Didaktik Slawischer Sprachen (DiSlaw) (Journal)
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Literature in Russian Lessons in Austria: A Historical Overview of Educational Policy Guidelines
No full textСтатья рассматривает использование художественной литературы на уроках русского языка в Австрии в период после Второй мировой войны (1946–2023). Целью статьи является анализ нормативных документов, регулирующих использование художественных текстов на уроках РКИ в австрийской академической средней школе (АСШ). Для этого проводится анализ десяти учебных программ для АСШ и описательный анализ Общеевропейских компетенций владения иностранными языками (ОКВИЯ, 2003) и приложения к ним (англ. версия, 2018). В ходе анализа исследуются следующие вопросы: Какие цели формулируются для работы с литературой? Какие художественные тексты рекомендует учебная программа? Какие дидактические указания по литературной работе включает в себя учебная программа? Какие инструменты предлагает ОКВИЯ для работы с литературными про- изведениями?This article aims to show the regulative conditions of the use of literary texts in the Russian language classroom in Austria during the period after World War II (1946–2023). It examines the normative documents that regulate the use of literature at the Austrian academic secondary school (ASS). For this purpose, an analysis of ten curricula for the ASS and of the Common European Framework of Reference for Languages (CEFR, 2001) as well as its companion volume (2018) has been conducted. The analysis explores the following questions: Which goals do the curricula formulate concerning the use of literary texts? Which content requirements do the curricula contain with regard to teaching literature? Which didactic references to literary work do the curricula include? Which instruments does the CEFR offer for the work with literary texts
Editorial Teaching Reading and Literature
No full textWe are pleased to present the fifth issue of the journal DiSlaw. It is dedicated to teaching reading and literature and accordingly zooms in on the possible uses of literary texts in foreign language teaching. In doing so, we explore three fundamental questions: What is literature? What can it be used for in the classroom? And: How can this be done? These questions help us to approach the triad of objectives, content and methods that determines the didactic framework of teaching (cf. e.g. Heimann et al., 1965; Klingberg, 1995, 41).Wir freuen uns, Ihnen die fünfte Ausgabe der Zeitschrift DiSlaw vorzustellen. Sie ist der Lese- und Literaturdidaktik gewidmet und lotet dementsprechend Einsatzmöglichkeiten literarischer Texte im Fremdsprachenunterricht aus. Dabei spüren wir drei grundsätzlichen Fragen nach: Was ist Literatur? Wofür kann sie im Unterricht eingesetzt werden? Und: Wie kann das geschehen? Diese Fragen helfen uns, uns der Trias von Zielen, Inhalten und Methoden zu nähern, die den didaktischen Rahmen des Unterrichts bestimmt (vgl. z.B. Heimann et al. 1965; Klingberg, 1995, 41)
Хау, бро, как жиза? : (How) Can Teachers Use Artificial Intelligence to Teach Colloquial Russian?
No full textШтучний інтелект (ШI) потребує мережевого мислення. Хоча сам ШI не становить проблеми, наслідки випливають з його інтеграції в процес вивчення мови. Очевидно, що ШI може спростити як домашню, так і семінарську, що змушує школи та університети замислитися над розумним регулюванням використання програм, таких як ChatGPT. Перші пропозиції вказують на поновне запровадження усних іспитів та культивування більш творчих текстів та інноваційних тестових завдань для запобігання шахрайству, яке уможливлює ШІ.У цьому дослідженні надаються певні пропозиції щодо того, як викладачі російської мови (РМ) можуть протистояти цим викликам та ефективно впроваджувати такі програми в навчальний процес. Для досягнення цієї мети чату GPT було поставлене завдання згенерувати довгий діалог підлітків, які знайомі один з одним, на побутову тему, орієнтуючись на знання мови студентами на рівні В1. У діалозі передбачалося використання розмовного мовлення, яке часто відсутнє в сучасних підручниках. Після цього було запропоновано переглянути діалог для кращого відтворення автентичної усної взаємодії молоді.Через аналіз та порівняння діалогів та відповідних монологів, це дослідження ставить за мету забезпечити вчителів рекомендаціями для ефективного розгляду загальних розмовних явищ у навчанні РМ – як з точки зору рецептивної, так і продуктивної комунікативної компетентності, а також для уникнення потенційних мовленнєвих проблем, таких як зловживання розмовними виразами.Artificial intelligence (AI) requires networked thinking. While AI itself is not inherently problematic, the implications arise from its integration into the language learning process. It is evident that AI can streamline both home- and seminar work, prompting schools and universities to contemplate sensible regulations regarding the utilisation of programmes such as ChatGPT. Initial proposals suggest a resurgence of oral exams and the cultivation of more creative texts and innovative test assignments to thwart potential AI-enabled cheating.This paper aims to leverage ChatGPT to show how Russian language instructors can confront these challenges and effectively incorporate such programmes into the classroom setting. To achieve this goal, ChatGPT was tasked with generating a longer dialogue centred on a typical B1-level conversation topic among familiar teenagers, replete with colloquial speech which is often missing in modern textbooks. Subsequently, I suggested the dialogue undergo revision to better emulate authentic oral interaction among youths.Through the analysis and comparison of these dialogues and their corresponding monologues, this paper seeks to equip teachers with insights into effectively addressing common conversational phenomena in Russian language instruction – both in terms of receptive and productive communicative competence – while also navigating potential pitfalls such as the overuse of colloquialisms
The Impact of Testing Frequency on the Performance of Students of Croatian as a Foreign Language
No full textIzrada valjanog, pouzdanog, autentičnog, poticajnog, utjecajnog i praktičnog jezičnog ispita izazovan je zadatak, naročito ako ga se nastoji uskladiti sa ZEROJ-em. Kada je riječ o procjeni izvedbe učenika ispitom postignuća, postavlja se pitanje je li bolje češće provoditi kraće ispite ili na kraju određenog obrazovnog razdoblja provesti jedan sveobuhvatan ispit. Potonja je mogućnost u skladu s rezultatima jedne skupine istraživanja koja navode da ispitanici tada postižu bolje rezultate, no u suprotnosti je s rezultatima druge skupine. Međutim, treća ukazuje na to da učestalost provedbe ispita nema značajan učinak na izvedbu ispitanika te da ne postoji točna dužina ispita koja bi se smatrala prikladnom. Pritom su važni i stavovi ispitanika o dužini ispita i učestalosti ispitivanja koji mogu imati učinak na izvedbu. Stoga se ovim istraživanjem usporedila izvedba ispitanika na kraćim ispitima postignuća (KIP) i na sveobuhvatnom ispitu postignuća (SIP) te su se analizirali njihovi stavovi prema dužini ispita i učestalosti ispitivanja. U istraživanju je sudjelovalo 14 polaznika nastave hrvatskog kao stranog jezika kojima je materinski jezik ukrajinski i koji pohađaju nastavu na razini A1 u Hrvatskoj. Rezultati ovog istraživanja pokazali su da iako su sudionici skloniji polaganju KIP-ova, što je u skladu s rezultatima Vaessena i sur. (2017) te Öncül (2017), njihova je izvedba bila neznatno bolja na SIP-u nego na KIP-ovima u svim dijelovima osim u dijelu pisane proizvodnje, što je u skladu s istraživanjima Mines (2014) i Prosenjaka (2020), a djelomično u suprotnosti s rezultatima Bangert-Drowns i sur. (1991) te Gholami i Moghaddama (2013).Constructing a valid, reliable, authentic, interactive, impactful and practical language test can be a daunting task, especially if one tries to harmonise it with the CEFR. When assessing students’ performance on an achievement test, the question arises whether it is preferable to administer shorter tests more often, or one comprehensive test at the end of a teaching unit. The latter option corresponds to one research group that claims that students’ performance is better when such tests are administered, but is in contrast to another group with the opposite results. However, a third group indicates that testing frequency does not have a significant effect on students’ performance, nor is there a universally appropriate test length. Another possible effect on students’ performance are their attitudes towards test length and testing frequency and their effect on performance Therefore, the goal of this study is to compare the performance of students on progress achievement tests (PAT) and on a final comprehensive test (FCT), as well as to analyse their attitudes towards test length and testing frequency. The participants of the study were 14 Ukrainian students of Croatian as a Second Language at A1 level in Croatia. Our results show that, although the participant show their overall preference to taking PATs, which is in accordance with the results of Vaessen et al. (2017) and Öncül (2017), their performance was insignificantly better in an FCT than in PATs in all the sections apart from the writing production, which is in line with the research by Mines (2014) and Prosenjak (2020), and in part contrary to the results of Bangert-Drowns et al. (1991) and Gholami i Moghaddam (2013)
Ko pri pouku slovenščine »vidim vse zvezde«
Get PDFKot primer dobre prakse predstavljamo 90-minutno učno enoto s tematskega področja vesolje za študente in študentke slovenščine kot tujega jezika na izpopolnjevalni ravni z vključitvijo vseh štirih jezikovnih kompetenc: branja, poslušanja, govorjenja in pisanja. S tem dopolnjujemo leksikalno poznavanje enega od strokovnih področij, ki ni zajeto v obstoječe učbenike Centra za slovenščino kot drugi in tuji jezik. Pri izbiri leksike se opiramo na seznam besed in predvsem besednih zvez iz poglavja Vesolje v Tematskem slovarju češčine, slovenščine in makedonščine, ki je leta 2021 izšel na Masarykovi univerzi v Brnu (Tematický slovník češtiny, slovinštiny a makedonštiny). V učni enoti se osredotočamo predvsem na stalne besedne zveze in tipične kolokacije, njihovo rabo pa preverjamo s pomočjo slovarjev (portal Fran.si, spletni Kolokacijski slovar sodobne slovenščine), besedil in posnetka. Študentje in študentke spoznajo nekaj frazeoloških enot s kozmičnimi sestavinami, omenimo pa tudi kratek izbor znanih slovenskih glasbenih in književnih del, v katerih se že v naslovu pojavljajo besede, povezane s temo. Cilj učne enote je, da študent ali študentka razume osnovne strokovne pojme s področja vesolja pri branju in poslušanju ter jih pisno in ustno ustrezno uporablja.As an example of best practice, we present a 90-minute lesson on the topic of space for students of Slovene as a foreign language at the advanced level, including all four language competences: reading, listening, speaking, and writing. This complements the lexical knowledge of one of the subject areas that is not covered in the existing Centre for Slovene as a foreign and second language textbooks. The lexical selection is based on the list of words and especially phrases from the chapter Space in the Thematic Dictionary of Czech, Slovene, and Macedonian published by Masaryk University in Brno in 2021 (Tematický slovník češtiny, slovinštiny a makedonštiny). The lesson primarily focuses on fixed expressions and typical collocations, and their use is checked with dictionaries (Fran.si, the online Collocation Dictionary of Modern Slovene), texts, and a recording. Students are introduced to some phraseological units with a space component as well as a short selection of well-known Slovenian musical and literary works in which words related to the theme appear in the title. The aim of the lesson is for the student to understand the basic terms belonging to a topic of space in reading and listening as well as to apply them appropriately in writing and orally
Literary Translation as a Bridge in Slavic Studies Education: Opportunities for Promoting Reading and Analysis Techniques Using a Translation Project as an Example
No full textDrawing on a survey of recent reading didactics and its typical focus on communication, the authors emphasize the enduring relevance of (literary) translation for reading education. The deceleration of reading that characterizes the practice of translation appears as a form of close reading, which remains one of the key competences to be taught in Slavic studies today. Because translation studies can be located precisely at the intersection of linguistics, literary studies and language didactics, academic courses on translation offer the opportunity for a new integration of Slavic studies as a coherent discipline in times of ever-growing specialization. Using the example of a co-teaching seminar and a lecture on contemporary Russian-language prose including cultural components (the invitation of some of the writers, whose texts were being translated, to readings and discussions), the authors argue for cooperative responses to the current crisis in the humanities in general and Slavic studies in particular.Ausgehend von einem Forschungsüberblick zur neueren Lesedidaktik und ihrer kommunikativen Grundausrichtung, unterstreichen die Autor:innen die bleibende Relevanz des (literarischen) Übersetzens für die Ausbildung der Lesekompetenz. Die für die Praxis des Übersetzens kennzeichnende Verlangsamung des Lesens erscheint als eine Form des Close Readings, welches eine der zentralen Fertigkeiten bleibt, die in einem philologischen Studium vermittelt werden. Da die Übersetzungswissenschaft sich exakt an der Schnittstelle zwischen Linguistik, Literaturwissenschaft und Sprachdidaktik ansiedelt, bieten Lehrveranstaltungen zum Übersetzen die Chance die innerfachliche Kohärenz der Slavistik in Zeiten stets wachsender Spezialisierung herzustellen. Am Beispiel eines gemeinsam durchgeführten Übersetzungsseminars zu russischsprachigen Gegenwartstexten und einer Vorlesung mit Einladung einiger der Schriftsteller:innen, deren Texte übersetzt wurden, zu Lesungen und Diskussionen plädieren die Autor:innen für kooperative Antworten auf die heutige Krise der Geisteswissenschaften allgemein und der Slavistik im Besonderen
How do you say…? Lexical Approach and Development of Communicative Competence in Teaching Croatian as a Foreign Language
No full textPri usvajanju ili učenju jezika, kako materinskog tako i stranog, osnovu čine riječi, leksik. Akustička percepcija, vizualnost i pravilno pisanje pojedine riječi, povezivanje s konkretnim ili apstraktnim sadržajem te njezino pohranjivanje u pamćenju vrlo su složen proces. Posebice pri učenju stranog jezika pamćenje novih riječi, njihovo prepoznavanje u kontekstu, spremanje u mentalni leksikon te prisjećanje pod utjecajem je različitih faktora koji obogaćivanje vokabulara mogu olakšati ili otežati (Erdeljac, 2009). U inojezičnom hrvatskom najčešće je morfonološka razina (fleksija i s njom povezane glasovne promjene) ta koja učenicima stvara poteškoće u prepoznavanju obličnica i njihovu pravilnom korištenju, stoga poučavanje mora biti podjednako usmjereno i na značenje i na gramatičke oblike riječi (Udier, 2009).
Ovaj rad donosi teorijski utemeljen primjer dobre prakse modela cjelovitih leksičkih vježbi koji potiče učenike da se samostalno i intenzivno bave prijamnim i potencijalnim vokabularom na izabranu temu kako bi se olakšao njegov prijelaz u proizvodni te na taj način razvijala komunikacijska kompetencija. Vježbe slijede načelo postupnosti, višemodalnosti i pragmatičnosti. Njihov je cilj omogućiti učenicima da prepoznaju naučene riječi u kontekstu rečenice, učestalo ih čitaju i izgovaraju te, naposljetku, aktivno koriste u oblikovanju monologa ili dijaloga. Model je primijenjen u nastavi inojezičnog hrvatskoga s odraslim polaznicima te se može iskoristiti za razinu A2 prema ZEROJ-u, a uzima u obzir popis posebnih pojmova iz Opisnog okvira za referentnu razinu A2 (Grgić & Gulešić Machata, 2017). Rad je napisan na hrvatskom jeziku, a materijali za nastavu sadrže metodički komentar i upute te rješenja na kraju priloga.When acquiring or learning a language, both native and foreign, the basis is words, the lexicon. Acoustic perception, visuality and correct writing of a single word, connecting it with concrete or abstract content and storing it in memory is a very complex process. Especially when learning a foreign language, memorizing new words, recognizing them in context, storing them in the mental lexicon, and recalling them is influenced by various factors that can make vocabulary enrichment easier or harder (Erdeljac, 2009). In Croatian as a foreign language, it is most often the morphonological level (inflection and related sound changes) that creates difficulties for students in recognizing forms and using them correctly, therefore teaching must be equally focused on the meaning and grammatical forms of words (Udier, 2009).
This paper presents a theoretically based best practice example of the model of complete lexical exercises that encourages students to independently and intensively deal with receptive and potential vocabulary on a chosen topic in order to facilitate its transition to production and thereby foster communicative competence. The exercises follow the principles of gradualism, multimodality and pragmatism. Their goal is to enable students to recognize the learned words in the context of a sentence, read and pronounce them often, and finally use them actively in monologues or dialogues. The model was applied in teaching Croatian as a foreign language with adult students and can be used for level A2 according to CEFR, and takes into account the list of special terms from the Descriptive Framework for reference level A2 (Grgić & Gulešić Machata, 2017). The paper is written in Croatian, and the teaching materials contain methodological comments and instructions, as well as keys to exercises
Ausgabe 6: Slawische Sprachen LEHREN: Status quo, Herausforderungen und Perspektiven
No full textWir freuen uns, Ihnen die sechste Ausgabe der Zeitschrift DiSlaw präsentieren zu können, die sich dieses Mal dem „Lehren slawischer Sprachen“ widmet. Nachdem über Jahrzehnte Lerner*innenorientierung oder Lerner*innenzentriertheit und damit zusammenhängende Konzepte wie Individualisierung oder Lerner*innenautonomie im Fokus der Fremdsprachendidaktik und Sprachlehrforschung standen, zeichnet sich nicht erst seit dem Erscheinen der Hattie-Studie erneut ein verstärktes Forschungsinteresse am Lehren und den Lehrenden ab (vgl. Caspari, 2016; Hattie, 2021; Klippel, 2016; Königs, 2014; Martinez, 2016). Die Komplexität von Unterrichtsprozessen und des Lehrens wird in zahlreichen allgemeindidaktischen Modellen abgebildet (für einen Überblick vgl. Jank & Meyer, 2000); Forschungsarbeiten widmen sich Themenfeldern wie erfolgreichem Lehrer*innenhandeln, Professionalisierung von Lehrenden, Methoden im Fremdsprachenunterricht, Medieneinsatz oder Fragen des Beurteilens und Evaluierens (vgl. Hallet et al., 2020; Kniffka, 2016).We are pleased to present the sixth issue of DiSlaw magazine, which this time is dedicated to ‘Teaching Slavic Languages’. After decades of learner orientation or learner-centredness and related concepts such as individualisation or learner autonomy being the focus of foreign language didactics and language teaching research, there has been renewed research interest in teaching and teachers, and not just since the publication of the Hattie study (Caspari, 2016; Hattie, 2021; Klippel, 2016; Königs, 2014; Martinez, 2016). The complexity of teaching processes and teaching is reflected in numerous general didactic models (for an overview, see (Jank & Meyer, 2000); research is dedicated to topics such as successful teacher behaviour, professionalisation of teachers, methods in foreign language teaching, use of media or questions of assessment and evaluation (see Hallet et al., 2020; Kniffka, 2016)
Reading as a Process: Empirical Findings and Didactic Potential
No full textVor dem Hintergrund sich verändernder Lesepraktiken im digitalen Zeitalter und deren Auswirkungen auf Kognition, Emotion und Sprachkompetenz werden in dem Beitrag Ergebnisse der psycholinguistischen Leseforschung diskutiert. Die Autorinnen stellen Ergebnisse einer Eye-Tracking-Studie vor, die signifikante Unterschiede in den Leseprozessen einsprachiger und russisch-deutsch zweisprachiger Leser*innen aufzeigt und die höheren kognitiven Anstrengungen mehrsprachiger Schüler*innen bei der Verarbeitung beleuchtet. Um Mehrsprachige nicht zu benachteiligen, wird empfohlen, ihnen mehr Zeit zum Lesen zu geben. Darüber hinaus wird die Bedeutung des lauten Lesens als Diagnoseinstrument hervorgehoben. Lautes Lesen kann mit Hilfe der Parameter Lesegenauigkeit, Lesegeschwindigkeit und Leseflüssigkeit untersucht werden. Sie geben Aufschluss über den erreichten Automatisierungsgrad und lassen Rückschlüsse auf die allgemeine Lesefertigkeit sowie auf die sprachliche Kompetenz im Allgemeinen und in bestimmten sprachlichen Bereichen zu. Die Autorinnen plädieren daher dafür, das diagnostische Potenzial des Vorlesens stärker zu nutzen. Sie befürworten für den Einsatz digitaler Medien zur Aufzeichnung des Vorlesens, um die aktive Auseinandersetzung mit dem Lesen zu fördern, Selbstreflexion und kontinuierliche Verbesserung zu ermöglichen und letztlich die Lesekompetenz als wichtige kulturelle Ressource in allen zur Verfügung stehenden Sprachen zu fördern.Against the background of changing reading practices in the digital age and their effects on cognition, emotion and language competence, the paper discusses the results of psycholinguistic research on reading. The authors present a study using eye-tracking technology that revealed significant differences in reading processes between monolingual and Russian-German bilingual readers and illuminated the higher cognitive efforts of multilingual students in processing. In order not to disadvantage multilinguals, it is recommended to give them more time to read. Furthermore, on the basis of a further study, the importance of oral reading as a diagnostic tool is emphasised. Reading aloud can be examined with the help of the parameters reading accuracy, reading speed and reading fluency. The results provide information about the degree of reading automacity. They allow conclusions to be drawn about the general reading ability, about linguistic competence in general as well as in specific linguistic areas. Therefore, the authors advocate making greater use of the diagnostic potential of reading aloud. They encourage the use of digital media to record reading aloud in order to promote active engagement with reading, enable self-reflection and continuous improvement, and ultimately promote literacy as an important cultural resource in all languages at disposal
Remarks on the Surname Stadler
No full textIn this article, the name Stadler, the family name of our jubilarian, is subjected to a linguistic analysis. Its etymology and word formation are examined as well as name variants, the distribution of the name, and analogous formations in other languages. Additionally, some well-known bearers of the name Stadler, apart from our jubilarian, are presented. Etymology: The name Stadler is an -er-derivation of German Stadel 1. ‘barn, granary’, 2. toponym. Hence, semantically the following connotations are possible: 1. ‘overseer of a barn, owner of a barnyard’ (official or professional name), 2. ‘whoever lives in or near a barn’ (residence name), 3. ‘whoever comes from a place called Stad(e)l’ (name of origin).In this article, the name Stadler, the family name of our jubilarian, is subjected to a linguistic analysis. Its etymology and word formation are examined as well as name variants, the distribution of the name, and analogous formations in other languages. Additionally, some well-known bearers of the name Stadler, apart from our jubilarian, are presented. Etymology: The name Stadler is an -er-derivation of German Stadel 1. ‘barn, granary’, 2. toponym. Hence, semantically the following connotations are possible: 1. ‘overseer of a barn, owner of a barnyard’ (official or professional name), 2. ‘whoever lives in or near a barn’ (residence name), 3. ‘whoever comes from a place called Stad(e)l’ (name of origin)