Glottodidactica. An International Journal of Applied Linguistics
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DUDEN. Die deutsche Rechtschreibung. Das umfassende Standardwerk auf der Grundlage der amtlichen Regeln. 26. Auflage. Duden Band 1. Dudenverlag: Berlin, Mannheim, Zürich 2013, 1216 S.
Get PDFBericht über die internationale Arbeitstagung. MEMODICS + Kulturelles Gedächtnis und Erinnerungsorte im sprach- und kulturdidaktischen Kontext, Poznań 23-25.05.2014
Get PDFTraining des Hör-Seh-Verstehens im Zeitalter der Omnimedialität des Fremdsprachenunterrichts (Überlegungen zur Qualität von Hör-Seh-Textdidaktisierungen)
Get PDFIn our modern media-driven world, the development of audio-visual comprehension is an important goal of teaching and learning foreign languages. Nevertheless, teachers do not work on this goal as effectively as they could, often because the textbooks that they use do not always contain adequate audio-visual content. The didactisation of that content in many cases leaves much to be desired, leaving unexploited potential. The aim of the paper is to review the common task typologies for working with different kinds of films as well as to propose various ways of expanding those typologies, with the ultimate goal to improve learners’ film literacy and intercultural competence
Schreiben, Diskursfähigkeit und Internet im fremdsprachlichen und muttersprachlichen Deutschunterricht
Get PDF-To teach effective writing skills is one of the tasks of German-as-native-language- and German-as-foreign-language lessons. Taking these as a basis, this paper aims at explaining different approaches, their advantages and disadvantages and at developing an new concept – writing as discourse ability. The paper emphasizes the necessity of this new concept, which enable the pupils to write “real” texts and take part In discourse. Furthermore it focuses on training program with internet
Joanna Zawodniak. Rozwijanie sprawności pisania w dydaktyce językowej na etapie wczesnoszkolnym [Entwicklung der Schreibkompetenz im frühen Fremdsprachenunterricht]. Uniwersytet Zielonogórski: Zielona Góra 2009, 417 S.
Get PDFPast, Present and Future of Language Education
Get PDFThe article analyses main issues in the present-day SLA and FLT against the background of those aspects of the past of language education which are not particularly well covered by group memory. Emphasis is given to parts forgotten and reinvented, ideas distorted and fields revisited. An attempt is made to examine the role of past and present in shaping the outline of future trends in language policy, language teaching and teacher education
Chiara Cerri, Sabine Jentges, Antje Stork (Hrsg.). Methoden empirischer Fremdsprachenforschung im Prozess. Ein Blick hinter die Kulissen aktueller Forschungsprojekte. Materialien Deutsch als Fremdsprache Band 88. Universitätsverlag Göttingen: Göttingen 2012, 164 S.
Get PDFMedium, Performanz, Inhalt: Eine theoretische Metastudie zum mediengestützten Lernen
Get PDF-Media-based learning does not necessarily make sense nor is it necessarily effective, for that matter, simply because it uses a medium. Rather, there are several variables that can and do influence its success: the very medium, the content, and the learner’s cognitive styles. All variables have to be taken into consideration, alone and interacting, in order to decide whether and where media-based learning is to be used, and where it might be counterproductive
Natalia Filatkina, Birgit Ulrike Münch, Ane Kleine-Engel (Hrsg.). Formelhaftigkeit in Text und Bild. Dr. Ludwig Reichert Verlag: Wiesbaden 2012, 303 S.
Get PDFAn Appeal for More Research on Individual Language Guidance
Get PDFAlthough it constitutes a quite popular and effective system of foreign language teaching/learning, language tutoring seems to be disregarded in academic work as well as in teaching materials. Yet, a specific structure of tutoring offers an attractive field for the research that cannot be conducted in the context of group learning. Results of the research could not only enhance the current state of glottodidactic knowledge, but also extend the ethodological base, in which it is now futile to search for instruction on the individual work with the learner. The present article is thus an attempt to begin an academic discussion concerning language tutoring