Multiword Units are an inseparable part of learning foreign languages. Routineforms, collocations and idioms are being researched in many studies. The foreign language didactics is focused on ...optimizing language acquisition of multiword units. In this article will be presented the international project “PhraseoLab –Learning multiword units through English”, which purpose is to share an Open Educational Ressource for learners, who already have gained adequate English skills to use them in learning German. An important issue by formulating PhraseoLab teaching materials is the selection of multiword units. Only these routineforms, collocations and idioms, which are frequent in spoken German and are essential for the learning person will be consulted in future PhraseoLab tasks. In second part of the article will be shown the results of the corpus survey, which researched the frequency of about 1100 idioms by using DGD Mannheim corpus taking into consideration the spoken language. The investigation, which is presented in the empirical part was carried out by the author of this article and Sulikowska about 20 years after the publication of “Phraseologisches Optimums” by Hallsteinsdóttir, Sajánková and Quasthoff. The goal was to become newer and current results. At the end are highlighted 30 idioms, which frequency in spoken German from DGD corpus is the most common.
Specifics of Lexical and Grammatical Rules in the Chinese Language Demidova, Tatyana V.; Barov, Sergey A.; Soloveva, Tatyana M.
Vestnik Rossijskogo universiteta družby narodov. Seriâ: Teoriâ âzyka, semiotika, semantika (Online),
06/2023, Letnik:
14, Številka:
2
Journal Article
Recenzirano
Odprti dostop
The study conducts a survey about the use of grammatical verbs in the Chinese language through the descriptive perception of linguistic information in connection with the meaningful world structure ...of the Chinese language and its characters. The research advices on the need to closely evaluate the European approach to the basics of the Chinese language in connection with teaching methods. The particular idea (research) provided by examples with verbs of movement in space. The authors judging by them long teaching experience advices and considers to revise some methodological rules that are general present in curricula and other materials, in addition, the authors suggests an alternative approach of mastering Chinese language for the western trainees by including into account their cognitive and psychological thinking process. Strong attention is focused on the underestimation of specific dimensional structure of the Chinese language the main reason of this statement is proven by the lack of cognitive-semantic patterns. The article also puts into a question the general methods of teaching Chinese famously known as the westernized which is significantly different in way of structural and content parameter.
Learning a foreign language is a challenging task for many students. Especially in foreign language lessons, teachers are looking for innovative and effective methods to support the learning process ...and to increase the interest and motivation of the students. In this context, didactic language learning games such as Gamification and Machinima have proven to be a promising approach to make lessons more lively and interactive. The use of language learning games offers numerous potential advantages in DaF lessons. First, they can increase student motivation by making the teaching process fun and interactive. Secondly, they enable improved language skills, since the students can apply and consolidate their language skills in authentic and playful situations. In addition, language learning games encourage interaction and communication between students, which can lead to more intensive language use and a deeper understanding of the language. Finally, they can enrich the classroom by introducing variety and fun, which has a positive impact on learning
Phraseology has established itself as an independent academic discipline. Its applied subdiscipline, phraseodidactics, has developed somewhat delayed, but just as intensively. The articles in this ...volume analyze the current state of German phraseodidactics using examples and by providing a cross-section of phraseodidactic schools of thought, discourses, theoretical modellings, and methodological approaches.
Over the course of two centuries (since 1807), the Czech lands have seen fundamental changes in the paradigm of special L1 didactics for pupils with vision impairments (hereinafter the VI). The ...individual didactic transformations often found theoretical backgrounds in special education approaches simultaneously designed across Europe (especially in Austria, England, former Yugoslavia, Italy, Hungary, Russia, etc.) and accentuated respect for the special teaching requirements of pupils with VI. The embrace of specific European approaches usually depended on the general (especially political and social) context of the period, which also had an impact on the aims and tasks of special language teaching. The paper defines the historically shaped aims of L1 teaching for pupils with VI and contextualizes them in order to understand the current aims.
Das Thema der Ausbildung von Lehrenden wurde im DaF-Forschungsfeld, so Legutke und Schart (2016: 9), lange vernachlässigt. Es ist jedoch festzustellen, dass sich dies in letzter Zeit geändert hat. ...Angesichts des wachsenden Interesses seitens der Forschung und Praxis (ebd.) im Bereich der fremdsprachendidaktischen Professionsbildung widmet sich dieser Beitrag sowohl den Möglichkeiten als auch den Engpässen der subjektiven Professionsbildung von Studentinnen und Studenten im Studiengang „Sprach- und Literaturwissenschaft Portugiesisch-Deutsch“ in Rio de Janeiro.
Teacher training programmes have often ignored the new multilingual paradigm and, consequently, educators may hold some misconceptions about how additional languages are learnt and should be taught ...in multilingual contexts. A number of recent studies have investigated language teachers' beliefs regarding multilingual education Arocena-Egaña, E., Cenoz, J., & Gorter, D. (2015). Teachers' beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education, 3(2), 169-193; De Angelis, G. (2011). Teachers' beliefs about the role of prior language knowledge in learning and how these influence teaching practices. International Journal of Multilingualism, 8(3), 216-234; Griva, E., & Chostelidou, D. (2012). Multilingual competence development in the Greek educational system: FL teachers' beliefs and attitudes. International Journal of Multilingualism, 9(3), 257-271; Haukås, Å. (2016). Teacher's beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1-18; Mitits, L. (2018). Multilingual students in Greek school: teachers' views and teaching practices. Journal of education and e-learning research, 5(1), 28-36. Otwinowska, A. (2014). Does multilingualism influence plurilingual awareness of Polish teachers of English? International Journal of Multilingualism, 11(1), 97-119. Unlike this extant literature, the current paper focuses not on language teachers, but on a sample of 121 subject teachers-to-be. More specifically, it aims to explore preschool and primary prospective teachers' beliefs about the learning and teaching of English as an L3 in the Valencian Community. The main data collection tool was a questionnaire, partially based on Griva, E., & Chostelidou, D. (2012). Multilingual competence development in the Greek educational system: FL teachers' beliefs and attitudes. International Journal of Multilingualism, 9(3), 257-271 semi-structured interviews. This questionnaire was implemented as a pretest and as a posttest in order to analyse the effect of instruction for multilingual education on subject teachers' beliefs. Results point to the effectiveness of initial teacher training on tertiary/additional language teaching. However, they also confirm the persistence of some monolingual views concerning key issues, such as the younger-the better myth, as already highlighted in previous studies conducted in similar multilingual contexts (see Arocena-Egaña, E., Cenoz, J., & Gorter, D. (2015). Teachers' beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education, 3(2), 169-193.
Der Beitrag beleuchtet die Entwicklungen des Fachs DaF in den 1990er Jahren vor allem aus deutscher Perspektive, wie sie sich in
bemerkbar machten. Anhand eines Themas der ...Zweitsprachenerwerbsforschung wird aufgezeigt, wie damals aufkommende Themen bis heute Diskussionen auslösen und Forschungsbedarf implizieren.
PDF
