helsper , Jeanette Böhme , Rolf-Torsten Kramer +1 more

The Decline of the German Mandarins: The German Academic Community, 1890-1933

1970-06-01

Félix Gilbert , Fritz K. Ringer

Positive and negative emotions underlie motivation for L2 learning

2017-03-31

Peter D. MacIntyre , László Vincze

The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions (joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, … The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions (joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, and love) and 9 negative emotions (anger, contempt, disgust, embarrassment, guilt, hate, sadness, feeling scared, and being stressed). The emotions are correlated with core variables chosen from three well-known models of L2 motivation: Gardner’s integrative motive, Clément’s social-contextual model, and Dörnyei’s L2 self system. Respondents came from Italian secondary schools, and most participants were from monolingual Italian speaking homes. They described their motivation and emotion with respect to learning German in a region of Italy (South Tyrol) that features high levels of contact between Italians and Germans. Results show that positive emotions are consistently and strongly correlated with motivation-related variables. Correlations involving negative emotions are weaker and less consistently implicated in motivation. The positivity ratio, that is, the relative prevalence of positive over negative emotion, showed strong correlations with all of the motivation constructs. Regression analysis supports the conclusion that a variety of emotions, not just one or two key ones, are implicated in L2 motivation processes in this high-contact context.

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Sprachwandel. Von der unsichtbaren hand in der Sprache

1991-05-01

Peter Mühlhäusler

Sozial-kognitive Lerntheorie

1979-01-01

Albert Bandura

2. An Overview of Language Anxiety Research and Trends in its Development

2017-12-31

Peter D. MacIntyre

Motivation, Language Attitudes and Globalisation

2006-12-31

Zoltán Dörnyei , Kata Csizér , Nóra Németh

This volume presents the results of the largest ever language attitude/motivation study, involving over 13,000 teenage language learners in Hungary surveyed in 1993, 1999 and 2004. The results are not … This volume presents the results of the largest ever language attitude/motivation study, involving over 13,000 teenage language learners in Hungary surveyed in 1993, 1999 and 2004. The results are not confined to the European context but have wider implications concerning attitude change, motivational dynamics and language globalisation.

Der monolinguale Habitus der multilingualen Schule

2008-12-16

Ingrid Gogolin

Der durch Migrationen hervorgerufene sprachliche und kulturelle Wandel der Gesellschaft ist unübersehbar und unüberhörbar. Die Frage aber, welche Herausforderungen dem Bildungswesen hieraus erwachsen und wie dieses sie lösen kann, findet … Der durch Migrationen hervorgerufene sprachliche und kulturelle Wandel der Gesellschaft ist unübersehbar und unüberhörbar. Die Frage aber, welche Herausforderungen dem Bildungswesen hieraus erwachsen und wie dieses sie lösen kann, findet in der Pädagogik im allgemeinen recht wenig Beachtung. Die zentrale These dieser Studie lautet, daß das nationalstaatlich verfaßte deutsche Bildungswesen im 19. Jahrhundert ein monolinguales Selbstverständnis herausbildete. Dieses Selbstverständnis regiert die Schule bis heute – und zwar um so sicherer, als der Vorgang seiner Herausbildung selbst im Vergessen versunken ist. Unter den Umständen wachsender Pluralität in der Schülerschaft aber, die sich als Konsequenz der Migration für Bildung und Erziehung eingestellt hat, erweist sich dieses Selbstverständnis mehr und mehr als dysfunktional: Es begrenzt die Kompetenzen, die zur Bewältigung der Komplexität schulischer Arbeit unter den Umständen sprachlicher Vielfalt nötig sind. Die Untersuchung konzentriert sich auf Entwicklung, Wandlung und jetzige Erscheinungsformen der monolingualen Orientierung im Lehrberuf. Im Kern steht die Frage, wie es zur „Vernatürlichung“ der Vorstellung kam, daß die Schule einsprachig organisiert sein müsse, daß sich Bildung am besten im Medium einer einzigen Sprache vollziehe und daß die Entfaltung von Einsprachigkeit in der Nationalsprache der ganze Zweck der Bildung sei. Vorgestellt werden außerdem die Sicht- und Handlungsweisen heutiger Lehrerinnen und Lehrer, die alltäglich vor der Aufgabe stehen, eine vielsprachige und kulturell heterogene Schülerschaft zu unterrichten.

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Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Companion Volume with New Descriptors

2020-01-01

Zsuzsanna Soproni

Grammatik der deutschen Sprache

2000-01-01

John M. Jeep , Gisela Zifonun , Ludger Hoffmann +7 more

Handbuch der Semiotik

2000-01-01

Winfried Nöth

Language Processing and Second Language Development

1998-07-15

Manfred Pienemann

This book marks a new development in the field of second language acquisition research. It explores the way in which language processing mechanisms shape the course of language development. Language … This book marks a new development in the field of second language acquisition research. It explores the way in which language processing mechanisms shape the course of language development. Language Processing and Second Language Development thus adds one major psychological component to the search for a theory of second language acquisition. The core of the book is Pienemann&#8217;s Processability Theory which spells out which second language forms are processable at which developmental stage. The theory is based on recent research into language processing and is formalised within Lexical-Functional Grammar. The predictions of the theory are applied to the second language development of English, German, Japanese and Swedish. The theory is also tested in on-line experiments. In addition, Processability Theory has major implications for interlanguage variation (including task variation) and age-related differences in language acquisition. All of these issues are explored from a processing perspective with theoretical and empirical rigor.

Teaching and Researching Motivation

2021-03-02

Zoltán Dörnyei , Ema Ushioda

Laubmischwald bei der Internationalen Grundschule Potsdam

2018-01-01

Registry-Migration.Gbif.Org

This dataset holds the observations recorded during the GEO Biodiversity Day "Laubmischwald bei der Internationalen Grundschule Potsdam" in Potsdam This dataset holds the observations recorded during the GEO Biodiversity Day "Laubmischwald bei der Internationalen Grundschule Potsdam" in Potsdam

Schulhof Sandhofenschule (Mannheim)

2018-01-01

Registry-Migration.Gbif.Org

This dataset holds the observations recorded during the GEO Biodiversity Day "Schulhof Sandhofenschule (Mannheim)" in Mannheim-Sandhofen This dataset holds the observations recorded during the GEO Biodiversity Day "Schulhof Sandhofenschule (Mannheim)" in Mannheim-Sandhofen

Entdeckertour am Muldestausee

2018-01-01

Registry-Migration.Gbif.Org

This dataset holds the observations recorded during the GEO Biodiversity Day "Entdeckertour am Muldestausee" in Schlaitz This dataset holds the observations recorded during the GEO Biodiversity Day "Entdeckertour am Muldestausee" in Schlaitz

Einführung in die stereotaktischen Operationen : mit einem Atlas des menschlichen Gehirns = Introduction to stereotaxis, with an atlas of the human brain

1959-01-01

G. Schaltenbrand , Percival Bailey , A Akert

Sprache und Integration : Die sozialen Bedingungen und Folgen des Spracherwerbs von Migranten

2006-01-01

Hartmut Esser

German intonational Patterns

1993-01-01

Caroline Féry

The Oxford Handbook of Language Production

2014-04-17

Matthew Goldrick , Victor S. Ferreira , Michele Miozzo

An Analysis of Cognitive Metaphors in Contemporary Namibian Literature on the Nama-Herero Genocide of 1904-1908

2025-06-24

Linus Nghilifavali Hafeni , Collen Sabao , Haileleul Zeleke Woldemariam | Aisthesis Verlag eBooks

Fostering Critical Thinking Skills in German Culture Lessons at the University of Zimbabwe

2025-06-24

Cleopatra Kundai Gota | Aisthesis Verlag eBooks

Schreibflüssigkeit in der Fremdsprache Deutsch bei südafrikanischen Lernenden. Ein reflexiver Beitrag

2025-06-24

Nadine Wiese | Aisthesis Verlag eBooks

Oshideutsch in Modern Language Classes

2025-06-24

Helena M. Alles , Schusmeither Uaisiua | Aisthesis Verlag eBooks

SOZIALISIERUNG VON VORSCHULKINDERN DURCH FIKTION

2025-06-24

Olena Lytwyschko | Вісник науки та освіти

Digital Teaching and Learning at Université de Lomé’s Department of German Studies. State of the Art, Challenges and Visions

2025-06-24

Akila Ahouli | Aisthesis Verlag eBooks

Forum Psychomotorik: Potenziale einer bewegungsorientierten Sprachförderung nutzen

2025-06-23

Renate Zimmer | motorik

<ln:p>Sprachliche Bildung und Förderung gehören zu den zentralen Aufgaben von Kindertageseinrichtungen. Der kontinuierliche Anstieg der Zahl von Kindern, die einen Bedarf an Sprachförderung aufweisen, führt zu der Frage, wie Sprachfördermaßnahmen … <ln:p>Sprachliche Bildung und Förderung gehören zu den zentralen Aufgaben von Kindertageseinrichtungen. Der kontinuierliche Anstieg der Zahl von Kindern, die einen Bedarf an Sprachförderung aufweisen, führt zu der Frage, wie Sprachfördermaßnahmen konzipiert werden sollten, damit sie die Kinder auch wirklich erreichen und ihre aktive Mitwirkung ermöglichen. Der folgende Beitrag thematisiert die Potenziale einer handlungsorientierten Sprachförderung, die von den Körper- und Bewegungserfahrungen der Kinder ausgeht und ihre Freude am Sprechen in den Vordergrund stellt.</ln:p>

Fachbeitrag: Genuskompetenzen von Grundschüler:innen mit sprachlichem Unterstützungsbedarf

2025-06-23

Maria Lenzen , Stephanie Riehemann , Tanja Ulrich | Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete

<ek:p>Lehrkräfte von Schüler:innen mit sprachlichem Unterstützungsbedarf berichten häufig von deren Schwierigkeiten im Bereich der Genusmarkierung, insbesondere wenn diese einen mehrsprachigen Hintergrund haben. Dennoch existieren bislang nur wenige Studien, die die … <ek:p>Lehrkräfte von Schüler:innen mit sprachlichem Unterstützungsbedarf berichten häufig von deren Schwierigkeiten im Bereich der Genusmarkierung, insbesondere wenn diese einen mehrsprachigen Hintergrund haben. Dennoch existieren bislang nur wenige Studien, die die spezifischen Schwierigkeiten von Schüler:innen mit sprachlichem Unterstützungsbedarf bei der Markierung des grammatischen Geschlechts differenziert darstellen. Das Ziel dieser Studie ist es, unterschiedliche Aspekte der Genuskompetenzen von Schüler:innen mit sprachlichem Unterstützungsbedarf zu beschreiben. Dafür wurden bei 82 Schüler:innen mit sprachlichem Unterstützungsbedarf (MW=7.32 Jahre) die Genusfähigkeiten mithilfe eines eigens entwickelten Elizitationsverfahrens erhoben. Ohne spezifische Hilfestellungen zeigten die Schüler:innen eine hohe Rate an Artikelauslassungen (83.30% von 2784). 36.59% der 82 Schüler:innen wiesen gar keine Artikelformen im Genusforminventar auf. Wurde die Verwendung einer Artikelform gezielt evoziert, zeigte sich ein hoher Anteil an inkonsistenten Markierungen (57.84%). Insgesamt markierten die untersuchten Schüler:innen im Durchschnitt nur jedes dritte Nomen mit der korrekten Artikelform. Die Ergebnisse verdeutlichen die Relevanz gezielter Fördermaßnahmen hinsichtlich der Genuskompetenzen von Schüler:innen mit sprachlichem Unterstützungsbedarf.</ek:p>

Linguistische Textanalyse Im DaF-Bereich: Methodische Ansätze zur Förderung der Textkompetenz Türkischer Studierender

2025-06-23

Jale Aylin Çelik | Alman Dili ve Kültürü Araştırmaları Dergisi

In der Textlinguistik wird allgemein angenommen, dass textlinguistische Arbeit zur Verbesserung der rezeptiven und produktiven Fähigkeiten von Lernenden, insbesondere deren Textkompetenz, beitragen kann. Aus didaktischer Perspektive sollte dies im DaF-Lehramtsstudiengang … In der Textlinguistik wird allgemein angenommen, dass textlinguistische Arbeit zur Verbesserung der rezeptiven und produktiven Fähigkeiten von Lernenden, insbesondere deren Textkompetenz, beitragen kann. Aus didaktischer Perspektive sollte dies im DaF-Lehramtsstudiengang bedeuten, dass textlinguistische Überlegungen von Beginn an in den Unterricht integriert werden. Dies ermöglicht es den Lernenden, grammatisches Wissen in den Kontext von Texten zu überführen. Darüber hinaus wird davon ausgegangen, dass die Textlinguistik nicht nur zur Entwicklung der Textkompetenz beiträgt, sondern auch den Lehrkräften erweiterte Möglichkeiten für didaktische Umsetzungen, Bewertungen und Verbesserungen bietet und den Lernprozess aus verschiedenen Perspektiven unterstützt. Aus der Sicht der Lernenden sollte ihnen die Gelegenheit gegeben werden, deklaratives Wissen in prozedurale Fähigkeiten umzuformen. Ziel dieser Studie ist es, einen innovativen Ansatz zur linguistischen Textanalyse anhand eines repräsentativen Textes im Fach Linguistik zu präsentieren, auf dem einige didaktische Überlegungen zur Förderung der Textkompetenz aufbauen. Es wird angenommen, dass die vorgestellte linguistische Textanalyse auf andere Texte in fach- und berufsorientierten Bereichen im DaF-Kontext übertragen werden kann und als geeignete Grundlage für die didaktisch-methodische Vorbereitung der Sprachvermittlung für Lehrkräfte dient.

Tengerentúli nyelvrokonítók, avagy Badiny Jós Ferenc és P. Pesti József S.J. Buenos Aires-i munkássága

2025-06-22

Zsanett Abonyi | Egyháztörténeti Szemle

A következő tanulmány Badiny Jós Ferenc és Pesti József jezsuita szerzetes Dél-Amerikában folytatott tevékenységét mutatja be, amely során a magyarság etnogenezisére vonatkozó, elsősorban sumer-magyar vonatkozású elméleteiket igyekeztek mind szélesebb körben … A következő tanulmány Badiny Jós Ferenc és Pesti József jezsuita szerzetes Dél-Amerikában folytatott tevékenységét mutatja be, amely során a magyarság etnogenezisére vonatkozó, elsősorban sumer-magyar vonatkozású elméleteiket igyekeztek mind szélesebb körben ismertté tenni a laikus és a tudományos közönség előtt. A tanulmány rávilágít az elsősorban Badiny Jós által kialakított hálózatra, amely a különböző felületeivel ezen szubkultúra életben tartásához járul azóta is hozzá. Kutatásom részét képezte a vonatkozó szakirodalom megismerésén túl a témában kiadott könyvek, kiadványok és az Ősi Gyökér c. lap cikkeinek megismerése és elemzése, valamint Pesti József páter levelezésének feldolgozása, amely közvetve hozzájárult életének lényegesebb fordulópontjainak megismeréséhez is. A kutatás célja, hogy feltárja Badiny Jós Ferenc és Pesti József tevékenységének eszmetörténeti jelentőségét, valamint annak hatását az identitásformálásra, különös tekintettel a sumer-magyar kapcsolatokat hirdető elméletek globális elterjedésére.

STUDENT TEACHERS OF LANGUAGE INCONTRANO AUTRICI TRANSCULTURALI E I LORO TESTI. TRA MEDIAZIONE E TRADUZIONE

2025-06-20

Simona Bartoli-Kucher | Italiano LinguaDue

In questo testo riflettiamo sul progetto realizzato all’Università di Graz, che dà il titolo a questo numero monografico. Facciamo riferimento a un paradigma educativo in cui attività cooperative, organizzate secondo … In questo testo riflettiamo sul progetto realizzato all’Università di Graz, che dà il titolo a questo numero monografico. Facciamo riferimento a un paradigma educativo in cui attività cooperative, organizzate secondo il paradigma dell’azione e della partecipazione, (Mercer, Dörnyei, 2020) sono state tradotte in pratica didattica attraverso attività volte a coltivare immaginazione ed empatia (Nussbaum, 1997). Lavorando con il language memoir di Elvira Mujčić La lingua di Ana. Chi sei quando perdi radici e parole? il gruppo di apprendenti è diventata uno spazio terzo (Kramsch, 2009), in cui gli studenti hanno riflettuto «on their context and on their own and others epistemological and ontological assumptions» (Andreotti 2014, 22) e scoperto gli obiettivi e le sfide della cittadinanza globale. La competenza della mediazione ha rappresentato il filo rosso delle attività di cui renderemo conto nel testo che segue. Student teachers of language meet transcultural authors and their texts. Between mediation and translation In this text we reflect on the project carried out at the University of Graz, which gives this monographic issue its title. We refer to an educational paradigm in which cooperative activities, according to the paradigm of action and participation, (Mercer, Dörnyei ,2020), have been translated into teaching practice through activities aimed at cultivating imagination and empathy (Nussbaum, 1997). Thanks Elvira Mujčić’s language memoir La lingua di Ana. Chi sei quando perdi radici e parole? the group of learners became a third space (Kramsch, 2009), in which students reflected “on their context and on their own and others epistemological and ontological assumptions” (Andreotti, 2014, 22) and discovered the goals and challenges of global citizenship. Mediation has been the common thread of the activities we will report on in the following text.

LA RIVOLUZIONE SILENZIOSA: IA E MEDIAZIONE NELL’INSEGNAMENTO DELLE LINGUE STRANIERE

2025-06-20

P. Katelhoen | Italiano LinguaDue

Il saggio esplora come l’intelligenza artificiale sta trasformando l’insegnamento delle lingue straniere, con particolare focus sulla mediazione (linguistica e culturale). Attraverso esempi pratici e casi studio, verranno analizzate le potenzialità … Il saggio esplora come l’intelligenza artificiale sta trasformando l’insegnamento delle lingue straniere, con particolare focus sulla mediazione (linguistica e culturale). Attraverso esempi pratici e casi studio, verranno analizzate le potenzialità degli strumenti IA nel facilitare la comprensione e la comunicazione tra diverse lingue e culture, in linea con le indicazioni del Volume complementare del Quadro comune europeo di riferimento per le lingue (Council of Europe, 2020) . Dopo una breve introduzione alla didattica digitale per le lingue straniere in generale e all’Intelligenza artificiale come tool didattico in particolare, si presenteranno i tre ambiti della mediazione con delle proposte di attività didattiche che si servono dell’apporto del’IA. Le attività proposte fanno riferimento all’insegnamento del tedesco come lingua straniera (DAF) in ambito unversitario. Si conclude con la descrizione di sfide e opportunità di questi approcci. The silent revolution: IA and mediation in foreign language teaching The essay explores how artificial intelligence is transforming foreign language teaching, with a particular focus on linguistic and cultural mediation. Through practical examples and case studies, the potential of AI tools in facilitating understanding and communication between different languages and cultures will be analyzed, in line with the indications of the Supplementary Volume of the Common European Framework of Reference for Languages (Council of Europe, 2020). After a brief introduction to digital didactics for foreign languages in general and artificial intelligence as a teaching tool in particular, the three areas of mediation will be presented with proposals for teaching activities that use AI. The proposed activities refer to the teaching of German as a foreign language (DAF) in the university context. It concludes with a description of the challenges and opportunities of these approaches.

Distance Learning in an Electronic Environment – A Praxeological Reflection in The Field of Illustration

2025-06-20

Aleksandra Dimitrova | Visual Studies

Geographische Bildung als zeitgemäßer Anachronismus

2025-06-19

Jochen Laub , Georg Gudat | Sozial- und Kulturgeographie

Synchronic vs diachronic approaches in the descriptions of german nominal inflection in the earliest Portuguese textbooks of the german language (1863-1926)

2025-06-18

Rolf Kemmler | Cahiers Ferdinand de Saussure

Since the first German language textbook for a Portuguese target audience was published in 1863, the respective authors had to ask themselves not only how to designate the components of … Since the first German language textbook for a Portuguese target audience was published in 1863, the respective authors had to ask themselves not only how to designate the components of the nominal inflection of German nouns, but also how to present them in a classificatory way in order to familiarize their audience with the German declension. Given that the Grimmian diachronic approach was and still is considered authoritative in academic German studies, the question arises as to whether and how the authors of the earliest Portuguese works were guided by this or other approaches. The result will answer the final question of which of the classification approaches might be particularly promising in the context of German as a foreign language.

Motywy zwalczania wyrazów obcych w języku niemieckim w XIX wieku na przykładzie języka gimnastyki

2025-06-17

Aleksandra Wróbel | Językoznawstwo

Niniejsze rozważania skupiają się na motywach zwalczania wyrazów obcych w języku niemieckim w XIX wieku na przykładzie języka gimnastyki. Twórcą ruchu gimnastycznego w Niemczech był zagorzały patriota Friedrich Ludwig Jahn. … Niniejsze rozważania skupiają się na motywach zwalczania wyrazów obcych w języku niemieckim w XIX wieku na przykładzie języka gimnastyki. Twórcą ruchu gimnastycznego w Niemczech był zagorzały patriota Friedrich Ludwig Jahn. Wraz ze stworzeniem gimnastyki stworzył przynależny do niej język gimnastyki. Jahn swoją purystyczną postawą dążył do wyeliminowania z języka niemieckiego terminów i określeń obcego pochodzenia. W jego ocenie były one zagrożeniem dla narodu i obywateli. Aspekty narodowe stanowiły główny motyw działalności purystycznej Jahna, a język gimnastyki stał się dla niego istotnym narzędziem do walki z obcymi wpływami oraz do osiągnięcia jedności narodowej. Przypisywał mu kluczową rolę. Język stał się jednoczącą siłą podzielonych Niemiec, a puryzm językowy był troską o dziedzictwo narodowe kraju.

Leitfaden für effizientes Fräsen

2025-06-17

| Maschinenbau Schweizer Industriemagazin

Bedeutungsaushandlung in essensbezogenen Online-Foren. Empirische Analyse und didaktische Potenziale für Deutsch als Fremd- und Zweitsprache

2025-06-16

Suzana Vezjak | Deutsch als Fremdsprache

Language Acquisition in Germanic Languages

2025-06-16

Fabio Trecca , Dorthe Bleses , Anders Højen | Oxford Research Encyclopedia of Linguistics

The Germanic languages are divided into West Germanic, which include the three most widely spoken Germanic languages—English, German, and Dutch—and North Germanic, which include Danish, Faroese, Icelandic, Norwegian, and Swedish. … The Germanic languages are divided into West Germanic, which include the three most widely spoken Germanic languages—English, German, and Dutch—and North Germanic, which include Danish, Faroese, Icelandic, Norwegian, and Swedish. The Germanic languages are arguably among the world’s most studied languages. Millions of children worldwide learn one or more Germanic languages natively. In the language acquisition literature, English is overrepresented. Nonetheless, the Germanic languages lend themselves readily to systematic, fine-grained comparisons aimed at charting cross-linguistic similarities and idiosyncrasies in the acquisition of phonology, vocabulary, morphology, and syntax. The use of standardized and norm-based tools, cross-lab experiments, and cross-linguistic corpora, which has flourished in recent years, offers a degree of comparability. Cross-linguistic comparisons, especially across typologically related languages, are crucial to understanding the interplay between children’s language learning skills and the language-specific input they are exposed to. General trends can be derived from the data, and many commonalities are observed. Some common developmental trends extend to all languages and pertain to constraints imposed by the developing cognitive and speech system, including the ability to produce certain sounds before others, and to begin combining words at a certain age. Other trends are common to the Germanic languages and are associated with shared typological traits. These include phonological and semantic resemblance among several early words, as well as patterns of noun and verb inflections. Divergences, on the other hand, shed light on how distributional properties of the input can facilitate or impede the acquisition of given linguistic aspects in Germanic languages. The timing of development is highly affected by the complexity of the phonological, lexical, morphological, and syntactic elements relevant in the ambient language, as well as by their type and token frequency, predictability, and perceptual saliency. These factors include different patterns in the sequencing of sounds that are acquired earlier versus later, the resolution of systematic errors in sound production, the intricate interplay between morphological complexity and phonetic saliency of verb inflections, and the acquisition of passive voice in languages that commonly use object fronting.

Germanic Languages in Contact in Africa, Asia, and Oceania

2025-06-16

Claudia Maria Riehl | Oxford Research Encyclopedia of Linguistics

In Africa, Southeast Asia, and Oceania, Germanic languages came into contact with other languages, particularly as a result of colonization and trading activities. In this context, a number of pidgin … In Africa, Southeast Asia, and Oceania, Germanic languages came into contact with other languages, particularly as a result of colonization and trading activities. In this context, a number of pidgin and creole languages emerged, most of which are English-based . The non-English pidgin and creoles include a few, such as the German-based mixed languages in Namibia (<italic>Kiche Duits</italic>) and New Guinea (<italic>Unserdeutsch</italic>) or the already extinct <italic>Russenorsk</italic> (Norwegian–Russian pidgin language), which was spoken along the Arctic coast. Germanic languages also came in contact with other languages in numerous settlements of Dutchmen, Germans, and Scandinavians. While the Dutch language in South Africa developed into a standardized language of its own (Afrikaans), German in Namibia has developed a spoken vernacular of German (Namdeutsch) with influence from both English and Afrikaans. German settlements are also found in South Africa, where a contact-induced variety is spoken (Springbok German). In contrast, in former Norwegian settlements in Africa, the language has disappeared. The situation in Central Asia is different: Here, we find many German settlements founded in the late 19th century and intensively populated by the German-speaking population that was expelled from other parts of the Soviet Union in 1941. Mainly in Siberia and Kazakhstan, High German and Low German varieties were spoken that developed into varieties of their own under the growing influence of the Russian language. In contrast, almost no speakers remained from the former Scandinavian and German settlements in Australia and New Zealand, which date back to an organized migration in the middle of the 19th century. The last remaining speakers were found in the German community of the Barossa valley in South Australia. Language contact in the settlement communities shows common traces: While language contact typically leads to the integration of numerous lexical borrowings in all constellations, meaning transfer from one language to the other occurs primarily in communities where Germanic languages are in contact with each other. This is due to the notable number of cognates, that is, genetically related words, which occasionally take a different meaning in related languages. This also holds for multiword constructions and frame-slot patterns that are composed of cognate lexemes. A typical contact-induced construction in all German–English contact constellations in these areas is the possessive-<italic>s</italic> construction. Common developments that are, however, not directly induced by language contact, are found in morphology, mainly in the domain of case-marking: Here, German contact varieties show traits of case merger of dative and accusative, albeit at different points of development. Other developments are changes in word order, for example, the replacement of verb-last position in subordinate clauses in German by verb-second word order. Further instances involve contact-induced grammaticalization processes, in which categories that are optional in German—such as the progressive aspect—are further grammaticalized under the influence of a replica language.

Generative Approaches to Germanic Languages

2025-06-16

Stefan Müller | Oxford Research Encyclopedia of Linguistics

Germanic languages are an interesting field of study since a rather small group of languages shows an interesting typological variation. For example, basic constituent order (Subject-Verb-Object (SVO) = Danish, English, … Germanic languages are an interesting field of study since a rather small group of languages shows an interesting typological variation. For example, basic constituent order (Subject-Verb-Object (SVO) = Danish, English, Faroese, Icelandic, Norwegian, Swedish; Subject-Object-Verb (SOV) = Afrikaans, Dutch, Frisian, German and dialects or languages like Swiss German and Luxembourgish), the property of being a V2 language or not (all Germanic languages vs. English), elaborated case-systems and inflection (Icelandic) vs. almost no inflection in Danish. There is a consensus about certain topics in Germanic syntax in the generative tradition in a broader sense (including Lexical Functional Grammar (LFG), Generalized Phrase Structure Grammar (GPSG), and Head-Driven Phrase Structure Grammar (HPSG)). For example, the analysis of the verb position and V2 in Germanic is rather uncontroversial: it is assumed that the finite verb is placed in initial position and that one constituent is placed before this verb. A valence-based surface-oriented approach is appropriate for accounting for phenomena like scrambling, verbal complex formation, and passive and case assignment. Such an approach does not only work for languages that are usually studied, like English, German, and Dutch, but the solutions work for all Germanic languages.

Die Student Voice Group im Projekt PITCH – Ein Praxisbericht

2025-06-16

Maiken Bonnes , Kilian Schmitt | Verlag Barbara Budrich eBooks

Decoding Deutsch als Zweitsprache:

2025-06-16

Nguyen Minh Salzmann-Hoang , Tobias Schroedler | Verlag Barbara Budrich eBooks

Early Literacy auf Deutsch als Fremdsprache. Mehrsprachige Interaktionsstrategien während des dialogischen Lesens

2025-06-16

Marjan Asgari | Deutsch als Fremdsprache

Kerstin Reinke: Deutsch intensiv Phonetik. Das Aussprache-Training

2025-06-16

Jürgen Trouvain | Deutsch als Fremdsprache

Matthias Schwendemann: Die Entwicklung syntaktischer Strukturen. Eine Längsschnittstudie anhand schriftlicher Sprachdaten erwachsener Deutschlernender mit der Erstsprache Arabisch

2025-06-16

Magdalena Wojtecka | Deutsch als Fremdsprache

Conceptualisation as a Biocognitive Phenomenon and Part of the Faculty of Language

2025-06-15

| V&R unipress eBooks

90 Jahre Germanistik in der Türkei

2025-06-15

Emre Bekir Güven | Korpusgermanistik.

1935 begannen in der Türkei systematische Germanistik-Studien innerhalb des Hochschulsystems. Die Germanistik-Abteilungen, die seit ihrer Gründung 90 Jahre Erfahrung gesammelt haben, sind heute über verschiedene Regionen der Türkei verteilt. Sie … 1935 begannen in der Türkei systematische Germanistik-Studien innerhalb des Hochschulsystems. Die Germanistik-Abteilungen, die seit ihrer Gründung 90 Jahre Erfahrung gesammelt haben, sind heute über verschiedene Regionen der Türkei verteilt. Sie sind in Lage, Studenten auf verschiedenen akademischen Graden aufzunehmen, Wissenschaftler auszubilden oder nachwachsen zu lassen und andere wissenschaftliche Disziplinen zu unterstützen. Diese Studie untersucht den Entwicklungsprozess und den aktuellen Stand der türkischen Germanistik seit der Einrichtung der ersten Germanistik-Abteilung in der jungen Republik als Folge der Revolutionen und Reformen Mustafa Kemal Atatürks. Ziel der Untersuchung ist es, in einem allgemeinen Rahmen die Dimension aufzuzeigen, die die türkische Germanistik in ihrem 90. Jahr erreicht hat.

Spracherwerb in mehrsprachigen Kontexten

2025-06-15

Carola Koblitz | R&E-SOURCE

Diese Studie untersucht die Auswirkungen der Abwesenheit oder Präsenz verschiedener „Muttersprachen“ in mehrsprachigen Familien und Klassenzimmern sowie die daraus resultierenden pädagogischen Herausforderungen. Anhand von Interviews mit englischsprachigen Lehrerinnen, die Englisch … Diese Studie untersucht die Auswirkungen der Abwesenheit oder Präsenz verschiedener „Muttersprachen“ in mehrsprachigen Familien und Klassenzimmern sowie die daraus resultierenden pädagogischen Herausforderungen. Anhand von Interviews mit englischsprachigen Lehrerinnen, die Englisch als Fremdsprache in Österreich unterrichten und zugleich Mütter mehrsprachiger Kinder sind, werden verschiedene Aspekte der Mehrsprachigkeit beleuchtet. Die Analyse zeigt, dass Begriffe wie „Muttersprache“ emotional aufgeladen sind, und wie diese emotionale Ladung sich negativ auf die Motivation zum Erlernen, Fördern und Nutzen einer Sprache auswirken kann. Es wird deutlich, dass die Verwendung neutralerer Konzepte, wie etwa der „inhärenten Sprache“, als Katalysator für lebenslanges Lernen dienen kann, da Sprachen nicht statische Fähigkeiten sind, sondern Individuen ein Leben lang begleiten und beschäftigen – sowohl im privaten als auch im beruflichen Kontext.

SATZGLIEDER IM DEUTSCHEN UND IM TURKISCHEN

2025-06-15

Mehmet Burak BÜYÜKTOPÇU | Korpusgermanistik.

Die vorliegende Arbeit untersucht im Rahmen einer kontrastiven Analyse die morpho-syntaktischen Strukturen des Deutschen und des Türkischen. Im Fokus stehen zentrale grammatische Kategorien wie Satzstruktur, Tempusbildung, Passivkonstruktionen, Negation sowie die … Die vorliegende Arbeit untersucht im Rahmen einer kontrastiven Analyse die morpho-syntaktischen Strukturen des Deutschen und des Türkischen. Im Fokus stehen zentrale grammatische Kategorien wie Satzstruktur, Tempusbildung, Passivkonstruktionen, Negation sowie die Formulierung von Frage- und Nebensätzen. Dabei zeigt sich, dass beide Sprachen zwar grundlegende Gemeinsamkeiten hinsichtlich der Satzgliederung aufweisen, jedoch tiefgreifende Unterschiede in der Stellung und Flexion des Verbs, im Gebrauch von Hilfsverben sowie in der Art der grammatischen Markierung bestehen. Während das Deutsche als flektierende Sprache auf eine Vielzahl synthetischer Formen und Hilfskonstruktionen zurückgreift, charakterisiert sich das Türkische als agglutinierende Sprache mit stark suffixbasierten Strukturen. Besonders deutlich werden diese Divergenzen bei der Tempusbildung, der Passivform sowie der Wortstellung in Fragesätzen. Die Analyse verdeutlicht, dass trotz einzelner struktureller Parallelen die grammatischen Systeme beider Sprachen divergente Prinzipien verfolgen.

Das Bild des Flüchtlings im Deutschen und im Polnischen

2025-06-15

Krystian Suchorab | V&R unipress eBooks

The Austrian Library in Belgrade: a hub for culture, language, and learning

2025-06-13

Šejla H. Džidić , Suzana Delić | Bibliotechnyi visnyk

Standardizing Americanization: District Consolidation and the Making of the German Language Program in Milwaukee’s Public Schools, 1846-1918

2025-06-13

Maxwell Greenberg | History of Education Quarterly

Abstract This paper explores the implementation and enduring significance of the German language program in Milwaukee Public Schools between 1867 and 1918. Despite the German language program facing challenges, notably … Abstract This paper explores the implementation and enduring significance of the German language program in Milwaukee Public Schools between 1867 and 1918. Despite the German language program facing challenges, notably the Bennett Law of 1889—which sought to restrict foreign language instruction statewide—the program persisted, highlighting the tension between local identity and state mandates. This study argues that the creation of the German course initiated a process of consolidation and standardization in Milwaukee Public Schools, shifting decision-making to school administrators who sought to accommodate the largest cultural group in Milwaukee. This case study of the Milwaukee Public Schools’ German Language Program reveals how school policies prioritized a multilingual approach to Americanization. The paper is structured in three sections, examining the evolution of language policy, the political implications of the Bennett Law, and the post-Bennett landscape of language education, ultimately demonstrating the interplay between consolidation and cultural inclusivity.

Skaitmeninės technologijos ir įvaizdžio formavimo galimybės

2025-06-12

Karolina Ketvirtytė , Jovita Dargienė , Violeta Dobrovolskienė +1 more | MOKSLO TAIKOMIEJI TYRIMAI LIETUVOS KOLEGIJOSE

Aktyvus skaitmeninių technologijų naudojimas siejamas ne tik su teigiamais aspektais. Pastebimas ir negatyvus besaikio naudojimo poveikis gyvenimo kokybei. Šiame straipsnyje nagrinėjamos šiuolaikinių skaitmeninių technologijų panaudojimo empiriniuose tyrimuose bei kūrybiniame procese … Aktyvus skaitmeninių technologijų naudojimas siejamas ne tik su teigiamais aspektais. Pastebimas ir negatyvus besaikio naudojimo poveikis gyvenimo kokybei. Šiame straipsnyje nagrinėjamos šiuolaikinių skaitmeninių technologijų panaudojimo empiriniuose tyrimuose bei kūrybiniame procese galimybės. Tyrėjai skatinami naudoti skaitmenines technologijas tyrimuose, o kūrėjai susimąstyti apie atsakingą skaitmeninių technologijų naudojimą kūryboje ir, demonstruojant socialinę atsakomybę, atspindėti skaitmeniniame amžiuje kylančius diskursus. Tyrimo tikslas – išanalizuoti, kaip šiuolaikinės skaitmeninės technologijos gali praplėsti empirinių tyrimų atlikimo ir duomenų analizės praktikas bei remiantis tyrimų rezultatais suteikti kūrėjams galimybę realizuoti pagrįstus ir kūrybiškus sprendimus įvaizdžio dizaino srityje, išplečiant įvaizdžio formavimo strategijas. Metodinė tyrimo dalis grindžiama turinio analizės metodu. Šis metodas remiasi mokslinės literatūros apie skaitmeninių technologijų poveikį asmeniui analize, atskleidžia šių technologijų įtaką individui. Siekiant gauti tikslesnius duomenis, į turinio analizės metodo procesą, duomenų patikrinimui ir palyginimui, įtraukiamas dirbtinio intelekto (DI) teksto generavimo į tekstą įrankis „ChatGPT“. Taip atsiranda terpė praplėsti tyrimo metu gaunamą informaciją bei atsitraukti nuo subjektyvaus tyrėjo gautų tyrimo duomenų interpretavimo bei vertinimo. Tokiu būdu gaunami objektyvesni rezultatai, padedantys išgryninti dominuojantį naratyvą, kuris betarpiškai susijęs su kūrybinio rezultato vizija, taip sustiprinant įvaizdžio formavimo strategijas. Tyrimo duomenys tapo kūrybinės dalies atspara – per kuriamus unikalius asmens įvaizdžius atskleidžiamas asmens, pasinėrusio į technologijų pasaulį, vidinis virsmas. Skaitmeninių technologijų integravimas į empirinius tyrimus ir kūrybinius procesus suteikia galimybę užtikrinti objektyvesnį gautų duomenų interpretavimą ir vertinimą, palaikyti glaudų ryšį tarp tyrimo duomenų ir kūrybinio rezultato. Šiuo procesu siekiama ne tik perteikti tyrimo metu identifikuotus duomenis, bet ir skatinti visuomenę atkreipti dėmesį į atsakingą skaitmeninių technologijų naudojimą.

Teaching German as L2 to Unconventional Learners

2025-06-06

Julia Edeleva | Routledge eBooks

Wollt ihr eine Geschichte hören? oder Wie man im frühen Fremdsprachenunterricht mit Bilderbüchern Neugier wecken und Lust auf Sprache vermitteln kann

2025-06-06

Angelika Lundquist-Mog , Dorothee Lehr-balló | Gyermeknevelés Tudományos Folyóirat

Der Artikel thematisiert die Bedeutung von Bilderbüchern im frühen Fremdsprachenunterricht und stellt den Narrativen Ansatz als effektive Methode zur Sprachvermittlung vor. Die Autorinnen argumentieren, dass authentische Geschichten kindgerechte Sprechanlässe schaffen, … Der Artikel thematisiert die Bedeutung von Bilderbüchern im frühen Fremdsprachenunterricht und stellt den Narrativen Ansatz als effektive Methode zur Sprachvermittlung vor. Die Autorinnen argumentieren, dass authentische Geschichten kindgerechte Sprechanlässe schaffen, Neugier wecken und ein emotionales Lernumfeld fördern. Nach einer theoretischen Einführung werden Kriterien zur Auswahl geeigneter Bilderbücher vorgestellt sowie konkrete methodische Anregungen für die verschiedenen Phasen des Lesens einer Geschichte gegeben. Zusätzlich wird das Bilderbuch-Casting als demokratische Beteiligungsform bei der Buchauswahl beschrieben. Verschiedene Präsentationsformen wie Kamishibai oder Bilderbuchkino werden erläutert, die das visuelle und sprachliche Verstehen unterstützen. Der Beitrag liefert praxisnahe Impulse und zeigt, wie Geschichten kindzentriert und differenziert im Unterricht eingesetzt werden können.