DaF-Didaktik

Yabancı Dil olarak Almanca alanında hangi eğitim diline öncellik verilmesi gerektiği sorusuna farklı yaklaşımlar vardır. Hedef dilden başlayarak ağırlıklı olarak kaynak dile ilerleyen bir yönelim öğrenmeyi de olumlu etkileyecektir. Öğrenciler böylelikle yabancı dil olarak Almanca öğretimini doğal bir öğrenme ortamında izleyecek ve iletişim yetilerini geliştirebileceklerdir. Bu çalışmada öğrencilerin eğitim dili konusundaki tutumları yüzdelik dilimlerle tespit edilecek ve değerlendirilecektir.There are different aspects to the question of which education language should be given priority about the field of German as a foreign language. A tendency beginning from the source language and gradually progressing to the target language will also affect the learning in a positive way. In this way, the learners will follow German as a foreign language in a natural learning environment and their communicative abilities will improve. Attitudes of learners will be determined and evaluated percen...

Die vorschulische und schulische Bildung nimmt für das frühe Sprachenlernen eine bedeutende Rolle ein. Zielsetzung der Konferenz ist es, die bei den Minderheiten und in den mehrsprachigen Regionen natürlich vorhandene Zwei-und Mehrsprachigkeit, wirksam für das europäische Ziel der Mehrsprachigkeit vom frühen Kindesalter an zu nutzen. Die in Kärnten, in der Grenzregion zwischen Österreich, Slowenien und Italien getätigten Erfahrungen und aktiven Projekte in Kindertagesstätten und Schulen in Bezug auf die zwei-, drei-und viersprachige Sprachvermittlung bieten hierzu die Reflexionsbasis.

In an increasingly globalized and digitalized world, language remains a decisive factor for professional success. The German language in particular plays an important role in today’s job market – not only in Germany itself but also in many other European countries and beyond. German is the most widely spoken native language in the European Union and is considered an important working language in many international companies. Knowledge of foreign languages not only opens up access to one of the largest and most stable labor markets in Europe but also improves career opportunities in multinational corporations that maintain business relationships with German-speaking partners. Employers value employees with language skills, as they not only communicate more effectively but can also overcome cultural barriers and thus contribute to international cooperation. In addition, application procedures show that language competence is increasingly valued as a soft skill – an indicator of learning ability, intercultural understanding and adaptability. Overall, it is clear that a foreign language – in this case, German – is far more than just a regional language: it acts as a gateway to economic opportunities, career advancement and cultural participation. Against this backdrop, it is essential for educational institutions, employers and political decision-makers to make the learning and promotion of German a priority. “Sprache im Beruf. Herausforderungen und Chancen mehr- und viesprachiger beruflicher Kontexte” is an anthology that addresses these aspects. It deals with the aspects of professional communication and training, language teaching and language mediation in the subject as well as the use of media in professional communication.

usammenfassung: Das Erlernen von Fremdsprachen erfordert von den Lernenden nicht nur den Erwerb von Wissen über das Alltagsleben in anderen Ländern, sondern auch die Auseinandersetzung mit der Geschichte dieser Länder. Der vorliegende Artikel versteht sich als Beitrag zur Diskussion über die Bedeutung und die Möglichkeiten der Präsentation historischer Inhalte (insbesondere sogenannter Erinnerungsorte) im Kontext des
Fremdsprachenlehrens und -lernens. Er zielt darauf ab, (1) die Aktualität und Relevanz des Temas „Mauerfall“ im Kontext des Deutsch-als-Fremdsprache-Unterrichts (DaF) 30 Jahre nach diesem historischen Ereignis zu re'ektieren, (2) die Ergebnisse einer Untersuchung des Vorwissens, das DaF-Lernende zu diesem )ema in den Unterricht mitbringen (und das den Ausgangspunkt für die Behandlung des )emas bildet), sowie die Ergebnisse einer Analyse der Präsenz dieses )emas in DaF-Lehrwerken vorzustellen. Schlüsselwörter: Fremdsprachenlehren und -lernen, DaF, Erinnerungsorte, Berliner Mauer,
Lehrwerke

Thesis presented in fulfilment of the requirements for the degree of Master of Arts (German) in the Faculty of Social Science, Department of Modern Foreign Languages at Stellenbosch University and for the degree of Master of Arts (DaF im deutsch-afrikanischen Kontext) in the Faculty of Philology at Leipzig University in terms of a double degree agreement. i By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by the Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

Thesis presented in fulfilment of the requirements for the degree of Master of Arts (German) in the Faculty of Social Science, Department of Modern Foreign Languages at Stellenbosch University and for the degree of Master of Arts (DaF im deutsch-afrikanischen Kontext) in the Faculty of Philology at Leipzig University in terms of a double degree agreement. CORE Metadata, citation and similar papers at core.ac.uk Provided by Stellenbosch University SUNScholar Repository i Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by the Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

Das Projekt zur Erstellung von Stop-Motion-Filmen im Deutschunterricht für Kinder verbindet Kreativität, handwerkliche Arbeit und sprachliche Praxis auf spielerische Weise. Durch die Gestaltung von Drehbüchern und Figuren wird abstrakter Wortschatz konkretisiert, was das Behalten der Wörter sowie die mündliche Ausdrucksfähigkeit erleichtert. Die Aktivität fördert zudem sozial-emotionale Kompetenzen wie Zusammenarbeit und aktives Zuhören, da sie ständige Verhandlungen innerhalb der Gruppen erfordert. Neben dem sprachlichen Fortschritt entwickeln die Schüler während der gemeinsamen Produktion ihre Feinmotorik und Autonomie. Das Endergebnis festigt das Gelernte als eine bedeutsame, integrative und nachhaltige Erfahrung.

Globalisierung und Mehrsprachigkeit erfordern Bildungspraktiken, die Sprache und Kultur integrieren und dabei den Respekt vor Differenzen sowie die Stärkung der Identität der Lernenden fördern. Erlebnisorientierte und multikulturelle Projekte ermöglichen es Kindern, Barrieren abzubauen, indem abstrakter Wortschatz durch praktische und immersive Erfahrungen konkretisiert wird. Durch den Einsatz von Multiliterarität und Methoden wie Wochenplänen individualisiert die Schule den Unterricht und respektiert dabei das Tempo und das Repertoire jedes einzelnen Lernenden. Dieses Modell fördert Autonomie sowie Protagonismus und macht die SchülerInnen zu Architekten ihrer eigenen Identitätsbildung. So festigt der pädagogische Prozess eine multikulturelle Ausbildung, die in der Lage ist, Bürger auf eine inklusive globale Gesellschaft vorzubereiten.

The Longman Language Activator (published 1993) is a conceptually-organized dictionary that was designed and written, from scratch, specifically to meet the encoding needs of learners of English. The book's macrostructure represents a completely new conceptual map of English. This paper describes how the conceptual framework was developed and how it was influenced by earlier models; how it works in practice to supply users' languageproduction needs; and what steps were taken to test and validate the system while it was under development.

There have been many recent efforts to automate or semi-automate parts of the process of compiling a dictionary, including building headword lists and identifying collocations. The result of these efforts has been both to make lexicographers' work more efficient, and to improve dictionaries by introducing more systematicity into the process of their construction. One task that has already been semi-automated is that of finding good dictionary examples, and a system for this, GDEX, is readily available in the Sketch Engine. An ideal system, however, would be able to automatically retrieve candidate examples of a particular sense of a word, which is beyond the current scope of GDEX. In this paper, as a step towards this ambitious goal, we propose and evaluate a method for applying a 'word-sense induction' system to automatically extract examples that exhibit a greater diversity of usages of a target word than can currently be obtained through GDEX. We then discuss the future prospects for systems that are able to automatically select candidate dictionary examples for a particular word sense.

Over the last 20 or so years, lexicographical tasks, such as finding collocations and selecting examples, have been automated to some degree, both supplementing lexicographers' intuitions with empirical data, and reducing the "drudgery" of lexicography to allow lexicographers to focus on tasks which cannot easily be automated. Automated determination of word senses and identification of usages of a given sense, however, have proven difficult due to their covert nature. In this paper, we present a method, based on an automatic word sense induction system, for identifying novel word senses in a more recent Focus Corpus with respect to an older Reference Corpus. We evaluate this method in the context of updating a dictionary, and find that it could be a useful lexicographical tool for identifying new senses, and also dictionary entries whose definitions or examples should be updated.

This paper describes the inclusion of Sicilian in the Semantic Web through the development of new resources aligned with Linguistic Linked Open Data principles. More specifically, we model and publish the first Sicilian Lemma Bank and a bilingual Sicilian-Italian glossary extracted from the Sicilian Wiktionary (Wikizziunariu). These resources are formalized using the OntoLex-Lemon and LiLa (Linking Latin) ontologies with the aim of enabling cross-lingual interoperability. The glossary is also linked to the LiITA (Linking Italian) knowledge base. In addition, two preliminary experiments are reported: the first evaluates the translation capabilities of commercial Large Language Models (LLMs) from Sicilian into Italian; the second investigates bilingual lexicon induction through cross-lingual embedding alignment, with results indicating the challenges posed by low-resource dialects. This work aims to demonstrate the feasibility and importance of integrating under-resourced languages into broader Computational Linguistics and Semantic Web infrastructures.

The aim of this paper is to analyze if non-formal education in folk high schools, based on the ideas of Grundtvig, combined with vocational training on organic farming is suited to build key competences recommended by the EU. A curriculum for a two year vocational training course on organic farming was developed and tested at a folk high school in Poland. Interviews with students and teachers give very positive feedback.

In the article we discuss ongoing work concerning a con- frontational German-Slovak collocation lexical database. The database consists of two parts, a section of German collocations with Slovak equi- valents and a section of Slovak collocations. Intended size of the database is several hundred words of different parts of speech (nouns in the first phase of the project) for each of the languages, together with their col- location profiles. The database uses MediaWiki engine and a wiki-based approach to article editing and collaborative work of a team of lexico- graphers.

The present contribution aims to highlight the possible difficulties that DaF learners may encounter while decoding nominal compounds. More specifically , the paper further explores the interpretative challenges learners typically face when interpreting lexicalized and occasional compounds. It will be shown that while correctly decoding the meaning of lexicalized compounds can be quite challenging-if not extremely complex-in some cases, occasional compounds are usually easier to interpret, as they are typically accompanied by disambiguating contextual information, which is necessary also for expert speakers in order to access their meaning.

The construction of corpus-based frequency dictionaries is shaped by two intertwined factors: the output of morphological analyzers and the way lexicographers organize headwords, two processes that are guided by how the construct of "lemma" is conceptualized. This article examines two contemporary Arabic frequency dictionaries (A Frequency Dictionary of Arabic: Core Vocabulary for Learners and A Frequency Dictionary of Contemporary Arabic Fiction: Core Vocabulary for Learners and Material Developers), with particular attention to challenges related to the organization of adverbs, singulative and collective nouns, and words that denote family and community members. The aim is to show that consideration for issues of derivation and inflection, semantic transparency, and lexicalization can help establish better criteria for organizing headwords from both pedagogical and corpus linguistics standpoints. The inconsistencies currently seen in Arabic frequency dictionaries point to multiple influencing factors, such as the role of Arabic morphological analyzers, the possible influence of Western lexicography and corpus linguistics, and the issue of how the lemma is conceptualized by computational tools and lexicographers alike.

Der Beitrag stellt die drei wesentlichen mit dem CLIL-Unterricht verbundenen Lernziele dar: den Aufbau sprachlicher, fachlicher und interkultureller Kompetenz. Die Erreichung dieser Zielsetzungen wird vor dem Hintergrund aktueller Forschung kritisch hinterfragt und die Spezifik der integrativen Zielsetzung im Vergleich zu anderen Lernsettings diskutiert.  The article presents the three major learning objectives in CLIL education: the simultaneous development of language and sub-ject-specific competence and of intercultural competence. Evidence of learning outcomes in each competence dimension are addressed, and the special focus of CLIL is discussed in comparison with other learning settings in which subject and language dimensions are in focus.

In dem vorliegenden Buch setzt sich die Autorin das Ziel, ein alternatives didaktisches Konzept für die deutschen Modalverben zu entwickeln und empirisch zu erproben. Dieses hat den Anspruch, die komplexen Bedeutungen der Modalverben anhand multimedialer Animationen systematisch und transparent darzustellen und den Lernenden zu vermitteln (6). Der Gebrauch des Wortes transparent im sprachwissenschaftlichen Bereich (Kap. 1) ruft den Ansatz der Kognitiven Linguistik (KL) holistischer Richtung unmittelbar hervor, der den theoretischen Rahmen des vorliegenden Werkes von Kanaplianik liefert und deren Hauptprinzipien (Zentralität der Bedeutung, Verkörperlichung, Gebrauchsbasiertheit) von der Autorin im Kapitel 2 auf sehr knappe Weise synthetisiert werden. Nach der KL lässt sich die Grammatik als ein bedeutungsvolles und konzeptuell motiviertes System darstellen. Damit wird auf eine Bedeutung verwiesen, die hauptsächlich bildhaft ist, d.h., die auf der Basis körperlicher Erfahrungen durch Metaphorisierung entsteht. Die Tatsache, dass die Bedeutung eine zentrale Rolle nicht nur für die semantische Ebene der Sprache spielt, sondern auch -wie Kanaplianik im Kap. 2.2 hervorhebt -für ihre syntaktische Dimension, stellt einen Vorteil für eine Umsetzung dieses theoretischen Rahmens in die Fremdsprachendidaktik dar: Es ist gerade dieser Punkt, der es der Autorin ermöglicht, eine Brücke von der Sprachwissenschaft zur Didaktik zu schlagen, und somit zum Kap. 3 (Kognitive Didaktik) zu kommen. Der Übergang von der linguistischen Theorie zur Praxis des Unterrichts ist nicht unproblematisch. Entsprechend wird zunächst die Operationalisierbarkeit des kognitionslinguistischen Ansatzes für das didaktische Konzept zur Diskussion gestellt. Dabei geht Kanaplianik auf den von Roche (2013) entwickelten und in Roche & Suñer Muñoz (2014) weiter ausgeführten Ansatz ein, der die Postulate des kognitionslinguistischen Ansatzes um Erkenntnisse aus benachbarten Forschungsbereichen konsequent ergänzt.

Development of professional and scholar terminology as well as its lexicographical inventorization remain one of the biggest challenges for modern Ukrainian linguistics. This study aims therefore to investigate theoretical basics of creating specialized terminological electronic dictionaries since electronic dictionaries are the most convenient way for both professionals and linguists to learn, study, and use the language. The notion and main characteristics of electronic dictionaries were analyzed. Specifics of terminological dictionaries and their differences from learner's dictionaries were described. Corpus-based approach was investigated as basis for the highest level of dictionary's objectivity and representativeness. The results of this research attest a huge potential for practical application of the described methodology.

The aim of this article is to present the profile of a 'good' foreign language teacher, which has been created on the basis of the comments made by about 230 students of modern languages at Polish institutions of higher education (colleges and universities) in two voivodeships of Poland, namely Podkarpackie Voivodeship and Wielkopolska Voivodeship. In this image, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities, which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. This study is part of a larger research project covering all types of schools in Poland (from primary schools, through middle and secondary schools, to colleges and universities).