1,720,956 research outputs found
Intercultural competence in teaching German as a foreign language
No full textDie Welt, in der wir leben, ist durch eine zunehmende Zahl von Migrationen gekennzeichnet, die eine allgegenwärtige Interkulturalität zur Folge haben. Damit eine Person erfolgreich kommunizieren und in der heutigen Gesellschaft funktionieren kann, ist es notwendig, dass sie über eine gut entwickelte interkulturelle Kompetenz verfügt. Daher ist es ratsam, so früh wie möglich mit interkulturellem Lernen zu beginnen. Der Fremdsprachenunterricht ist ein ideales Umfeld zur Entwicklung genau dieser Kompetenz. Thema dieser Arbeit ist die interkulturelle Kompetenz im DaF Unterricht am Beispiel kroatischer Gymnasien. Der Inhalt in den Lehrbüchern für die deutsche Sprache basiert auf dem Curriculum mit klar definierten Ergebnissen, wonach die interkulturelle Kompetenz eine der drei Hauptkomponenten im Fremdsprachenunterricht darstellt, zusammen mit der kommunikativen Kompetenz und der Selbstständigkeit im Spracherwerb. Interkulturelle Inhalte in den Lehrbüchern sind explizit und implizit vertreten, und diese Arbeit analysiert und vergleicht die zwei Formen. Anhand von Beispielen aus den vom Ministerium für Wissenschaft, Bildung und Jugend genehmigten Lehrbüchern wird festgestellt, ob die Lehrbücher tatsächlich mit den curricularen Zielen übereinstimmen.Svijet u kojem živimo karakterizira sve veći broj migracija koje za rezultat imaju općeprisutni interkulturalizam. Kako bi pojedinac mogao uspješno komunicirati i funkcionirati u današnjem društvu, neophodno je da ima dobro razvijenu interkulturalnu kompetenciju, stoga je preporučljivo da se u što ranijoj dobi krene s interkulturalnim učenjem. Nastava stranog jezika idealno je okruženje za razvijanje upravo te kompetencije. Tema ovog rada je interkulturalna kompetencija u nastavi njemačkog kao stranog jezika na primjeru hrvatskih gimnazija. Sadržaj u udžbenicima za njemački jezik temelji se na kurikulumu s jasno definiranim ishodima, prema kojemu interkulturalna kompetencija čini jednu od tri glavne komponente u nastavi stranog jezika, zajedno s komunikativnom kompetencijom I samostalnošću u ovladavanju jezikom. Interkulturalni sadržaj u udžbenicima zastupljen je eksplicitno I implicitno, a ovaj rad analizira I uspoređuje ova dva oblika te na temelju primjera iz udžbenika koje je odobrilo Ministarstvo znanosti, obrazovanja I mladeži utvrđuje se jesu li udžbenici uistinu usklađeni s kurikularnim ciljevima.The world we live in is characterized by an increasing number of migrations, resulting in pervasive interculturalism. For an individual to successfully communicate and function in today’s society, it is essential to have well-developed intercultural competence; therefore, it is advisable to start intercultural learning at an early age. Foreign language teaching is an ideal environment for developing this very competence. The topic of this paper is intercultural competence in teaching German as a foreign language, using the example of Croatian high schools. The content in German language textbooks is based on a curriculum with clearly defined outcomes, according to which intercultural competence is one of the three main components in foreign language teaching, alongside communicative competence and autonomy in mastering the language. Intercultural content in textbooks is represented explicitly and implicitly, and this paper analyses and compares the two forms, determining based on examples from textbooks approved by the Ministry of Science, Education and Sports whether the textbooks are indeed aligned with curricular objectives
Bilingualism with Croatian as a Heritage Language in Argentina and Chile
No full textEn este trabajo fin de máster se ha planteado un estudio sociolingüístico sobre el bilingüismo con croata como lengua heredada en Argentina y Chile. El propósito de la investigación fue averiguar qué tipos de hablantes de herencia de la lengua croata existen en Argentina y Chile, dónde han aprendido la lengua, a qué nivel la dominan, a qué generación de descendientes de croatas pertenecen y determinar tanto los rasgos de la identidad cultural personal, como los de la identidad cultural de la comunidad croata en estos dos países. Las variables sociales que se han tomado en cuenta en el análisis y en la interpretación de los resultados son el sexo, la edad, el nivel de estudios y el lugar de procedencia. Los resultados han mostrado que, con el tiempo la lengua croata se transmitió cada vez menos de generación en generación, por lo que el nivel de dominio de la lengua es bastante bajo. Por otra parte, en los últimos años se nota el crecimiento del número de los descendientes de croatas que han decidido aprender la lengua croata, y junto con esto se hace más fuerte la parte croata de su identidad cultural.Ovaj diplomski rad predstavlja sociolingvističko istraživanje dvojezičnosti s hrvatskim kao nasljednim jezikom u Argentini i Čileu. Cilj istraživanja bio je ustanoviti koji tipovi nasljednih govornika hrvatskog jezika postoje u Argentini i Čileu, gdje su ga učili, koja je njihova razina poznavanja jezika, kojoj generaciji potomaka iseljenika pripadaju te odrediti obilježja kako osobnog kulturnog identiteta, tako i kulturnog identiteta hrvatske zajednice u tim dvjema zemljama. Socijalne varijable koje su se uzele u obzir pri analizi i interpretaciji rezultata su spol, dob, razina obrazovanja i mjesto podrijetla. Rezultati su pokazali da se s vremenom hrvatski jezik sve manje prenosio s generacije na generaciju, zbog čega je sama razina poznavanja jezika prilično niska. S druge strane, posljednjih godina vidljiv je rast broja potomaka Hrvata u Argentini i Čileu koji su se odlučili na učenje hrvatskog jezika, a samim time jača i njihova hrvatska strana kulturnog identitetaThis master’s thesis is a sociolinguistic study of bilingualism with Croatian as a heritage language in Argentina and Chile. The aim of the research was to determine types of Croatian heritage speakers in Argentina and Chile, where they learned Croatian, what is their level of knowledge of the language, which generation of descendants of emigrants they belong to, as well as to determine the characteristics of their personal cultural identity and the cultural identity of the Croatian community in the two countries. The social variables taken into consideration in the analysis and interpretation of the results are gender, age, level of education and place of origin. The results have shown that the Croatian language was less and less passed down from generation to generation over time, which is why the level of knowledge of the language is quite low. On the other hand, in recent years there has been a visible increase in the number of descendants of Croats in Argentina and Chile who have decided to learn Croatian language; therefore, they are strengthening their Croatian side of cultural identity
Bilingualism with Croatian as a Heritage Language in Argentina and Chile
No full textEn este trabajo fin de máster se ha planteado un estudio sociolingüístico sobre el bilingüismo con croata como lengua heredada en Argentina y Chile. El propósito de la investigación fue averiguar qué tipos de hablantes de herencia de la lengua croata existen en Argentina y Chile, dónde han aprendido la lengua, a qué nivel la dominan, a qué generación de descendientes de croatas pertenecen y determinar tanto los rasgos de la identidad cultural personal, como los de la identidad cultural de la comunidad croata en estos dos países. Las variables sociales que se han tomado en cuenta en el análisis y en la interpretación de los resultados son el sexo, la edad, el nivel de estudios y el lugar de procedencia. Los resultados han mostrado que, con el tiempo la lengua croata se transmitió cada vez menos de generación en generación, por lo que el nivel de dominio de la lengua es bastante bajo. Por otra parte, en los últimos años se nota el crecimiento del número de los descendientes de croatas que han decidido aprender la lengua croata, y junto con esto se hace más fuerte la parte croata de su identidad cultural.Ovaj diplomski rad predstavlja sociolingvističko istraživanje dvojezičnosti s hrvatskim kao nasljednim jezikom u Argentini i Čileu. Cilj istraživanja bio je ustanoviti koji tipovi nasljednih govornika hrvatskog jezika postoje u Argentini i Čileu, gdje su ga učili, koja je njihova razina poznavanja jezika, kojoj generaciji potomaka iseljenika pripadaju te odrediti obilježja kako osobnog kulturnog identiteta, tako i kulturnog identiteta hrvatske zajednice u tim dvjema zemljama. Socijalne varijable koje su se uzele u obzir pri analizi i interpretaciji rezultata su spol, dob, razina obrazovanja i mjesto podrijetla. Rezultati su pokazali da se s vremenom hrvatski jezik sve manje prenosio s generacije na generaciju, zbog čega je sama razina poznavanja jezika prilično niska. S druge strane, posljednjih godina vidljiv je rast broja potomaka Hrvata u Argentini i Čileu koji su se odlučili na učenje hrvatskog jezika, a samim time jača i njihova hrvatska strana kulturnog identitetaThis master’s thesis is a sociolinguistic study of bilingualism with Croatian as a heritage language in Argentina and Chile. The aim of the research was to determine types of Croatian heritage speakers in Argentina and Chile, where they learned Croatian, what is their level of knowledge of the language, which generation of descendants of emigrants they belong to, as well as to determine the characteristics of their personal cultural identity and the cultural identity of the Croatian community in the two countries. The social variables taken into consideration in the analysis and interpretation of the results are gender, age, level of education and place of origin. The results have shown that the Croatian language was less and less passed down from generation to generation over time, which is why the level of knowledge of the language is quite low. On the other hand, in recent years there has been a visible increase in the number of descendants of Croats in Argentina and Chile who have decided to learn Croatian language; therefore, they are strengthening their Croatian side of cultural identity
Intercultural competence in teaching German as a foreign language
No full textDie Welt, in der wir leben, ist durch eine zunehmende Zahl von Migrationen gekennzeichnet, die eine allgegenwärtige Interkulturalität zur Folge haben. Damit eine Person erfolgreich kommunizieren und in der heutigen Gesellschaft funktionieren kann, ist es notwendig, dass sie über eine gut entwickelte interkulturelle Kompetenz verfügt. Daher ist es ratsam, so früh wie möglich mit interkulturellem Lernen zu beginnen. Der Fremdsprachenunterricht ist ein ideales Umfeld zur Entwicklung genau dieser Kompetenz. Thema dieser Arbeit ist die interkulturelle Kompetenz im DaF Unterricht am Beispiel kroatischer Gymnasien. Der Inhalt in den Lehrbüchern für die deutsche Sprache basiert auf dem Curriculum mit klar definierten Ergebnissen, wonach die interkulturelle Kompetenz eine der drei Hauptkomponenten im Fremdsprachenunterricht darstellt, zusammen mit der kommunikativen Kompetenz und der Selbstständigkeit im Spracherwerb. Interkulturelle Inhalte in den Lehrbüchern sind explizit und implizit vertreten, und diese Arbeit analysiert und vergleicht die zwei Formen. Anhand von Beispielen aus den vom Ministerium für Wissenschaft, Bildung und Jugend genehmigten Lehrbüchern wird festgestellt, ob die Lehrbücher tatsächlich mit den curricularen Zielen übereinstimmen.Svijet u kojem živimo karakterizira sve veći broj migracija koje za rezultat imaju općeprisutni interkulturalizam. Kako bi pojedinac mogao uspješno komunicirati i funkcionirati u današnjem društvu, neophodno je da ima dobro razvijenu interkulturalnu kompetenciju, stoga je preporučljivo da se u što ranijoj dobi krene s interkulturalnim učenjem. Nastava stranog jezika idealno je okruženje za razvijanje upravo te kompetencije. Tema ovog rada je interkulturalna kompetencija u nastavi njemačkog kao stranog jezika na primjeru hrvatskih gimnazija. Sadržaj u udžbenicima za njemački jezik temelji se na kurikulumu s jasno definiranim ishodima, prema kojemu interkulturalna kompetencija čini jednu od tri glavne komponente u nastavi stranog jezika, zajedno s komunikativnom kompetencijom I samostalnošću u ovladavanju jezikom. Interkulturalni sadržaj u udžbenicima zastupljen je eksplicitno I implicitno, a ovaj rad analizira I uspoređuje ova dva oblika te na temelju primjera iz udžbenika koje je odobrilo Ministarstvo znanosti, obrazovanja I mladeži utvrđuje se jesu li udžbenici uistinu usklađeni s kurikularnim ciljevima.The world we live in is characterized by an increasing number of migrations, resulting in pervasive interculturalism. For an individual to successfully communicate and function in today’s society, it is essential to have well-developed intercultural competence; therefore, it is advisable to start intercultural learning at an early age. Foreign language teaching is an ideal environment for developing this very competence. The topic of this paper is intercultural competence in teaching German as a foreign language, using the example of Croatian high schools. The content in German language textbooks is based on a curriculum with clearly defined outcomes, according to which intercultural competence is one of the three main components in foreign language teaching, alongside communicative competence and autonomy in mastering the language. Intercultural content in textbooks is represented explicitly and implicitly, and this paper analyses and compares the two forms, determining based on examples from textbooks approved by the Ministry of Science, Education and Sports whether the textbooks are indeed aligned with curricular objectives
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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