Glottodidactica. An International Journal of Applied Linguistics
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Nachbarsprachen und -regionen: Chancen für eine bessere Verständigung in Europa
Get PDFThe following essay discusses the context of cultural problems and language problems between neighboring countries and regions in Europe. About two thousand years ago Greek and Latin had a lasting influence especially on Western European languages, whereas in the beginning modem era French became the prevailing idiom, which is nowadays removed from English as the language of technology and culture. In addition peoples migrations because of wars and poverty as well as increasing tendencies of globalisation raise the clashes of different languages and cultures all over Europe. Moreover, several European countries, e.g. Belgium, Switzerland or Italy, have to deal with multilingual inhabitants and a lot of cultural and social problems resulting from this situation. The second part of the essay concentrates on the historical and cultural development along the German-Polish borderline during the last 50 years. Special interest lies on the contemporary situation that is marked by increasing cooperation between the two countries. The improvement of cooperation concerns economy as well as culture and science including the promotion of learning the neighboring language on both sides of the frontier and thus building a new region of mutual understanding.The following essay discusses the context of cultural problems and language problems between neighboring countries and regions in Europe. About two thousand years ago Greek and Latin had a lasting influence especially on Western European languages, whereas in the beginning modem era French became the prevailing idiom, which is nowadays removed from English as the language of technology and culture. In addition peoples migrations because of wars and poverty as well as increasing tendencies of globalisation raise the clashes of different languages and cultures all over Europe. Moreover, several European countries, e.g. Belgium, Switzerland or Italy, have to deal with multilingual inhabitants and a lot of cultural and social problems resulting from this situation. The second part of the essay concentrates on the historical and cultural development along the German-Polish borderline during the last 50 years. Special interest lies on the contemporary situation that is marked by increasing cooperation between the two countries. The improvement of cooperation concerns economy as well as culture and science including the promotion of learning the neighboring language on both sides of the frontier and thus building a new region of mutual understanding
Gemeinsames Schreiben in der Fremdsprache: Muster, Kreativität und das Glück des Autors
Get PDFThe following article aims at examining the question in how far the text patterns influences the text production process. In an experimental study, German and Polish Students of French were asked to write a letter of application for a stage at the French enterprise Danone in groups of two. The groups could be distinguished due to their state of knowledge concerning the conventions of a typical French letter of application. In the article, I will show the different states from their text product. Besides, I will then ask what this knowledge, or the lack of it, may mean for the text production process. At the end, the article will focus on a discussion concerning the question of teaching writing in L2 and the idea of providing foreign language student with text patterns for different communicative tasks.The following article aims at examining the question in how far the text patterns influences the text production process. In an experimental study, German and Polish Students of French were asked to write a letter of application for a stage at the French enterprise Danone in groups of two. The groups could be distinguished due to their state of knowledge concerning the conventions of a typical French letter of application. In the article, I will show the different states from their text product. Besides, I will then ask what this knowledge, or the lack of it, may mean for the text production process. At the end, the article will focus on a discussion concerning the question of teaching writing in L2 and the idea of providing foreign language student with text patterns for different communicative tasks
Selected aspects of job motivation as seen by EFL teachers
No full textWith the new school reform on the high school level teachers should aim at the students global development (students should not leam for school purposes but rather for life). A helping form in this kind of teaching may be a given project which in this article is explained as a whole.The article presents a preliminary report of 120 questionnaires addressed at EFL teachers and distributed between 1998-2000. The survey aims at obtaining information on the condition of teacher job motivation at the present stage of their professional career and determining the factors which are positive job motivators and those which are negative job motivators as described by EFL teachers. The article presents a brief description of 6 selected questions and the interpretation of obtained results. The survey is part of a Ph.D. dissertation entitled „Motivation and Self-Perception of EFL teachers”
Literatur als Kultursensibilisierung? Zur Arbeit mit literarischen Texten im interkulturellen Fremdsprachenunterricht
Get PDFThe development of intercultural understanding and the ability of transcultural communication have become one of the key concepts of foreign language teaching. A necessary precondition of such a complex concept is, of course, the comparison of native and foreign reality that is often only displayed in the form of stereotyped behaviour patterns in textbook dialogues. In teaching foreign literature, however, a literary text can be a suitable means for students to become more aware of the foreign culture by observing and analysing it from an intercultural perspective. This article will therefore emphasize the validity of literary texts for preparing students for not only linguistic but also cultural experience. Thus the author will present current conceptions on the role of literature in foreign language teaching, examine specific criteria of the literary text choice for foreign language teaching purposes and provide an overview of current methodological trends for working with such texts.The development of intercultural understanding and the ability of transcultural communication have become one of the key concepts of foreign language teaching. A necessary precondition of such a complex concept is, of course, the comparison of native and foreign reality that is often only displayed in the form of stereotyped behaviour patterns in textbook dialogues. In teaching foreign literature, however, a literary text can be a suitable means for students to become more aware of the foreign culture by observing and analysing it from an intercultural perspective. This article will therefore emphasize the validity of literary texts for preparing students for not only linguistic but also cultural experience. Thus the author will present current conceptions on the role of literature in foreign language teaching, examine specific criteria of the literary text choice for foreign language teaching purposes and provide an overview of current methodological trends for working with such texts
Disparität von Attribuierungen in polnischen und deutschen Adjektiv-Substantiv-Kollokationen als Translationsproblem
Get PDFThe aim of this paper is to show what sort of translation problems appear in the adjective-substantive collocations in Polish and German. A special class of collocations is represented by lexicalised and idiomatised syntagmas. These units include characteristic attributive perspectives specified by the two languages and the two culture communities. This phenomeneon refers to conventional valuing, attributions and métaphorisations of concepts represented in substantives used. In this way collocations form and fix the cultural profiles of reality. Because of that they can be regarded as cognitive formulas which need to be reprofiled in a concrete translation process through their projection on the target language and culture. As a result of these cognitive and linguistic operations the translator identifies the convergences and divergences as determined by the language system and the text between both the two languages. He secondly constructs equivalent attributive profile of the concept transferred into the target text, thus guaranteeing the reciprocity of perspectives between both of the texts. The essay classifies the cases and types of disparities between Polish and German adjeck-tive-substantive collocations, showing how they can be reprofiled according to linguistic and cultural requirements of the target text. This class of translation problems is only a subfield of the larger domain, but the main mechanism of the important translation transfer can be already demonstrated and exemplified basing on these specific translation units.The aim of this paper is to show what sort of translation problems appear in the adjective-substantive collocations in Polish and German. A special class of collocations is represented by lexicalised and idiomatised syntagmas. These units include characteristic attributive perspectives specified by the two languages and the two culture communities. This phenomeneon refers to conventional valuing, attributions and métaphorisations of concepts represented in substantives used. In this way collocations form and fix the cultural profiles of reality. Because of that they can be regarded as cognitive formulas which need to be reprofiled in a concrete translation process through their projection on the target language and culture. As a result of these cognitive and linguistic operations the translator identifies the convergences and divergences as determined by the language system and the text between both the two languages. He secondly constructs equivalent attributive profile of the concept transferred into the target text, thus guaranteeing the reciprocity of perspectives between both of the texts. The essay classifies the cases and types of disparities between Polish and German adjeck-tive-substantive collocations, showing how they can be reprofiled according to linguistic and cultural requirements of the target text. This class of translation problems is only a subfield of the larger domain, but the main mechanism of the important translation transfer can be already demonstrated and exemplified basing on these specific translation units
Übersetzer- und Dolmetscherausbildung in Finnland
Get PDFTranslator education in Finland has been on university level since 1980. There are four Schools of Translation belonging to the University of Helsinki (Kouvola), University of Joensuu (Savonlinna), University of Tampere and University of Turku. Students have to study appr. 5 years to get the degree of Master of Arts. They usually study at least two languages - they can choose between English, Russian, German, Swedish or French as their main subject, and there is the choice between several other languages or special subjects (like: language of law, commerce, intercultural communication etc.) as a second or third subject. Finnish translators get jobs in the EU, the business sector or administration.Translator education in Finland has been on university level since 1980. There are four Schools of Translation belonging to the University of Helsinki (Kouvola), University of Joensuu (Savonlinna), University of Tampere and University of Turku. Students have to study appr. 5 years to get the degree of Master of Arts. They usually study at least two languages - they can choose between English, Russian, German, Swedish or French as their main subject, and there is the choice between several other languages or special subjects (like: language of law, commerce, intercultural communication etc.) as a second or third subject. Finnish translators get jobs in the EU, the business sector or administration
Didaktische Texte im Bereich der Giottodidaktik. Versuch einer Begriffsbestimmung
Get PDFThe aim of the article is to discuss the question of (glotto)didactic texts from the point of view of glottodidactics. The division of texts into didactic and non-didactic can be drawn according to the criteria of glottodidactic relevance of a given text. The glottodidactic relevance can be defined as the applicability of a given text for reaching an expected glottodidactic aim. Authenticity of didactic text is one that is congruous with the communication situation in which, or for which it was formulated. An original didactic text in turn is one which has not been changed in any way with respect to its original form and contents. Every didactic text must be an authentic text, but it does not necessarily have to be an original text. The characteristic feature of didactic texts may be divided into linguistic features and glottodidactic features.The aim of the article is to discuss the question of (glotto)didactic texts from the point of view of glottodidactics. The division of texts into didactic and non-didactic can be drawn according to the criteria of glottodidactic relevance of a given text. The glottodidactic relevance can be defined as the applicability of a given text for reaching an expected glottodidactic aim. Authenticity of didactic text is one that is congruous with the communication situation in which, or for which it was formulated. An original didactic text in turn is one which has not been changed in any way with respect to its original form and contents. Every didactic text must be an authentic text, but it does not necessarily have to be an original text. The characteristic feature of didactic texts may be divided into linguistic features and glottodidactic features
Kognition und Übersetzen. Über das Übersetzen von Konzepten
Get PDFIn the article a new attempt has been made to define what is the unit of translation and how to distinguish it. In her considerations the author bases on the achievements of cognitive linguistics, claiming that the translator doesn’t translate words, phrases or texts but the content units which realises in the concepts of language. Thus, it becomes possible to distinguish the concepts as translation units a priori before actual taking up the translation. The training in distinguishing the concepts of language and analysing them becomes therefore an important element of translation
Intuitions of adult L2-Leamer and translation students as a guide to analysis in teaching
Get PDFThis paper deals with the pedagogical implications of a series of studies on linguistic awareness. Adult learners, native- and near-native speakers of English were studied for their knowledge of equivalence and contrast relations between reflexive and emphatic -self constructions, on the one hand, and the possible interpretations of French pronominal-verbal constructions, on the other. In the pilot study, adult Francophone learners of English and an Anglophone control group judged the grammaticality of sets of sentences, one of which presented -self constructions that were grammatical as reflexives, as emphatics, as both, or as neither. The original purpose of this combination was to study the relation between objective ambiguity and grammaticality judgments. The results suggested not that syntactic ambiguity led to incorrect grammaticality judgments, but that garden-path (or “hard-to-get”) readings of constructions which globally are asymmetrically ambiguous are associated with incorrect judgments of ungrammaticality. That is, the only reading on which a given sub-type of construction is grammatical can be unknown to learners and even undetected by native speakers
Apprentissage semi-autonome: Résultats d’une expérience de tutorat
Get PDFThe contribution reports some results from a study on the semi-autonomous learning of French as a foreign language by a dozen of first-year university students (intermediate level). It focuses on the evolution those students, identified as « poor learners », underwent as far as their views, attitudes and strategies in FL learning were concerned - as an effect of them being helped and advised by their much more advanced colleagues (4th year). By the end of this period the 1st year students showed a clear change in all these respects, even though adapting more adequate strategies proved slower to appear than changes in views and attitudes. At the same time, the experience proved to be most fruitful to their tutors in acquainting them with action research methodology.The contribution reports some results from a study on the semi-autonomous learning of French as a foreign language by a dozen of first-year university students (intermediate level). It focuses on the evolution those students, identified as « poor learners », underwent as far as their views, attitudes and strategies in FL learning were concerned - as an effect of them being helped and advised by their much more advanced colleagues (4th year). By the end of this period the 1st year students showed a clear change in all these respects, even though adapting more adequate strategies proved slower to appear than changes in views and attitudes. At the same time, the experience proved to be most fruitful to their tutors in acquainting them with action research methodology