Relevant bibliographies by topics / German language foreign elements english

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Academic literature on the topic 'German language foreign elements english'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "German language foreign elements english"

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Когоут, И., Г. Клечкова, М. Пешкова, and М. Волтрова. "COMMUNICATIVE COMPETENCE IN THE LINGUO-DIDACTIC ASPECT: EXPERIMENTAL DESCRIPTION (ACCORDING TO A STUDENT SURVEY)." Russkii iazyk za rubezhom, no. 6(283) (January 12, 2021): 63–71. http://dx.doi.org/10.37632/pi.2020.283.6.009.

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Статья представляет результаты исследования, изучающего восприятие степени важности отдельных компонентов коммуникативной компетенции студентами – будущими преподавателями иностранных языков. Материалы исследования – данные опроса студентов Западночешского университета в г. Пльзень (специальности – «Английский язык», «Немецкий язык» и «Русский язык») в 2019 г. Рассматривалась важность компонентов коммуникативной компетенции в трех контекстах: коммуникация как таковая, обучение иностранным языкам в школе, вузовская подготовка преподавателей иностранных языков. Прагматические и межкультурные элементы коммуникации уходят на задний план во всех контекстах. Оказалось минимальным влияние на восприятие значимости компонентов коммуникативной компетенции таких факторов, как изучаемый иностранный язык, возраст или стажировка в стране изучаемого языка. The article presents the results of a reaserch studying the perception of the importance of individual components of communicative competence by students, future teachers of foreign languages. The material of the study is the data of a survey conducted among students of the West Bohemian University in Pilsen with specialties in English, German and Russian in 2019. The survey researchs the importance of communicative competency components in three contexts: communication in general (discursive and strategic competencies are highlighted), learning foreign languages at school (discursive and linguistic competence dominate), university teaching of teachers of foreign languages (in the first place is linguistic, on the second discursive competence). The pragmatic and intercultural elements of communication are relegated to the background in all contexts. The impact on the perception of the importance of the components of communicative competence of such factors as a foreign language being studied, age or internship in the country of the language being studied seemed to be minimal.
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Nevinskaitė, Laima. "Multilingual Advertising in Lithuanian Magazines in 1993–2013." Taikomoji kalbotyra, no. 3 (March 2, 2015): 1–32. http://dx.doi.org/10.15388/tk.2014.17474.

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The article presents a quantitative analysis of multilingual advertising in Lithuanian magazines 1993–2013. The analysis includes those advertisements where alongside Lithuanian separate elements in a foreign language are used, and monolingual non-Lithuanian advertising. The sample included advertisements from four magazines of different profiles (a news magazine, a TV magazine, a women’s magazine, and a business lifestyle magazine) from years 1993/1994, 1998, 2003 and 2013, in total 1995 unique advertisements.A general conclusion is made that the amount of multilingual advertising in Lithuanian magazines has increased. Although as early as 1993/1994 the magazines contained a fair amount of non-Lithuanian advertisements, those years were atypical, since non-Lithuanian advertisements were by Lithuanian advertisers mostly and the models of bilingual advertisements were different than the models that prevailed in the later periods. In 1998 there were less non-Lithuanian advertisements than in 1993/1994 and since then their amount was continuously increasing. The trend of increase of multilingual advertising is best confirmed not by the dynamics of its amounts in single magazines, which was different from magazine to magazine, but by its increase within separate product categories and within the flow of advertisements by Lithuanian companies.In 2013, the proportion of non-Lithuanian advertisements in different magazines, without including into this number the names of companies and products, was 11–42 percent. The use of other languages in advertisements was related to product category (the biggest amount of non-Lithuanian advertisements were in categories associated with prestige, modernity, technological progress, and certain lifestyles); country of origin (advertisements by foreign producers were more likely to contain foreign text elements); size (full-page advertisements were more likely to be bi- or multilingual); structure (monolingual non-Lithuanian advertisements predominantly contained company/product name only or company/product name plus slogan/product type).English is the most often used foreign language in Lithuanian advertisements; French, German, Italian are also used; some other languages are used in single cases only. English is used by advertisers from all countries of origin and it is used mostly to create a modern identity of the brand. Other languages, judging by the product categories they are used in, are associated with ethnocultural stereotypes of those countries.
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Suek, Leni Amelia. "APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS." Englisia Journal 5, no. 2 (May 1, 2018): 66. http://dx.doi.org/10.22373/ej.v5i2.3072.

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Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.
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Zhumanbekova, Nurkesh Zeynullovna, Yevgeniya Victorovna Bentyaa, and Anargul Dzharbulova. "The figurative idioms of English, German and Kazakh in contrast." Contemporary Educational Researches Journal 8, no. 3 (August 24, 2018): 83–88. http://dx.doi.org/10.18844/cerj.v8i3.589.

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This article discusses the figurative phraseological units, namely the idioms of English, German and Kazakh languages in comparative aspect. It appeals to the phraseology of imagery due to the fact that the imagery - a defining component of semantic derivation and semantics of phraseological units in particular. The main goal is to make a contribution to the theory of phraseology, based on the tradition of comparative phraseology. After determining the subject and object of the research, a brief review of domestic and foreign publications in the field of comparative phraseology the article describes the results of practical analysis of idioms in three languages. The main features of the analyzed units are multi-component structure, stability, idiomaticity that distinguishes them from other expressions. They can be interpreted in two different conceptual levels: in the literal sense, which is the basis of the inner form of a linguistic unit and in a figurative sense. The role of a semantic element between the two levels assumes shaped component values (image component) (Dobrovol’skij, 2009). Phraseological images are of cultural significance and informative, revealing a particular fragment of culture. For example, in the base of the inner form of English idioms “ to show one's true colour” (figurative “to show one's real face”, to show who you are”), of German idiom “ins Fettnapfchen treten (literary “stepping on a pot of lard”; figurative meaning “to step on smb's toes”); of Kazakh idioms “er tokymyn bauyryna aldy” (literary “hug the saddle”; figurative “to be angry” ); shabyna shok tusti( literary “hot coal got to the groin”; figurative “to be nervous”) lay some prototypical situations. In the analysis are used the method of field simulation. The study aims to identify and develop a model describing visual images as elements of the cognitive system. They are variably implemented in the content of figurative means of German, English and Kazakh. Keywords: imagery; visuality; imagery means; imagery structure
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Yazidi, Akhmad. "DOMINASI BAHASA SANSKERTA DAN BAHASA ARAB DALAM KOSAKATA SERAPAN BAHASA INDONESIA (SANSKRIT AND ARABIC VOCABULARY DOMINATION IN INDONESIAN ABSORPTION)." JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA 3, no. 2 (March 1, 2018): 224. http://dx.doi.org/10.20527/jbsp.v3i2.4555.

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AbstractSanskrit and Arabic Vocabulary Domination in Indonesian Absorption. Indonesianderived from Malay, Indonesian but not Malay, Indonesian because it is very differentfrom the Malay language. In the development, the Indonesian language is very muchabsorbed the vocabulary of various languages both foreign languages and regionallanguages . It is an indicator of the vitality of the Malay language, the nature of whichis very easy to accept new developments in adaptation to a modern language. Foreignlanguage vocabulary Indonesian absorbed in development include Sanskrit, thelanguage of India, Tamil, Portuguese, Persians, Chinese, Japanese, Dutch, German,Arabic, and English. While the language of the region include Javanese, Sundanese,Batak language, the language of Minangkabau, Palembang language, the languageof the Bugis, Banjar language, the language of the Papuan languages of Maluku,and others. Referring to the elements of universal culture, which absorbed the vocabularyincludes all the elements, ie the religious system and religious ceremony, and communityorganizations systems, knowledge systems, language, the arts and sports, livelihoodsystems, technologies and equipment, nature and environmental conditions, as well asthe feeling expression and psychosis. In this case the language of Sanskrit and Arabicranks first (9 elements), then the Java language (7 elements), Portuguese (6 elements),Dutch and Parsi (5 elements), English, Tamil, and Chinese (4 elements), as well asother languages relatively low. The height uptake in the vocabulary of the languagerelated to the elements of universal culture showed high intensity of communication,assimilation, acculturation inter-language user is concerned with the people and thenation of Indonesia. The motive of the intensity of communication, assimilation, andacculturation of Sanskrit and Arabic through culture, religion, economics, politics, etc.so that the uptake vocabulary from Sanskrit and Arabic dominates in the formation ofthe Indonesian language.Keywords: domination, absorptionAbstrakDominasi Bahasa Sanskerta dan Bahasa Arab dalam Kosakata Serapan BahasaIndonesia. Bahasa Indonesia berasal dari bahasa Melayu, namun bahasa Indonesiabukan bahasa Melayu, karena bahasa Indonesia sangat berbeda dengan bahasaMelayu. Dalam perkembangannya, bahasa Indonesia sangat banyak menyerapkosakata dari berbagai bahasa, baik bahasa asing maupun bahasa daerah. Hal inisebagai indikator vitalitas dari bahasa Melayu, yaitu sifat yang sangat mudah menerimaperkembangan baru dalam adaptasi untuk menjadi bahasa yang modern. Bahasa asingyang kosakatanya diserap dalam perkembangan bahasa Indonesia meliputi bahasa225Sanskerta, bahasa India, bahasa Tamil, bahasa Portugis, bahasa Parsi, bahasa China,bahasa Jepang, bahasa Belanda, bahasa Jerman, bahasa Arab, dan bahasa Inggris,sedangkan dari bahasa daerah meliputi bahasa Jawa, bahasa Sunda, bahasa Batak,bahasa Minang, bahasa Palembang, bahasa Bugis, bahasa Banjar, bahasa dari Papua,bahasa dari Maluku, dan lain-lain. Mengacu pada unsur kebudayaan universal,kosakata yang diserap meliputi seluruh unsur, yaitu sistem religi dan upacarakeagamaan, sistem dan organisasi kemasyarakatan, sistem pengetahuan, bahasa,kesenian dan olahraga, sistem mata pencaharian, teknologi dan peralatan, kondisialam dan lingkungan, serta ungkapan perasaan dan kejiwaan. Dalam hal ini, bahasaSanskerta dan bahasa Arab menduduki urutan pertama (9 unsur), kemudian bahasaJawa (7 unsur), bahasa Portugis (6 unsur), bahasa Belanda dan Parsi (5 unsur),bahasa Inggris, Tamil, dan Cina (4 unsur), serta bahasa lainnya yang relatif rendah.Tingginya serapan kosakata dari bahasa di atas berkaitan dengan unsur budayauniversal menunjukkan tingginya intensitas komunikasi, asimilasi, akulturasiantarmasyarakat pemakai bahasa yang bersangkutan dengan masyarakat dan bangsaIndonesia. Motif dari intensitas komunikasi, asimilasi, dan akulturasi dari bahasaSanskerta dan bahasa Arab merasuk pada semua aspek kehidupan masyarakat melaluibudaya, agama, politik, dan ekonomi sehingga dominasi bahasa Sanskerta dan bahasaArab sangat tinggi dalam serapan kosakata bahasa Indonesia.Kata-kata kunci: dominasi, serapan
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Roy, Debopriyo, Peter Kudry, and Kagome Naya. "Analyzing the Communicative Efficacy of a Soft CLIL Focused Project-based Language Learning EFL Course on Smart Homes." SHS Web of Conferences 77 (2020): 02002. http://dx.doi.org/10.1051/shsconf/20207702002.

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The rampant urbanization across the world is forcing city planners to be more innovative and creative with technology in how limited resources and amenities are used. Smart homes (SH) technology is one such use. Until now, this has not been a subject for study in the language curriculum, and more so, not as part of the EFL curriculum. This paper discussed a model project-based language learning (PBLL) coursework on SH offered as part of foreign language coursework in a computer science university in Japan in collaboration with a German technical university. This course is aimed at developing students’ ability for information comprehension, data analysis, note-taking, summarization, speaking, video design, technical presentations, and poster design, all in English. The paper is a case study on how to make such technical writing/communication courses interesting and engaging for students who see the technology side of a smart city design context but do not necessarily see through the human side of the urban design and usability. This paper is aimed at helping language practitioners offer language courses using a soft-CLIL model that focuses on design thinking, urban planning, language acquisition, and project management all as a package in the pedagogical design, as is often necessary for industrial projects. The idea is to help language practitioners offer coursework that has societal relevance and transfer skills in-built, and is just not focused on language elements in isolation, but develops project management and communication skills as well.
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Thonn, Jessica A. "Journeys/Viaggi: Intertwined multi-university English L2 and Italian L2 courses for bilingual and intercultural growth." Language Learning in Higher Education 8, no. 2 (September 25, 2018): 427–43. http://dx.doi.org/10.1515/cercles-2018-0008.

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Abstract The University of Florence’s Language Center (CLA) and the Florence seat of an American university renowned for its language programs, Middlebury College, twice intertwined their English and Italian B2/C1 foreign language courses to produce an English/Italian reciprocal learning space. In addition to disparate organizational constructs, the two institutions had slightly differing goals. Both institutions sought multiple, peer-speaking opportunities; however, in addition, Middlebury aimed for intercultural exchange with local peers. To achieve these multiple objectives, our joint courses included elements of group work, collaborative learning, and the latter’s language-acquisition offspring, task-based learning. Research drawn from the fields of management, psychology, pedagogy, sociology, and translation studies, in addition to second language acquisition, guided our instructional design choices. Students worked together outside the classroom, co-constructing knowledge in increasingly complex tasks, to produce tangible outcomes. These joint activities provided students with a space to confront their interpretations and expectations of the L2 culture with an insider’s view. Students experimented with simultaneous, sequential and reciprocal bilingualism. In the second edition of the course, Spanish L1 speakers were present in both universities, co-constructing their knowledge multilingually. The article describes the courses’ format, activities and hurdles, for those interested in setting up bilingual lessons, as well as citing germane studies from a variety of academic disciplines which guided course design.
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Yakovliev, Maksym. "Pragmatic Functions of Politological Quasiterms and Political Terminoids." Terminological Bulletin, no. 5 (2019): 228–34. http://dx.doi.org/10.37919/2221-8807-2019-5-31.

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Ukrainians demonstrate an intense interest in the domestic and foreign policy of their country, as well as in what is going in geopolitical processes. Social and political discourse in Ukraine is highly politicised which results in a great variety of lexical elements found in everyday publications and discussions. There are many political terminoids, politological quasiterms or quasitermini, political jargonisms, and pseudoterms of political realm that are extensively used both in Ukrainian and international discourse. Examples may vary from a term Trumpism, which bears a significant emotional load with pejorative connotations, to a more neutral term Thatcherism that became a part of political and economic reference books. Russian military aggression against Ukraine brought a new meaning to the terms Putinism, that resembles the term Hitlerism, as well as Rushism – a combination of Russia and fascism, which denotes an imperialist, chauvinist, aggressive, militant foreign policy of Russia, especially to its close neighbours. Different terms like that constitute a vibrant interdisciplinary field that is not paid sufficient attention to. This article suggests approaching analysis of pragmatics functions of these lexical elements by analysing their role in more general course of terminologisation of political and social discourse. A number of different examples of such lexemes are listed and their use is commented by placing them into a broader context of lexicological studies. In the English language tradition such lexemes are studies within the discipline of language for special purposes, in this case – the language of politics. The German terminological tradition speaks of Fachjargonismen and Halbtermini, the latter may be regarded as a sort of an equivalent to the concept of quasiterms used in our terminological studies. Some examples of pejorative and metaphorical lexical elements used in political discussions are also described and commented briefly, like the terms Porokhobot as an example of a pejorative terms used to describe those who support the president of Ukraine Mr. Poroshenko and his politics, or the terms related to the revolutionary events in Ukraine in 2014 – Euromaidan – a term widely used outside of Ukraine, together with the term Leninopad to describe the removal of the monuments of Lenin as a part of the policy of de-communisation. It is claimed that this terminology allows broader public to participate in political discussions since it simplifies the discourse but also sets some terms of reference for placing opponents and proponents of certain political actors, ideologies, or parties according to lexical delimitation lines. In the European Union those who criticize the policies of the Union and see a threat in the increased German influence go as far as to suggest a term Merkelreich to combine the name of the German Chancellor Angela Merkel and the German word Reich to imply a rather brutal reference to the Third Reich. On the other hand, such a term provides a great simplification to the discussion about the nature of political processes within the European Union. By comparing Germany’s economic potential in the common market to the imperialistic ambitions it also sets discursive boundaries for a certain type of political debate. It is also stated that such lexical elements can indicate a shift in political and social developments since such pseudoterms have potential to transform into full-fledged political science terms in the future. It might be the case the militant and aggressive foreign policy of today’s Russia would one day named Putinism and become part of university textbooks in politics. As it is almost impossible to predict the future of a particular quasiterm, it is suggested that the current process of nomination of terms within the socio-political discourse should be studied with a particular attention. Some discursive practices may reveal the mechanisms behind the logic of how certain terms are used. For example, a political expert or a political scientist would hesitate to use a terminoid with pejorative connotations in official lecture or in a peer-reviewed article, but he or she can use it in an emotionally heated discussion or, with some reservations, even on a TV-show. These terms are all around and the ways and rules of their application should be paid more attention to. The article concludes that these elements should be researched from an interdisciplinary perspective.
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Makhachashvili, Rusudan, Ivan Semenist, and Anna Bakhtina. "DIGITAL SKILLS DEVELOPMENT AND ICT TOOLS FOR FINAL QUALIFICATION ASSESSMENT: SURVEY STUDY FOR STUDENTS AND STAFF OF EUROPEAN AND ORIENTAL PHILOLOGY PROGRAMS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 9 (2020): 54–68. http://dx.doi.org/10.28925/2414-0325.2020.9.5.

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The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of university summative assessment process. Qualification assessment for Foreign Languages major programs in particular is a strict regimen process that involves different stages (oral and written exams, final project viva, internal and external review). Factors of societal change, that provide the backdrop for skillset critical transformation, crucial for the COVID-19 emergency educational framework are considered. The study premise is based on identification of various competency principles, derivative of 21st century skills for university staff members and projected digital literacy requirements. A correspondence between 21st century skills framework, Competences 2020 framework and the newly devised Global Skills framework has been devised. The study objective is to critically review the applied case and best practices of Borys Grinchenko Kyiv University Digital Final Qualification Assessment for students of European (French, Italian, Spanish, English, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs, employed in the year 2020 due to quarantine measures. The survey and analysis of different ICT tools is used to translate real life qualification assessment practices into online blended format. The investigation also seeks to identify various groups of applied digital skills and collaboration skills, utilized through qualification assessment process by all parties (students, faculty and referees). It is determined how in the situation of the COVID-19 pandemic lockdown all elements of the Final Qualification Assessment at Borys Grinchenko Kyiv University for European and Oriental Languages programs have been relegated to the digital, remote or blended format with the use of ICT tools. The qualification assessment regimen for foreign languages major programs was adapted to digital format as a framework (a legal procedure that results in the degree confirmation of a student), the string of consecutive communicative activities according to the legal procedure, the "ritual" scenario. Comparative results of the Final Qualification Assessment digital format adaptation for different groups of foreign languages programs (European and Oriental) are devised
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Budriūnienė, Jolanta. "The Lithuanian American Cultural Press in English (1950-1990) in the Aspect of the Dissemination of the Lithuanian Identity." Knygotyra 74 (July 9, 2020): 188–208. http://dx.doi.org/10.15388/knygotyra.2020.74.51.

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The article examines the publication of the cultural press in English by the Lithuanian community in the United States (1950-1990), focusing on the analysis of the need for such a press and its intended addressee. The article is based on the analysis of the content of the mentioned publishing production, works dedicated to the history of the Lithuanian diaspora of this period. By reviewing the research of the Lithuanian press in the USA in the 2nd half of the 20th century, it has to be noticed that this field of research has not yet sufficiently exhausted, although the general research of the Lithuanian diaspora is really abundant. However, they mainly focus on the historical, sociological, literary, linguistic description of the problems of the diaspora and migration. Research on publishing of the Lithuanian diaspora in the Lithuanian language in the early period (end of the 19th century – first half of the 20th century) has been carried out and published in the scientific works of Ass. Prof. Dr. Bronius Raguotis, Prof. Dr. Remigijus Misiūnas. At the end of World War II, the tendencies of the press of other languages of Lithuanians, who chose a forced exile, in the conditions of DP (DP – displaced people) were also presented by Prof. Dr. R. Misiūnas. A detailed analysis of the Lithuanian cultural press published in the German DP camps was presented in the monograph by Prof. Dr. Dalia Kuizinienė. Meanwhile, the press of other languages of Lithuanian communities in both the United States and other foreign countries had not yet reached the attention of researchers. In the presented study, Pierre Bourdieu, a theorist of literary sociology, uses the insights of literature as an important social factor covering all elements of cultural practice and allows for a systematic interpretation of their interrelationships; the approaches of the communication strategy of the Lithuanian American cultural press in English are analyzed. The article presents the main content of the cultural press and the social and cultural environment that formed the background of its creation, as well as the efforts of the creators of the cultural press and the ideological attitudes of the intellectuals and ideological leaders of the community that determined them. The article concludes that the main addressee of this press – members of the US communities, while the main focus of the content is the representation of symbols of the Lithuanian national identity.
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Dissertations / Theses on the topic "German language foreign elements english"

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Dugarova, Esuna. "Behaviours of Wh-elements in English and Russian learners' L2 Chinese Wh-questions." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608932.

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Yuen, Hiu-sum, and 袁曉芯. "Yiddish, quasi-yiddish and ideologies of American English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30398459.

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老志鈞 and Chi-kuan Lou. "Europeanization of modern Chinese language in Macao." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31214393.

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Pál, Andrea. "The role of cross-linguistic formal similarity in Hungarian-German bilingual learners of English as a foreign language." Phd thesis, Universität Potsdam, 2001. http://opus.kobv.de/ubp/volltexte/2005/145/.

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Gegenstand der Dissertation ist die Untersuchung interlingualer lexikalischer Prozesse von Worterkennung und-zugriff bei ungarndeutschen Bilingualen, die Englisch als Fremdsprache erlernen, unter besonderer Berücksichtigung der Rolle von Kognaten. Ziel der Studie ist es, die Prozesse lexikalischer Aktivierung in einem polyglotten System zu beschreiben und sowohl die mentalen Lexika, als auch die Verknüpfung und gegenseitige Aktivierung (z. B. durch 'direct word association' oder durch 'concept mediation') zu modellieren. Drei abhängige Variablen werden in einer quantitativen und qualitativen Analyse empirischer Daten untersucht: Genauigkeit, Antwortzeitlatenzen und phonologische Interferenz. Die Resultate der Experimente werden im Rahmen eines multilingualen Netzwerkmodells interpretiert.
The dissertation examines aspects of the interlingual lexical processes of word recognition and word retrieval in Hungarian-German bilinguals learning English as a foreign language, with particular respect to the role of cognates. The purpose of the study is to describe the process of lexical activaton in a polyglot system and to model the mental lexicons and the ways entries in the lexicons are connected and activated (e.g. activation through direct word association or through concept mediation). Three dependent variables are studied in quantitative and qualitative analysis of empirical data taken from experiments: rate of accurate responses, response latencies and phonological interference. The results of the experiments are interpreted in the framework of a multiple language network model.
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Pál, Andrea. "The role of cross-linguistic formal similarity in Hungarian-German bilingual learners of English as a foreign language." [S.l. : s.n.], 2000. http://pub.ub.uni-potsdam.de/2001/0002/pal.pdf.

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Sabouné, Samar. "Anglicismes, canadianismes et mots folkloriques dans les dictionnaires Bélise (1979) et Plus (1988) : un aperçu du cheminement du lexique français québécois." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29215.

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Our study deals mainly with two Quebec dictionaries: Dictionnaire nord-américain de la langue française which will be given the name the Bélisle (1979) and the Dictionnaire du français plus designated by the Plus (1988). We have concentrated on the words that the Bélisle (1979) accompanies with: 1- "X" designating the "anglicismes"; 2- "C" designating the "canadianismes"; 3- the "Fleur de Lys" designating the "mots folkloriques". Our goal is to see the changes that the Quebec dialect has undergone from the Bélisle (1979) to the Plus (1988) with regard to the three above categories: whether theses words still exist in the latter dictionary or not, and if so, under which of these categories, if any, they fall. In addition, we have consulted other Quebec dictionaries dating from 1880 to present. These consultations helped us determine, to a certain degree, the year an "anglicisme", a "canadianisme" or a "mot folklorique" was recorded in these dictionaries, signaling therefore their usage for the first time in the Quebec dialect. Our thesis is divided into three chapters: the first one deals with the "anglicismes", the second one with the "canadianismes" and the third one with the "mots folkloriques". Each chapter contains data of each three categories obtained from our consultations of the Bélisle (1979), the Plus (1988) and other Quebec dictionaries.
Arts, Faculty of
French, Hispanic, and Italian Studies, Department of
Graduate
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Papadomichelaki, Roumpini Alkaterini, and Lash Keith Vance. "English language institute in Greece: A business proposal." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2151.

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Fekete, Denise M. "Pro-drop and verb-second : romance and germanic in Old French." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63760.

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Frischkorn, Bradford Michael. "Integration of the American English lexicon: A study of borrowing in contemporary spoken Japanese." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1107.

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Lau, Martin, and 劉文德. "Lexical borrowing in Hong Kong: a study of the Englishization of Chinese and the nativization of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B30269040.

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Books on the topic "German language foreign elements english"

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German influence on Australian English. Heidelberg: Winter, 2004.

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Harris, Gabriele. Global English and German today. Southampton: University of Southampton, Centre for Language in Education, 2003.

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Anglizismen in der Pressesprache: Alte und neue Bundesländer im Vergleich. Bremen: Hempen, 2008.

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Götzeler, Christiane. Anglizismen in der Pressesprache: Alte und neue Bundesländer im Vergleich. Bremen: Hempen, 2008.

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Langer, Ninja. Anglizismen in der deutschen Pressesprache: Untersucht am Beispiel von den Wirtschaftsmagazinen 'Capital' und 'DM'. Wettenberg: VVB Laufersweiler, 1996.

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Chan, Sze-Mun. Genusintegration: Eine systematische Untersuchung zur Genuszuweisung englischer Entlehnungen in der deutschen Sprache. München: Iudicium, 2005.

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Lehnert, Martin. Anglo-Amerikanisches imSprachgebrauch der DDR. Berlin: Akademie-Verlag, 1990.

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Lehnert, Martin. Anglo-Amerikanisches im Sprachgebrauch der DDR. Berlin: Akademie-Verlag, 1990.

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English influence on American German and American Icelandic. New York: P. Lang, 1986.

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Von Kuh-Look bis Fit for fun: Anglizismen in der heutigen deutschen Allgemein- und Werbesprache. Frankfurt am Main: P. Lang, 1997.

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Book chapters on the topic "German language foreign elements english"

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Nogami, Yasuko, and Norio Hayashi. "A Japanese Adaptive Test of English as a Foreign Language: Developmental and Operational Aspects." In Elements of Adaptive Testing, 191–211. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-85461-8_10.

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Szyszka, Magdalena. "Multimedia in Learning English as a Foreign Language as Preferred by German, Spanish, and Polish Teenagers." In Second Language Learning and Teaching, 3–19. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07686-7_1.

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Jucker, Andreas H. "Communicative tasks across languages: Movie narratives in English, in English as a foreign language and in German." In Languages and Cultures in Contrast and Comparison, 247–74. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/pbns.175.14juc.

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Küppers, Almut. "6. Exploring Diversity Through Drama Education: English– Turkish Perspectives on National German Stereotypes in Foreign Language Teacher Training." In Going Performative in Intercultural Education, edited by John Crutchfield and Manfred Schewe, 102–22. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098552-008.

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Kousalová, Barbora. "Lexikální strategie ve výuce němčiny jako druhého cizího jazyka po angličtině." In Výzkum v didaktice cizích jazyků II, 51–74. Brno: Masaryk University Press, 2019. http://dx.doi.org/10.5817/cz.muni.p210-9547-2019-3.

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This paper describes the state of the art in the field of learning strategies with an emphasis on the foreign language teaching context. The contribution presents research from both the Czech Republic and abroad concerning the topic of vocabulary learning strategies in German as a second foreign language (L3) after English (L2).
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"XIII. Foreign Elements and Foreign Influence." In A Bibliography of Writings for the History of the English Language, 159–63. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110855456-015.

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"Writing a history of foreign language learning in the UK." In German Through English Eyes, 1–18. Harrassowitz, O, 2015. http://dx.doi.org/10.2307/j.ctvc2rjrp.7.

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Nikpalj, Vida. "Elements of drama in teaching English to young learners." In Children and English as a foreign language, 83–95. Filozofski fakultet Sveučilišta u Zagrebu, FF-press, 2015. http://dx.doi.org/10.17234/9789531755603.10.

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Andujar, Alberto, and Fidel Çakmak. "Foreign Language Learning Through Instagram." In New Technological Applications for Foreign and Second Language Learning and Teaching, 135–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch007.

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This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.
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Istıfcı, Ilknur. "Use of Facebook by Foreign Language Instructors." In Advances in Educational Technologies and Instructional Design, 434–58. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch021.

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Nowadays the widespread use of information and communication technologies in every field, especially in education, brings forward the idea of use of them by teachers and students intensively. Although teachers and students are far from each other physically, they communicate thanks to information and communication technologies, learn new information about their lessons, repeat this information, and reinforce what they learn in class. When taking learning and teaching into consideration, learning and teaching do not happen without communication and interaction. The importance of social media tools in information and communication technologies has been increasing in terms of education. Social media tools are generally called as social networking sites. Facebook is the most used and known tool among them. Facebook is a social network that provides communication and information exchange. People who have Internet connection in every part of the world communicate and interact among themselves via this social tool. In other words, people compose virtual social lives for themselves. People in these virtual lives identify themselves, communicate and get along with people who have the same cultural level via the facilities that the Internet provides. This case tries to find out the use of Facebook by language instructors via a questionnaire which was given to 160 English, French, and German language instructors at the School of Foreign Languages, Basic Languages Department of Anadolu University. Findings emerged related to every aim of the study. Some conclusions were drawn from the findings gained in the study. The results of the study revealed that Facebook has been used widely by instructors. There were some differences in the use of Facebook among English, French and German instructors. It was found that English instructors made extensive use of Facebook. Moreover, some instructors were found to create class pages and have some activities like communication, sharing class events, giving homework and sharing videos. Based on the results, the study was concluded by some implications to use Facebook in foreign language learning.
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Conference papers on the topic "German language foreign elements english"

1

Sanigurskaya, M. G. "Analysis of problem sounds during interference in a second foreign language (German) in the native language - Russian and the first foreign language - English." In Scientific Trends: Philology, Culturology, Art history. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-26-05-2020-04.

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"Teaching Culture in Foreign Language Classes with Reference to English and German Departments, College of Languages, Salahaddin University." In 10th International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2019. http://dx.doi.org/10.23918/vesal2019.a18.

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Takefuta, Junko, Yukio Takefuta, and Nobue Yonaha. "Evaluation of the Relative Contribution of Various Elements in the CALL System of Teaching English as a Foreign Language." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.164.

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