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Prefazione-Vorwort-Preface
No full textMehrsprachige Kompetenz ist in unserer heutigen Zeit der fortschreitenden kulturellen Globalisierung ein besonders erstrebenswertes Ziel und der hohe Mehrwert, den sie für das Individuum und die Gesellschaft bedeutet, kann als unbestritten gelten. Während die individuelle Mehrsprachigkeit in Europa beachtlich zugenommen hat, hält die Anerkennung der Mehrsprachigkeit auf der gesellschaftlichen Ebene mit dieser Entwicklung immer noch nicht wirklich Schritt. Hinzu kommt, dass sich das Thema Mehrsprachigkeit in der wissenschaftlichen Diskussion inzwischen einen festen Platz erobert hat, während sich die mehrsprachige Perspektive in der didaktischen Praxis an Universität und Schule weiterhin nur langsam durchsetzt und mehrsprachige Lernansätze auch gegenwärtig eher die Ausnahme als die Regel bilden.
Vor diesem gesellschaftspolitischen und wissenschaftlich-didaktischen Hintergrund wurde 2012 am Istituto Italiano di Studi Germanici/IISG Rom ein Projekt initiiert, mit dem Ziel, die bisherigen Ergebnisse aus der Tertiärsprachendidaktik und Interkomprehensionsforschung aufzuarbeiten und zu erweitern, sowie empirische Forschungen durchzuführen und konkrete Vorschläge für die Umsetzung des Mehrsprachigkeitskonzepts zu präsentieren, nicht zuletzt mit dem Ziel, die Ökonomisierung des Sprachlernprozesses in unserer heutigen mehrsprachigen Gesellschaft zu fördern.
Das Progetto di ricerca sulla lingua terza e intercomprensione nel contesto del plurilinguismo nella Unione Europea e nel Mediterraneo wurde in Gemeinschaftsarbeit von Martina Nied Curcio und Marianne Hepp, den wissenschaftlichen Leiterinnen, und Monica di Benedetto, der Projektkoordinatorin, entwickelt . Die Forschungstätigkeit im Rahmen des Projekts wurde in dessen Verlauf bei Kolloquien und Lehrerfortbildungen präsentiert und bei der abschließenden Tagung, die im Januar 2017 am IISG Rom stattfand, zusammengetragen. Die wertvollen Impulse aus dieser Tagung bildeten eine erste Grundlage für den vorliegenden Band, der jedoch durch Einbezug weiterer wissenschaftlicher Beiträge bereichert und zu einem selbständigen Sammelband ausgebaut wurde.
In der hier vorliegenden Publikation wird das Thema Mehrsprachigkeit unter verschiedenen Gesichtspunkten behandelt. Thematisch sind die Beiträge nach insgesamt sechs Schwerpunkten geordnet, wobei einige der Aufsätze mehrere Themenkreise miteinander verbinden und auch an anderer Stelle im Band ihren Platz hätten finden können
Man kann nicht nicht vergleichen. Sprachvergleich und Sprachreflexion in einer integrierten Mehrsprachigkeitsdidaktik mit Englisch als Brückensprache
No full textPlurilinguism and plurilingual didactics have gained an important position in scientific discussion, even though interlingual and integrated approaches to teaching practice are still lacking. After a short description of various approaches, all based on language comparison and metalingual reflection, the author suggests adopting English as a bridge-language in plurilingual didactics, independent of the language family and languages studied. On the basis of various learner profiles, the author illustrates the benefit of using English as an element of language comparison and reflection in the learning process of other languages
Introduction
Get PDFLexicography as a cultural practice (“kulturelle Praxis”, Wiegand et al. 2010: 3, 103) demonstrates the important pedagogical-cultural role of lexicography. Although dictionaries have changed in terms of structure, appearance, and medium – especially due to digitalization and Artificial Intelligence – their importance to society, as well as to the individual, has not diminished at all. Dictionaries, encyclopedias and other reference works, printed or online, constitute a central and fundamental tool not only for translating and learning a foreign language; consulting them is part of the basic strategies for obtaining new information and accessing the world of knowledge – although it is easy to think that automatic translators, instant voice translators or chat bots may replace online dictionaries. It is important to emphasize that the reliability and findability of lexicographical data constitute a quality criterion, which is essential for dictionaries, but in turn decisive for successful use by users as social agents in the society. Dictionaries compiled by experienced and professional lexicographers are a valuable tool for the acquisition of new knowledge within the scientific and technical learning processes in the first language, as well as in foreign language and technical language. At the same time, it is of immense importance to also know resources with lower quality, to use them, to compare them with professional tools, precisely in order to recognize their weaknesses and limits
The use of lexicographic online resources by foreign language teachers and the effectiveness of teacher training
Get PDFForeign language teachers have received little or no attention in Research into dictionary use. Their knowledge of dictionaries, their dictionary use skills and how and which kind of dictionaries they use in classroom have been rarely studied, somewhat surprisingly if one considers that language teachers are the ones who can actively promote and adequate use of dictionaries among learners.
To get a little closer to this question, in November 2017 the author held an 8-hour workshop on dictionary use for 50 Italian teachers of German as a foreign language and took the opportunity to ask them specific questions on dictionary use, issuing them with questionnaires both before and after the workshop. The questionnaire before the workshop dealt with the use of both printed and online dictionaries in class and at home (by students and themselves), the assessment of students, their own dictionary use behavior and self-assessment of their own competence. The workshop compared print and online dictionaries, experimented with different online resources, compared results of translations with the help of several dictionaries, parallel corpora and translation tools; it encouraged reflection on one's own dictionary use skills with the aim of enhancing dictionary use awareness. In the questionnaire after the workshop teachers were asked to reflect critically on the usefulness of didactics for dictionary use; to express their opinion on whether they believed they were now more familiar with online dictionaries and dictionary applications; which among the resources available was most useful for them and whether they would use online dictionaries in class from now on. This contribution shows the results of these questions and will illustrate how the workshop has changed teachers’ attitudes towards the use of online dictionaries in foreign language teaching, and how their own dictionary use competence has improved
Tertiärsprachenforschung und Interkomprehension im Kontext der Mehrsprachigkeit.
Get PDFDer Artikel berichtet über das Forschungsprojekt "Progetto di ricerca sulla lingua terza e intercomprensione nel contesto del plurilinguismo nella Unione Europea e nel Mediterraneo", das unter der Leitung von Marianne Hepp und Martina Nied am Istituto Italiano di Studi Germanici durchgeführt wird und das zum Ziel hat, grundlegende Theorien und Ergebnisse aus der Mehrsprachigkeitsforschung / Tertiärsprachendidaktik und der Interkomprehensionsforschung miteinander zu verbinden. Diese besondere Bündelung soll als theoretische Grundlage für die Erarbeitung neuer Sprachlehr- und -lernmethoden wirken, mit dem Zweck der Förderung eines ökonomisch-effektiven Erwerbs weiterer Fremdsprachen in mehrsprachigen Gesellschaften
Language Awareness as as prerequisite for a successful use of lexicographic resources
No full textForeign language learners use online dictionaries, dictionary apps and translation tools for language questions quite naturally. It cannot always be assumed that they have adequate competence in using them- even if they are digital natives. There are many reasons for this. When consulting dictionaries, users mainly look for single-word equivalents, while phrasemes are rarely or not at all sought out, which generally leads to inaccurate utterances in the foreign language. A well-developed language awareness seems to play a decisive role in the successful use of linguistic and lexicographic resources. (Frankenberg-Garcia 2011, Ranalli 2013, Wolfer et al. 2016, Nied Curcio 2020)
In this regard, it is important that foreign language learners are aware that words are connected between each other and that it therefore often is not useful to look up single words in lexicographic resources. Furthermore, learners need to be aware that the combination of words is language-specific and cannot be translated 1:1 between languages. A high level of language awareness, coupled with the use of language comparison and metalinguistic reflection, seem to be a fundamental prerequisite for a successful use of lexicographic resources in foreign language learning
Preface
No full textForeign language learners often use electronic dictionaries or other information from the Internet to solve language problems. However, they seem to have great difficulty using dictionaries and online resources appropriately, profi tably and successfully. Their teachers also seem unfamiliar with the current dictionary landscape and
sometimes insist on using a single (monolingual) print dictionary in class. As a result, dictionaries are often banned from the classroom altogether. However, in today’s digital, global and multilingual world, appropriate competence in the use of dictionaries
is an essential communicative strategy. Dictionary didactics should thus be integrated into foreign language teaching. Against this background, the contributions in this volume discuss how dictionary use can be promoted and integrated into the classroom.
They also consider how modern lexical resources and dictionaries should be designed to support learners. Last but not least, they present ideas for educational policies that could promote the use of dictionaries and lexicographic online resources. This volume
offers important insights to language teachers, authors of language teaching materials, practical lexicographers and other applied linguists
Sprachmittlung und Mediation für Deutsch als Fremd- und Zweitsprache (DaF / DaZ)
No full textSprachmittlung und Mediation sind für erfolgreiches Sprachenlernen elementar und längst Teil unserer zunehmend mehrsprachigen und multikulturellen Lebenswirklichkeit. Seit 2001 ist die Sprachmittlung fester Bestandteil des Gemeinsamen Europäischen Referenzrahmens für Sprachen (GeR). Im aktuellen Begleitband zum GeR wird die Mediation erneut stark aufgewertet. Beide haben ihren festen Platz in der bundesdeutschen Fremdsprachendidaktik, in der DaF-/DaZ-Didaktik leider noch nicht. Das ändern Martina Nied Curcio und Peggy Katelhön. Neben einer ausführlichen theoretischen Erörterung – auch in Abgrenzung zur Übersetzung – erarbeiten sie Sprachmittlung und Mediation auch didaktisch-methodologisch. Sie diskutieren u. a. Intra- und Interlingualität, Kulturmittlung und (Inter-)Kulturalität, Handlungsorientierung, Sprachlernprozess, Sprachreflexion und Sprach(-lern-)bewusstheit, Medienkompetenz, Strategien, Textlinguistik, Mehrsprachigkeit, Berufsbezogenheit und CLIL. All diese Themen werden durch zahlreiche konkrete Anwendungsbeispiele veranschaulicht
Lexicography, Culture and Mediation. Or Why a Good Lexicographer Must Also Be a Good Cultural Mediator.
Get PDFCulture-bound items are often omitted in lexicographic resources, and when they arepresent, they are rarely described in an appropriate way, especially in bilingual dictionaries: the listed equivalents often do not reflect the meaning of the cultural word precisely, usage examples may be missing and above all — especially for a non-native speaker — important information on the cultural level is omitted (Nied Curcio 2020). Communication problems and misunderstandings which are triggered not by divergences on the linguistic level, but on the cultural level, can arise between speakers of different languages and cultures. Specific cultural knowledge and an advanced level of intercultural competence are required.
Mediation of texts and concepts and using mediation strategies can provide significant input developing the lexicographer's intercultural competence, which is essential for an adequate lexico-graphic description of cultural aspects. Mediators often resort to their plurilinguistic and pluricul-tural repertoire and use mediation strategies. The same skills can also be harnessed by lexicographers for adequate and successful descriptions of culture-bound items in lexicographic resources. In this article the focus is on the concept of mediation; the Companion Volume of the Common European Frame-work of Reference for Languages (2018) shows parallels in the requirements of skills between mediators and lexicographers, and advocates the use of mediation strategies by lexicographers to ensure that cultural information is adequately represented in the dictionary
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