Glottodidactica. An International Journal of Applied Linguistics
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The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners
No full textThe present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation
Optimizing Certificate German (ZD) Test Preparedness with Regard to Form of Task
No full textOptimizing Certificate German (ZD) Test Preparation with Regard to Task Form Placement and progress tests are used to provide optimum instruction. Experience with test task forms at various times in various situations increase task related skills and reduce test anxiety – closed tasks exercising recognition; open tasks production. Very important are skills in comprehending test task instructions and carrying them out. As an alternative to the more stressful schoolroom work, E-tests and CD-ROM work facilitate and stimulate preparation so long as the desired goals are kept in the forefront.Optimizing Certificate German (ZD) Test Preparation with Regard to Task Form Placement and progress tests are used to provide optimum instruction. Experience with test task forms at various times in various situations increase task related skills and reduce test anxiety – closed tasks exercising recognition; open tasks production. Very important are skills in comprehending test task instructions and carrying them out. As an alternative to the more stressful schoolroom work, E-tests and CD-ROM work facilitate and stimulate preparation so long as the desired goals are kept in the forefront
Zu einigen Problemen des Verstehens in der konstruktivistisch orientierten Fremdsprachendidaktik
No full textThe aim of this paper is to justify the assumption that understanding is the essence of learning. From the constructivist viewpoint understanding is a complex mental and social process that involves decoding the symbolic message received from others and then interpreting and assigning a personal meaning to that message. Since personal background largely determines how the message will be understood it is important that the development of the learning environment encourages understanding from multiple perspective. Therefore the learning process should be based on techniques drawn from the constructivist’s epistemological assumptions, e.g., construction of intersubjective perspective, situated cognition in authentic life contexts and collaborative learning environment.The aim of this paper is to justify the assumption that understanding is the essence of learning. From the constructivist viewpoint understanding is a complex mental and social process that involves decoding the symbolic message received from others and then interpreting and assigning a personal meaning to that message. Since personal background largely determines how the message will be understood it is important that the development of the learning environment encourages understanding from multiple perspective. Therefore the learning process should be based on techniques drawn from the constructivist’s epistemological assumptions, e.g., construction of intersubjective perspective, situated cognition in authentic life contexts and collaborative learning environment.The aim of this paper is to justify the assumption that understanding is the essence of learning. From the constructivist viewpoint understanding is a complex mental and social process that involves decoding the symbolic message received from others and then interpreting and assigning a personal meaning to that message. Since personal background largely determines how the message will be understood it is important that the development of the learning environment encourages understanding from multiple perspective. Therefore the learning process should be based on techniques drawn from the constructivist’s epistemological assumptions, e.g., construction of intersubjective perspective, situated cognition in authentic life contexts and collaborative learning environment
New challenges and solutions from a linguistic point of view
No full textBilingual education has many aspects. Teachers and parents of bilingual children face many difficult issues. This article starts with the definition of the problem and gives different types of bilingualism. Elements of the language programs in school, that are to be changed resp. developed, are presented. By this semilingualism should be avoided, the integration of children of a different L 1 and their equal career chances are to be guaranteed. Some innovative and creative projects show the right way.Bilingual education has many aspects. Teachers and parents of bilingual children face many difficult issues. This article starts with the definition of the problem and gives different types of bilingualism. Elements of the language programs in school, that are to be changed resp. developed, are presented. By this semilingualism should be avoided, the integration of children of a different L 1 and their equal career chances are to be guaranteed. Some innovative and creative projects show the right way
Narrative structure of literary text: Free indirect discourse as a linguistic and narratological category
No full textThe paper focuses on the analysis of free indirect discourse as a modernist narrative form. We outline the basic narrative and linguistic characteristics of free indirect discourse and examine its main functions in the literary texts. We undertake a comparative analysis of three examples of free indirect discourse (drawn from the texts of G. Flaubert, F. Kafka and V. Nabokov) and display their common and distinctive features.The paper focuses on the analysis of free indirect discourse as a modernist narrative form. We outline the basic narrative and linguistic characteristics of free indirect discourse and examine its main functions in the literary texts. We undertake a comparative analysis of three examples of free indirect discourse (drawn from the texts of G. Flaubert, F. Kafka and V. Nabokov) and display their common and distinctive features
Imperfektiv oder Perfektiv? Die Krux mit dem slavischen Verbalaspekt aus deutscher Sicht (am Beispiel des Polnischen)
No full textThe present paper deals with the category of aspect as it occurs in Slavic Languages in general and in Polisch in particular and the way it is treated by the authors of textbooks of Polish designed to serve the needs of non-native speakers whose mother tongue lacks the morphological distinction of perfective and imperfective verbs. Special attention is paid to teaching problems which arise from both the nature and the theory of aspect. It could be shown that teaching and learning strategies which aim at enhancing problem-solving skills in the field of aspect cannot be developed at all levels and independently of theoretical issues. The latter, however, as it seems, have to undergo a critical revision thus giving birth to valuable and reliable didactic concepts leading to more efficiency and more satisfying results
Muttersprache im Fremdsprachenunterricht - mehr als ein Ausweichmanöver?
No full textThe article deals with the role of the native language in a foreign language class. The practical aspects of moderate native language usage are discussed. Using concrete examples, the author discusses the positive influence of a native language on communication during foreign language class
Reading and Understanding Texts
No full textThe ability to read effectively is essential to the success in life. Unfortunately many students experience difficulty in mastering this skill. That is why in this article I have presented certain techniques which can help to develop and improve the students\u27 reading skills. Reading is widely considered to be a passive process whereas it is an active and involving one. To be able to read effectively, the reader must work out what they want to achieve and how well they are progressing. Reading is an active and interactive process involving many skills. Therefore the teacher\u27s role in enhancing the reading skills is enormous
„Is ja cool" - der Wandel der Sprache in der Moderne
No full textThe author\u27s diagnosis of the modern German language has found that it is full of English terms and phrases, especially in the mass media, where many of them are already intruding into the everyday language. Some language researchers fear the worst - but is this fear really justified? The author of this article explains the old tendency of traditionalists to keep the language „clean" and not to accept words which are borrowed from other fashionable" languages. Because of globalization and modern technology there are more English words coming into the German language. Another reason is that the youth find English more fashionable and attractive. The process of borrowing a word from another language is usually a slow process and many words are not kept and disappear later. Those that are practical and useful are kept and this is shown in the case with Anglicism. Although it is sometimes difficult to put the English word into the German Grammar structure, the average German is able to incorporate them into their language. This importing and exporting of words (but why only from English?) is only an example of an evolving language that changes every day
Die Wiedergabe deutscher Abtönungspartikeln im Polnischen unter Satzarten- und Intentionsaspekt
No full textModal particles can be strategically used by the speaker to specify the illocutionary content, which can have different consequences on the pragmatic and communicative level. This paper is an attempt to present German and Polish modal particles according to the intention of the speaker and sentence types. This paper gives also an insight into problem of the translation of modal particles