Glottodidactica. An International Journal of Applied Linguistics
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A few remarks on the role of hypertexts in the glottodidactic process
No full textIn the contemporary foreign language didactics hypertexts play an increasingly important role, which is reflected in the glottodidactic discourse. The aim of the article is a juxtaposition of the elements which facilitate or limit reception of hypertexts in the glottodidactic process. Accordingly, the main problems which appear during student’s work with hypertexts are listed, and solutions to some of them are also suggested. Moreover, the arguments presented are in favour of the application of hypertexts in the glottodidactic process.In the contemporary foreign language didactics hypertexts play an increasingly important role, which is reflected in the glottodidactic discourse. The aim of the article is a juxtaposition of the elements which facilitate or limit reception of hypertexts in the glottodidactic process. Accordingly, the main problems which appear during student’s work with hypertexts are listed, and solutions to some of them are also suggested. Moreover, the arguments presented are in favour of the application of hypertexts in the glottodidactic process
German-Turkish Friendship: about the Necessity of Including Migrant Literature into the Intercultural Learning
Get PDFEvery culture contains foreign elements, e.g. music. However, the strangeness of another culture can also find rejection of people towards it (examples in the latest history). In Germany the Turks were invited by an international contract to do the “dirty” work, but were exploited by the German employees. This was discovered by the work of Walraff. The multiculturalism is a fact that nobody can deny anymore. That is the reason why certain topics concerning immigrants and foreign cultures should appear in schools, especially in teaching literature. The literature of or about immigrants, especially the Turks, and its possibly fertile effects for intercultural understanding are discussed in the article.Every culture contains foreign elements, e.g. music. However, the strangeness of another culture can also find rejection of people towards it (examples in the latest history). In Germany the Turks were invited by an international contract to do the “dirty” work, but were exploited by the German employees. This was discovered by the work of Walraff. The multiculturalism is a fact that nobody can deny anymore. That is the reason why certain topics concerning immigrants and foreign cultures should appear in schools, especially in teaching literature. The literature of or about immigrants, especially the Turks, and its possibly fertile effects for intercultural understanding are discussed in the article
Linearization and case assignment in deverbal noun phrases. A comparison of German and Polisch
No full textIn the following paper German and Polish deverbal noun phrases will be examined in respect to the linearization of their constituents. The point of departure will be the adjacency condition which is obligatory in the Genitive DPs in German, but optional in Polish. In other words, Polish displays more linearization possibilities than German. In addition to adjacency which is conditioned by grammar also communicative factors and text grammar condition the linearization of DPs. Constituents with a higher comment value tend to appear as far to the right of the deverbal noun as possible, while topic constituents stand closer to the noun.In the following paper German and Polish deverbal noun phrases will be examined in respect to the linearization of their constituents. The point of departure will be the adjacency condition which is obligatory in the Genitive DPs in German, but optional in Polish. In other words, Polish displays more linearization possibilities than German. In addition to adjacency which is conditioned by grammar also communicative factors and text grammar condition the linearization of DPs. Constituents with a higher comment value tend to appear as far to the right of the deverbal noun as possible, while topic constituents stand closer to the noun
Linguistic and psychodidactic foundations of foreign language learning in the senior age group
No full textThe article is an introduction to the discussion about the linguistic and psychodidactic concepts justifying the thesis that the senior language learners are able to learn foreign languages and that they can achieve educational success in the process of foreign language learning.The article is an introduction to the discussion about the linguistic and psychodidactic concepts justifying the thesis that the senior language learners are able to learn foreign languages and that they can achieve educational success in the process of foreign language learning
Approaching the model of teaching translation
No full textThe aim of the following article is an attempt to define the translator\u27s competence and their role in the system of both communication and teaching transaltion. The metacognitive competence of a translator and the fundamental cognitive process talking place in their mental sysatem have been thoroughly analysed.The aim of the following article is an attempt to define the translator\u27s competence and their role in the system of both communication and teaching transaltion. The metacognitive competence of a translator and the fundamental cognitive process talking place in their mental sysatem have been thoroughly analysed
Interkulturelle Kompetenz im Fremdsprachenunterricht Deutsch nach Englisch Eine Pilotuntersuchung der Klassen 4–6 im Raum Poznań
No full textThe 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.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.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
On branching onsets in Norwegian
Get PDFSyllable margins and the phonotactic peculiarities of word-edges have always drawn attention of researches working within different theoretical approaches. In the following paper some Norwegian consonantal clusters will be examined, with special reference to the left-margin of the words. Our attention will be focused on establishing the set of possible branching onsets in Norwegian, both word-initially and in the word-internal position
Language Errors in Different Foreign Language Teaching Perspectives
No full textThe article focuses on the problem of language errors that – more often than not – still tends to be regarded as a marginal phenomenon which does not deserve any particular attention. An attempt is made at analyzing the concept of a language error and tracking the approach to it adopted in selected language teaching methods, arriving finally at the language error theory in modern language teaching.The article focuses on the problem of language errors that – more often than not – still tends to be regarded as a marginal phenomenon which does not deserve any particular attention. An attempt is made at analyzing the concept of a language error and tracking the approach to it adopted in selected language teaching methods, arriving finally at the language error theory in modern language teaching
Formulaic or not? The most important characteristics of formulaic sequences
No full textFormulaic sequences constitute a large protection of any discourse and, furthermore, they exist in so many forms that it is difficult to develop an adequate definition of this phenomenon. The term formulaic sequences encompasses verious types of world strings which appear to be stored and retrieved as holistic units from the memory. This article outlines some improtant aspects of formulaic sequences; it also shows the variety of definitions which appear in the research literature, and tries to find some specific criteria by means of which formulaic sequences could be identified in a discourse or a text.Formulaic sequences constitute a large protection of any discourse and, furthermore, they exist in so many forms that it is difficult to develop an adequate definition of this phenomenon. The term formulaic sequences encompasses verious types of world strings which appear to be stored and retrieved as holistic units from the memory. This article outlines some improtant aspects of formulaic sequences; it also shows the variety of definitions which appear in the research literature, and tries to find some specific criteria by means of which formulaic sequences could be identified in a discourse or a text
Fachlichkeit, Fachsprachlichkeit und Fachsprachendidaktik
No full textThe present paper deals with languages for special purposes with special attention paid to teaching problems. It could be shown that there is a difference between special languages on the one hand and specialist languages on the other hand, that only the latter deserve to be named “languages”, whereas the former contain elements which do not constitute a language of its own, i.e. a language within a language, but have to be considered as being part of the common language. The author points out that a new teaching strategy that takes into account the fact that special words do not automatically belong to a special language may well be warranted.The present paper deals with languages for special purposes with special attention paid to teaching problems. It could be shown that there is a difference between special languages on the one hand and specialist languages on the other hand, that only the latter deserve to be named “languages”, whereas the former contain elements which do not constitute a language of its own, i.e. a language within a language, but have to be considered as being part of the common language. The author points out that a new teaching strategy that takes into account the fact that special words do not automatically belong to a special language may well be warranted.The present paper deals with languages for special purposes with special attention paid to teaching problems. It could be shown that there is a difference between special languages on the one hand and specialist languages on the other hand, that only the latter deserve to be named “languages”, whereas the former contain elements which do not constitute a language of its own, i.e. a language within a language, but have to be considered as being part of the common language. The author points out that a new teaching strategy that takes into account the fact that special words do not automatically belong to a special language may well be warranted