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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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Czura, Anna, and Joanna Pfingsthorn. "The Influence of Short-term International Intensive Programme on Student Teachers’ Perception of Their Future Profession." Anglica Wratislaviensia 54 (November 15, 2016): 35–49. http://dx.doi.org/10.19195/0301-7966.54.3.
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Foreign language teacher training programmes often require student teachers to spend some time in a country where the target language is spoken. While research on the role of study abroad experiences in general teacher education is well documented, investigations dealing with the impact of mobility initiatives on FL teacher education are rather scarce. The present study, based on oral interviews, examines long-term effects of a two-week international workshop, an Erasmus Intensive Programme IP, on student teachers’ perception of their role as FL teachers. The IP aimed at finding ways to incorporate elements of the arts into English classes in four European countries: Germany, Poland, Turkey and Lithuania. The IP participants were invited to take part in lectures, practical workshops and visits to local schools. The results of the study reveal that within approximately a year after the completion of the IP the participants from Poland express a general positive attitude towards the infusion of the arts into the EFL curriculum. The IP experience evoked the future teachers’ reflection upon a number of key issues in the profession of FL teaching: the degree of individualization and learner autonomy in class, rejecting the idea of teacher as solely an authority figure, the use of various forms of social interaction in class, and self-improvement or life-long learning being inherent aspects of the teaching profession.
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Thaler, Engelbert. "English and foreign language teaching in the German Gymnasium." Training Language and Culture 1, no. 3 (September 2017): 72–85. http://dx.doi.org/10.29366/2017tlc.1.3.5.
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Ekmekci, Emrah. "Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors." International Education Studies 11, no. 5 (April 23, 2018): 74. http://dx.doi.org/10.5539/ies.v11n5p74.
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Whether or not to use students’ native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers’ perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors’ perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.
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Ishag, Adil. "Some Empirical Perspectives on Foreign Language Learning in Sudan." International Journal of Applied Linguistics and English Literature 6, no. 4 (May 2, 2017): 137. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.137.
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This study attempted to provide a general view of the situation and perspective on foreign language learning and teaching at the tertiary level in Sudan, with special focus on English and German. It further explored motivation and reasons for majoring in English and German among Sudanese students and the level of satisfaction in studying theses languages as major disciplines. Additionally, students’ knowledge of foreign languages and their preferences for learning certain foreign languages have been reported. In order to achieve the objective of this study, a questionnaire was administered to a sample composed of 148 students majoring in English and 73 Students majoring in German, at the University of Khartoum. The obtained results revealed that Sudanese students in both departments were highly satisfied in majoring in English and German, however students were majoring in English mostly due to personal interest, while there were more students majoring in German due to entry requirement than those in the English department. Furthermore, students have shown varying degrees of interest in learning other languages such as Chinese, Spanish, French and Italian. Finally, based on the findings of the study, a number of proposals have been made, which might contribute to the improvement of foreign language learning and teaching in Sudan.
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Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (October 2002): 1245–47. http://dx.doi.org/10.1632/003081202x61115.
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The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.
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Schlick, Maria. "The English of shop signs in Europe." English Today 18, no. 2 (April 2002): 3–7. http://dx.doi.org/10.1017/s0266078402002018.
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A case study of foreign and especially English influence on the language of shop signs and shop windows in three European cities.PEOPLE have always worried about language purity: ‘No greater harm can be done to a nation than taking away its national character and the idiosyncrasies of its language’ (Immanuel Kant, over 200 years ago). ‘Kein Denglisch in deutschen Wörterbüchern’ is a citation of the German Verein zur Wahrung der deutschen Sprache e.V. (‘Association for the Protection of the German Language’)1, founded in 1997. Theirs is a struggle to keep German free of too much foreign-language influence: most notably English.
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ULBRICH, CHRISTIANE. "German pitches in English: Production and perception of cross-varietal differences in L2." Bilingualism: Language and Cognition 16, no. 2 (December 20, 2012): 397–419. http://dx.doi.org/10.1017/s1366728912000582.
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The present study examines the effect of cross-varietal prosodic characteristics of two German varieties, Northern Standard German (NG) and Swiss German (SG), on the production and perception of foreign accent in L2 Belfast English. The analysis of production data revealed differences in the realisation of nuclear pitch accents in L1 German and L2 English produced by the two groups of speakers. Foreign accent ratings of L2 English sentences produced by NG speakers with no or extensive experience, native Belfast English speakers and SG speakers were obtained from native Belfast English listeners. The findings showed that segmental and prosodic characteristics play a role in the perception of foreign accent. In addition, they can be more similar across languages than across varieties of the same language. This in turn affects which and how cross-varietal differences in L1 impact on the degree of perceived foreign accentedness. The results are consistent with a usage-based account.
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Orhan, Arzu. "The Experiences of Students in English Language Teaching on Learning “German as a Foreign Language”." Journal of Education and Learning 8, no. 4 (July 12, 2019): 112. http://dx.doi.org/10.5539/jel.v8n4p112.
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The aim of this study is to illustrate the experiences of students who have taken the optional course “German as a Foreign Language” using the textbook “studio d A1” (Funk et al., 2010) at the Department for English Language Teaching at Bursa Uludağ University, and also their reasons for learning a second foreign language. To identify the thoughts and opinions of the students using the textbook, a questionnaire containing ten questions was used. In addition, four questions regarding demographic information were posed to 32 students at the department. The purpose of the study was to analyze the suitability of maintaining the set textbook for the optional course “German as a Foreign Language”. The results indicate that, in this optional course, there is a need to use textbooks that are designed according to the combination German after English or German with English. The students have also been given the opportunity to express their opinions concerning whether the hours offered in the curriculum of Bursa Uludağ University were sufficient for them to learn a language at a level that would facilitate their learning of yet another foreign language. The analysis of these data shows that students wished to increase the weekly quota of hours of this course.
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Ponomaryova, Liliya, and Elena Osadcha. "Development of the Phonetic Skills in German as the Second Foreign Language on the Basis of the English Language." International Letters of Social and Humanistic Sciences 70 (June 2016): 62–69. http://dx.doi.org/10.18052/www.scipress.com/ilshs.70.62.
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The problems of forming phonetic skills of the German language which is studied on the basis of the English language have been considered. The aim of this research is to make the comparative analysis of the phonetic aspects of the foreign languages that are taught one after another. There has been the attempt to analyze, generalize and systematize the material on the given topic which is presented in works in German, English, Ukrainian and Russian on the main theoretical questions connected with the process of teaching the second foreign language. It was shown that while forming phonetic skills in German, it is necessary to give the characteristics to the phonetic, rhythmic and intonation peculiarities of both German and English; to point out the difficulties of mastering the pronunciation system of German, to develop the introductory course and the material for phonetic warming-up and to work out the algorithm of introducing a new sound.
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Varga, L. I., V. М. Mishak, and Т. М. Kravchenko. "Some peculiarities of learning German asthe second foreign language after English." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 2(10) (2019): 71–74. http://dx.doi.org/10.31339/2413-3329-2019-2(10)-71-74.
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Treutlein, Anke, Hermann Schöler, and Karin Landerl. "Recoding strategies of German learners of English as a foreign language." Reading and Writing 30, no. 6 (January 5, 2017): 1215–30. http://dx.doi.org/10.1007/s11145-016-9719-8.
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Gries, Stefan Th, and Stefanie Wulff. "Do foreign language learners also have constructions?" Annual Review of Cognitive Linguistics 3 (October 31, 2005): 182–200. http://dx.doi.org/10.1075/arcl.3.10gri.
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In Construction Grammar, the ultimate grammatical unit is the construction, a conventionalized form-meaning pairing. We present interrelated evidence from three different methods, all of which speak in favor of attributing an ontological status to constructions for non-native speakers of English. Firstly, in a sentence-fragment completion study with German learners of English, we obtained a significant priming effect between constructions. Secondly, these priming effects correlate strongly with the verb-construction preferences in native speaker corpora: verbs which are strongly associated with one construction resist priming to another semantically compatible construction; more importantly, the priming effects do not correlate with verb-construction preferences from German translation equivalents, ruling out a translational explanation. Thirdly, in order to rule out an alternative account in terms of syntactic rather than constructional priming, we present semantic evidence obtained by a sorting study, showing that subjects exhibited a strong tendency towards a construction-based sorting, which even reflects recent explanations of how constructions are related.
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Sebestyén, Krisztina. "Differences in Foreign Language Choice of Students from Different Social Backgrounds." Central European Journal of Educational Research 3, no. 2 (July 19, 2021): 78–86. http://dx.doi.org/10.37441/cejer/2021/3/2/9364.
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According to previous research (e.g. Bernstein, 1971; Gogolin, 2014; Hegedűs et al., 2019), family background plays a decisive role in an individual's mother tongue acquisition and in learning foreign languages. In another study, parents with a high social background (54.0%) chose German for their children, and parents with a low social background (56.9%) chose English in primary school (Sebestyén, 2021). Based on this, in the study I examine what difference can be detected in the foreign language choice of high school students from different social backgrounds. In the study, I analyze the student data (890 people) of my database entitled “German learning and teaching in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties” prepared in the 2018/2019 school year, during which I perform cross-tabulation and cluster analysis with the help of SPSS program. The database contains data on 11th grade high school and vocational high school students who studied German and / or English in high school. As the results, there are differences between the learned foreign languages among secondary school students according to family background. Among the clusters related to high school choice, those belonging to the “Higher Education Oriented Local” cluster are most interested in foreign languages, most German-speaking (74.0%) and English (89,0%) students tend to be in this cluster. Overall, the majority of respondents learn English, while students from higher social backgrounds (also) learn German.
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Bohn, Ocke-Schwen, and James Emil Flege. "Interlingual identification and the role of foreign language experience in L2 vowel perception." Applied Psycholinguistics 11, no. 3 (September 1990): 303–28. http://dx.doi.org/10.1017/s0142716400008912.
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ABSTRACTThis article examines the perception of four English vowels (/i, i, ε, æ/) by adult native speakers of German. From the standpoint of German, it appears that English /i, i,ε/ are perceptually similar, if not identical, to German /i, i, ε,/ whereas /ε/ is a “new” vowel for German learners of English. The role of foreign language experience in the perception of second language vowels was examined through labeling responses to members of synthetic continua (beat-bit, bet-bat) in which vowel duration and spectrum were varied factorily. The subjects were relatively experienced and inexperienced second language (L2) learners and a monolingual English control group. The results suggest that L2 experience did not affect perception for the continuum with the two “similar” vowels /i/ and /I/. However, for the continuum involving the “new” vowel /æ/, the experienced Germans more closely resembled the native English speakers than the inexperienced Germans. The predominant use of duration cues in differentiating the English /ε/–/æ/ contrast by the inexperienced Germans suggested that when spectral cues are insufficient to differentiate an L2 vowel contrast, duration will be used.
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Borysko, Nataliia, Alina Dolyna, Elvira Bondarenko, and Iryna Korniiko. "Learning German grammar after English: Let us give Ukrainian students a chance." Revista Amazonia Investiga 9, no. 29 (May 18, 2020): 516–29. http://dx.doi.org/10.34069/ai/2020.29.05.57.
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The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems. The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.
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Radionova, Svetlana Aleksandrovna, Gulnara Zamirovna Sharaeva, and Rezeda Yoldizovna Mukhtarova. "Mnemonics as the technique of lexico-grammatical skills formation in foreign language lessons." LAPLAGE EM REVISTA 7, Extra-D (July 21, 2021): 405–11. http://dx.doi.org/10.24115/s2446-622020217extra-d1121p.405-411.
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Currently the school is acutely concerned with the use of mnemonic instruction to help remember linguistic phenomena in a foreign language. The article discusses in detail mnemonics and the ways of using them at lessons on English and German at the stage of teaching lexical and grammatical phenomena, ranges mnemonic strategies that assist to remember unfamiliar vocabulary and grammar of the English and German languages more effectively, efficiently and easily, describes algorithms for working with various mnemonic devices, and gives a reference on the possibilities of their modification. The results obtained prove mnemonic techniques are an effective study tool which can be utilized by Russian-speaking students in learning English and German.
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Lobanovskaya, E. V., and S. V. Muratova. "Morphological Characteristics of English Borrowings in the German Language in the Globalization Era." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 525–32. http://dx.doi.org/10.21603/2078-8975-2020-22-2-525-532.
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The article reveals the role of a foreign language / languages in the context of linguistic globalization and multiculturalism. The research featured the current attitude of German society to foreign languages and cultures. The authors believe that there is no contradiction between the modern multilingualism requirements and the promotion of German in the European community as a wholesome and stable language. As borders between languages become transparent, the development of linguistic consciousness acquires a special role. The research objective was to identify the motives behind borrowing that result from the needs of modern European community. The authors also explained the cases of incomplete or impossible assimilation of borrowings in German. They revealed some characteristics of English borrowings in German. For instance, hyphenation refers to the spelling of nouns borrowed from English. English verbs acquire German forms of weak verbs and their conjugation endings. Most borrowed nouns proved to have an unstable grammatical gender, while some of them are likened to German nouns and receive inflections. The syntagmatics of English adjectives is determined by English phonetics. The authors believe that the study of linguistic globalization will be useful to those interested in the development of European languages.
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Doherty, Monika. "Discourse relators and the beginnings of sentences in English and German." Languages in Contrast 3, no. 2 (December 31, 2001): 223–51. http://dx.doi.org/10.1075/lic.3.2.05doh.
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Felicitous translations between English and German show that discourse relators like adversative connectors interact with the basic strategies of discourse linking superimposed upon the grammatical rules of word order. For initial position they compete with elements from the propositional meaning of a sentence, which they precede if the propositional elements are given information; if the elements are new (or resumed) information, discourse relators tend to follow them. Attitudinal expressions like probably and possibly precede or follow propositional elements in the same way, but tend towards a greater degree of explicitness in initial positions of English sentences.
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Rozenfeld, Július. "Efficiency in Teaching English As a Foreign Language." Romanian Journal of English Studies 14, no. 1 (November 27, 2017): 132–40. http://dx.doi.org/10.1515/rjes-2017-0016.
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Abstract The objective of this paper is to formulate an acceptable definition of teacher quality based on effective use of time during the teaching process. Assessing teacher quality is hampered by the complexity of intersecting criteria in teaching profession. Quality is often defined broadly and in general concepts isolated from the actual classroom processes. Society, politicians, parents, educators proclaim that the quality of teachers matters, but it is difficult to come to a consensus, which markers of teacher quality can be measured reliably and which of these elements do have crucial impact on teaching. The major goal of this paper is to clarify what efficiency means in the teaching-learning process if time is taken as the main criterion; how knowledge can be defined and how teacher efficiency can be used as an objective marker of quality in teaching profession.
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Sadouki, Fatiha. "Examples of cross-linguistic influence in learning German as a foreign language." EduLingua 6, no. 1 (2020): 61–83. http://dx.doi.org/10.14232/edulingua.2020.1.4.
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The present study sheds light on cross-linguistic influence and language transfer in third or additional language learning and explores the factors affecting the learning of third or additional language in a multilingual context. It aims at investigating the extent to which the typologically more similar language influences the language being learned. This study was carried out with the participation of 30 third-year students in the foreign languages stream at Al-Kawakibi Secondary School-Touggourt in Algeria. The participants had Arabic as L1, French as L2, English as L3 and they were learning L4 German. The instruments included two translation tasks and a paragraph writing in German, in addition to a questionnaire about learners' self-rated language proficiency of their non-native languages. The findings show that students tend to translate into the language which is typologically more similar to German, in this case English, that influences learning L4 German the most.
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Meyerhöffer, Nina, and Daniel C. Dreesmann. "Using English as the Language of Science." American Biology Teacher 83, no. 3 (March 1, 2021): 154–60. http://dx.doi.org/10.1525/abt.2021.83.3.154.
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This article presents the development and testing of a content-based video exchange model as a motivating means to introduce lower secondary English learners to English as the language of science. The central goal was that students reach the required curricular content knowledge despite learning some of the content in a foreign language. The model was tested in German seventh-grade classes (n = 133), in which the students communicated with U.S. eighth-graders on the topic of ecology. Following field trips to a forest and a desert ecosystem, students presented and compared biotic and abiotic data in videos. The German students’ content knowledge and their motivation were assessed in a pretest/posttest design. They met the curricular outcome requirements, and their motivation was remarkably high at both test times. We discuss implications for further application of the exchange model.
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Dinkel, Andreas, Hendrik Berth, Ada Borkenhagen, and Elmar Brähler. "On Raising the International Dissemination of German Research." Experimental Psychology 51, no. 4 (January 2004): 319–28. http://dx.doi.org/10.1027/1618-3169.51.4.319.
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Abstract. It has been proposed that German basic psychology journals should change publication language to English in order to facilitate access to research from German-speaking countries. However, to truly increase the dissemination of German research, it seems crucial to progress towards an internationalization of authors and readers. We applied bibliometric analysis to investigate the impact of the transition to English on the rate of foreign authors publishing in Zeitschrift für Experimentelle Psychologie/Experimental Psychology, as well as possible associated changes in citation patterns. There was an increase in the rate of articles published by foreign authors from 14.6 and 8.7 per cent, respectively, for the last biannual periods as German-language journal, to 52.7 per cent in the first biannual period as English-language journal. Regarding citations patterns, the clearest changes emerged for domestic authors. The results illustrate possible consequences of a transition to English as publication language, and reveal that Experimental Psychology has successfully established certain prerequisites for an increase of the international dissemination of German psychology research.
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Hinc, Jolanta. "Englisch als Interferenzquelle bei der Aneignung der Wortstellung des Deutschen." Glottodidactica. An International Journal of Applied Linguistics 36 (November 5, 2018): 143–54. http://dx.doi.org/10.14746/gl.2010.36.12.
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The paper deals with the issue of the interaction of languages in a multilingual person. First, it is related to an error analysis of the word order in German which investigates the influence of English as the first foreign language with the bounded word order on German as the second foreign language with the relative bounded word order in the group of Polish high school students. Afterwards, the basic structures of German, English and Polish word order are compared to show the topological relationship between the languages.
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Kovac, Mirjana M., and Ana Mrsic. "Students’Attitudes towards Foreign Languages." Journal of Educational and Developmental Psychology 7, no. 2 (October 24, 2017): 124. http://dx.doi.org/10.5539/jedp.v7n2p124.
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This paper analyses similarities and differences in attitudes and beliefs towards learning the German and the Italian language. The testing tool used for evaluating the attitudes is a questionnaire composed in accordance with the questionnaires used for examining attitudes towards foreign languages. The obtained results indicate that the students of both languages highly agree with the statement that the knowledge of foreign languages leads to a better social status, more successful socialisation and benefit in one’s professional career. In addition, they highly agree with the statement that the teaching materials are miscellaneous, but would nevertheless want the materials to include more elements of the domicile culture. Furthermore, the results also indicate a high level of confidence in speaking both languages and a substantial level of awareness regarding the need to speak both languages. The analysis confirmed a significant difference between the learners of Italian and German; the learners of German perceive the language as more difficult than Italian. However, such subjective evaluation does not have an adverse effect on the attitudes towards the German language.
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Zuzok, Nadja. "Interkulturelle Kompetenz im Fremdsprachenunterricht Deutsch nach Englisch Eine Pilotuntersuchung der Klassen 4–6 im Raum Poznań." Glottodidactica. An International Journal of Applied Linguistics 36 (November 5, 2018): 235–43. http://dx.doi.org/10.14746/gl.2010.36.20.
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The following essay is about teaching German after English and the intercultural traces that can be found in German teaching and learning after having been learned English. The current polish situation makes this topic relevant, as German is taught as second foreign language. The present study wants to investigate which influence this learning German after English has when speaking of intercultural competence.
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Ennser-Kananen, Johanna. "“That German stuff”: Negotiating Linguistic Legitimacy in a Foreign Language Classroom." Journal of Language and Education 4, no. 1 (March 31, 2018): 18–30. http://dx.doi.org/10.17323/2411-7390-2018-4-1-18-30.
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This qualitative case study of one German suburban high school classroom in the Midwestern United States examines how learners of German negotiate their linguistic legitimacy, which is defined as discursively constructed acceptance or validation for their language use. Specifically, it investigates how the students negotiated legitimacy for using their target language German in their classroom. Based on the premise that linguistic legitimacy is crucial for the maintenance and development of speakers’ languages, data was collected and analyzed from classroom recordings, semi-structured interviews, and participant observations. Findings revealed that, while English dominated the lessons as the default legitimate language among the students, using German was accepted and valued under certain circumstances. Such instances of linguistic legitimacy included the use of German for entertainment or in role plays, a pattern which points to the students’ desire to mitigate investment and display “uninvestment” in learning or using German. Implications for foreign language (FL) pedagogy and teacher education are discussed.
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HU, PETER. "Adapting English into Chinese." English Today 20, no. 2 (March 29, 2004): 34–39. http://dx.doi.org/10.1017/s0266078404002068.
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WHY IS English a global language? Although the reasons are manifold – historical, geographical, economic, political, social, cultural – the key reason, it seems to me, is linguistic: its morphology is simple, many of its words are short and pithy, and among the key world languages it has the largest vocabulary. These features have helped it become the most widely used language in the world: a situation that makes Uncle French and Grandpa German envious. English has been open-minded since childhood. In the long process of exchange, English words lost most of their inflections and words of different origins were mixed together (Burchfield 1984:13). Unlike traditional German and French, English has been open to foreign penetration and never drives new words out. It is this openness that continually enriches the language. Chinese also likes to borrow from other languages. Old Chinese borrowed 35,000 words from Buddhism, and Modern Chinese has absorbed countless words from Western civilizations. This paper inquires into the mutual borrowing between English and Chinese, summarizes the techniques of borrowing words from English into Chinese, and asserts that semantic transliteration is the best approach to adopting foreign words.
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Fedchyshyn, N. O., N. I. Yelahina, and O. H. Permyakova. "DISTANCE LEARNING OF FUTURE DOCTORS IN FOREIGN LANGUAGE: CHALLENGES OF TIME." Медична освіта, no. 2 (June 2, 2020): 32–39. http://dx.doi.org/10.11603/me.2414-5998.2020.2.11144.
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The article deals with the problem of the use of foreign (English, German) language distance learning for the training of future doctors. It has been analyzed the advantages and disadvantages of modern distance learning for students, teachers and higher educational institutions (oriented learning, personalization and differentiation of pedagogical activity). The main normative documents that regulate the development of distance learning in Ukraine are proposed. Great attention is paid to the problems and methods of distance learning, peculiarities of learning a foreign language by means of distance learning, some issues in the practice of teaching a foreign (English, German) language in the distance educational system for students of non-linguistic specialties on the basis of educational platform Moodle (types of activities offered by the platform, external resources useful for the use of distance learning in foreign languages). The concept of an adaptive approach to distance learning as a motivational factor in learning foreign languages is characterized.
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McLelland, Nicola. "Mining foreign language teaching manuals for the history of pragmatics." Journal of Historical Pragmatics 19, no. 1 (August 10, 2018): 28–54. http://dx.doi.org/10.1075/jhp.00012.mcl.
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Abstract Foreign language learning manuals can be valuable sources for the history of pragmatics and historical pragmatics. They may contain explicit guidance on pragmatics not found in native-speaker grammars. For example, accounts of German forms of address in seventeenth- and eighteenth-century English–German manuals provide evidence of changing views on the appropriateness of ihr and Sie earlier than does the “native” grammatical tradition. The bilingual model dialogues that are typical of such manuals may also implicitly model appropriate linguistic behaviour, demonstrated here by examining the communicative genre of bargaining in a series of three related English–Dutch language manuals of the seventeenth and eighteenth centuries. Furthermore, the dialogues may provide metalinguistic comment on linguistic behaviour – for example, by criticizing the culture of excessive negative politeness. Such sources can enrich our knowledge of language use and attitudes to language use in the area of politeness, complementing the evidence to be gleaned from mainstream native grammars, civility manuals, merchants’ guides, and the like.
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Berg, Thomas. "The cohesiveness of English and German compounds." Mental Lexicon 7, no. 1 (June 8, 2012): 1–33. http://dx.doi.org/10.1075/ml.7.1.01ber.
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This paper compares the cohesiveness of English and German compounds. Cohesiveness is understood as the extent to which two given elements are integrated into a larger structural unit. The null hypothesis according to which the compounds in the two languages are equicohesive is rejected on the strength of an extended quantitative analysis. The results of ten empirical tests are consistent with the hypothesis that English compounds are less cohesive than their German counterparts. As the degree of cohesion is inversely related to the position of a given unit in the linguistic hierarchy, English compounds are argued to be more phrase-like, whereas German compounds are more word-like. German imposes more rigorous constraints on compounding than English. Thus, the prototypical categories of English and German compounds differ in terms of their formal content. Since compounds are essentially words, two somewhat disparate definitions of word prevail in the two languages. Following up on an idea put forward by Klinge (2009), the cross-linguistic difference emanates from the varying importance of inflectional morphology in the two languages. Cohesiveness is supposedly a level-specific rather than a language-wide factor.
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Onysko, Alexander. "Exploring discourse on globalizing English." English Today 25, no. 1 (March 2009): 25–36. http://dx.doi.org/10.1017/s0266078409000054.
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ABSTRACTA case study of discourse on anglicisms in German.“By recognizing our uncanny strangeness, we shall neither suffer from it nor enjoy it from the outside. The foreigner is within me, hence we are all foreigners. If I am a foreigner, there are no foreigners.” (Julia Kristeva, Strangers to Ourselves (1991)).Is Kristeva's dissolution of the notion ‘foreign’ also applicable to language? The nature of language as a semiotic system of arbitrarily bound units of meaning and form determines the essential foreignness of signifier and signified. As such, every linguistic unit is indeed intrinsically foreign on the level of designation and, thus, there is no foreign language. On the surface of human communication, however, incomprehensibility among speakers can emerge as a criterion of foreignness. The perception of the foreign in language is particularly tied to situations of contact between different language-cultural areas. Such contact can occur internally in a multilingual speaker or can be observed externally as happening in the speech community. In both ways, crucial to language contact is a perceived intertwining of linguistic units from at least two distant, i.e. incomprehensible, codes culturally rooted in diverse speech communities.
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Khandanyan, Siranush. "Existential and Possessive Constructions in English and German." Armenian Folia Anglistika 6, no. 1-2 (7) (October 15, 2010): 45–49. http://dx.doi.org/10.46991/afa/2010.6.1-2.045.
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The article examines the semantic and syntactic characteristics of existential (es gibt / there is) and possessive (have / haben) constructions of English and German. The article underlines the effective methods of their teaching for those who study English as a foreign language. The research indicates that having a number of syntactic and semantic similarities, the aforementioned structures are distinguished with their unique forms of expression, which, in its turn, contributes to the elaboration of typology of the patterns.
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MEIER, A. J. "THE STATUS OF "FOREIGN WORDS" IN ENGLISH: THE CASE OF EIGHT GERMAN WORDS." American Speech 75, no. 2 (June 1, 2000): 169–83. http://dx.doi.org/10.1215/00031283-75-2-169.
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Fehrmann, Ingo. "Teaching the form-function mapping of German ‘prefield’ elements using Concept-Based Instruction." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 153–70. http://dx.doi.org/10.1515/gcla-2016-0011.
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Abstract Empirical findings in Second Language Acquisition suggest that the basic structure of German declarative sentences, described in terms of topological fields, poses certain challenges to learners of German as a foreign language. The problem of multiple prefield elements, resulting in ungrammatical verb-third sentences, figures most prominently in the literature. While the so-called V2 constraint is usually treated as a purely formal feature of German syntax both in the empirical as well as in the pedagogical literature, the present paper adopts a usage-based perspective, viewing language as an inventory of form-function mappings. Basic functions of prefield elements have already been identified in research on textual grammar and information structure. This paper presents results from a pilot study with Japanese elementary learners of German as a foreign language, where the form-function mapping of German prefield elements was explicitly taught following the guidelines of an approach called Concept-Based Instruction. The findings indicate that, with a focus on the function-function mapping, it is in fact possible to explicitly teach these rather abstract regularities of German to beginning learners. The participants’ language production exhibits a prefield variation pattern similar to that of L1 German speakers; at the same time the learners produce very few ungrammatical verb-third sentences.
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Hunt, Jaime. "Lexical hybridization of English and German elements: a comparison between spoken German and the language of the German newsmagazine Der Spiegel." Studia Linguistica Universitatis Iagellonicae Cracoviensis 136, no. 2 (2019): 107–20. http://dx.doi.org/10.4467/20834624sl.19.010.10605.
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DAĞHAN ASLAN, Gülbin, and Gülay KIRAY. "The reflection of the first foreign language (English) by utilizing translanguaging strategies in the teaching of second foreign language (German)." Dil ve Dilbilimi Çalışmaları Dergisi 16, no. 3 (October 1, 2020): 1368–86. http://dx.doi.org/10.17263/jlls.803801.
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Kolabinova, Tatiana I., Alfiya N. Zaripova, Tatiana Ya Zaglyadkina, and Liya G. Yusupova. "English as an Additional Language for Russian University Students Learning German as the First Foreign Language." Procedia - Social and Behavioral Sciences 199 (August 2015): 334–39. http://dx.doi.org/10.1016/j.sbspro.2015.07.556.
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Danylenko, Oksana. "INPUT- AND OUTPUT-BASED GRAMMAR INSTRUCTION IN TEACHING ENGLISH AFTER GERMAN." World Science 3, no. 6(58) (June 30, 2020): 11–17. http://dx.doi.org/10.31435/rsglobal_ws/30062020/7116.
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The article dwells on the peculiarities of instruction and the role of input and output for teaching English grammar to prospective teachers of foreign languages whose major and first foreign language is German. The aim of the survey is to analyze approaches to designing instruction for the second language grammar teaching and develop activities providing effective teaching of the grammar of English for the students with previous experience in learning German as their first foreign language. The emphasis is made on the usage of processing instruction for presenting target forms that entails input-based instruction as a means for transfer enhancement during grammar teaching and a model raising students’ grammar comprehension. As far as production skills constitute one of the aspects of our investigation, we investigated the role of output-based instruction. Grammar teaching deals with grammatical forms and their usage in a particular context. Thus, developing input-based and output-based grammatical activities, we suggested activities that demonstrate the grammatical form and clarify its structure, provide possibilities for comparison of grammatical structures in English and German. The proposed output-based task provides productive grammatical skills development. The focus on form is supported with tasks explicating meaning. Consequently, the connection between grammatical form and its meaning in a certain context is provided. Tasks are communicatively oriented.
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Arh, Urška Valenčič. "„Be on the right track“ – phraseodidactic approaches in teaching German as a foreign language." Linguistica 54, no. 1 (December 31, 2014): 365–79. http://dx.doi.org/10.4312/linguistica.54.1.365-379.
Full textAbstract:
Phraseological units are common linguistic elements, which have seen an upturn in phraseological research as well as in phraseodidactics of foreign language. Phraseology is used to expand the students’ vocabulary and to enhance their communicative competence. Phraseodidactics deals with the treatment of phraseological vocabulary in language teaching practice and in course books. Its scope ranges from identifying phraseological units to developing students’ phraseological competence in their mother tongue and/or foreign languages.The article deals with some aspects of the acquisition of phraseological competence in German as a foreign language. Special attention is given to the place phraseological units occupyin the coursebook and workbook for teaching German as a foreign language studio d – Die Mittelstufe B2. The focus is not only on the frequency of phraseological units, but on the didactic approach employed in dealing with such units as elements which should be systematically taken into consideration in teaching German as a foreign language. The article also discusses the importance of careful integration of phraseology into the Common European Framework of Reference for Languages as an important part of students’ lexical competence at all levels from A1 to C2.
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DIMOVA, SLOBODANKA. "Teaching and learning English in Macedonia." English Today 19, no. 4 (October 2003): 16–22. http://dx.doi.org/10.1017/s0266078403004036.
Full textAbstract:
An investigation into the current status of English teaching and learning in Macedonia. The focus of this study will be on the spread of English there, within the domain of foreign language education, and it is guided by the following research questions: What is the most dominant foreign language taught and learned in R. Macedonia?How is English teaching implemented in the Macedonian educational system?What are some of the current resources for the teaching and learning of English?In the article, I discuss the implementation of English in the public and private schools and universities, alongside instruction in such other languages as French, German, and Russian.