scholarly journals The effects of using authentic texts in German language teaching on writing skills and vocabulary knowledge

2016 ◽  
Vol 65 (3) ◽  
pp. 613-627
Author(s):  
Ana Stipancevic
Keyword(s):  
Language Teaching ◽  
Writing Skills ◽  
Vocabulary Knowledge ◽  
German Language ◽  
Authentic Texts

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING

2018 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Desy Damayanti ◽  
Adin Fauzi ◽  
Azizatul Mahfida Inayati
Keyword(s):  
Language Teaching ◽  
Language Teachers ◽  
Learning Materials ◽  
Authentic Materials ◽  
Authentic Texts ◽  
Radio Broadcasting ◽  
Language Classroom ◽  
Level Of Understanding

Among some components of effective language classroom, learning materials indisputably play a focal role. They improve the quality of language teaching; facilitate teachers in doing their duties, and lead students to a higher level of understanding in learning. This research aims to discuss the notion of materials in language teaching. It made use of works of literature to outline the importance of materials in language teaching, and to analyze kinds of materials, which are relevant to language teaching. The analysis resulted in the classification of materials into two broad categories namely (1) created materials, which include course book, audio materials, and video materials; and (2) authentic materials, which cover authentic texts, movie/film, radio broadcasting, television program, graphs, maps, tables, and charts. This paper serves as an invaluable resource to facilitate language teachers in selecting appropriate materials for effective language teaching.

FROM SOCIAL FORMS IN TEACHING GERMAN USE

2021 ◽  
Vol 02 (06) ◽  
pp. 73-77
Author(s):  
Anora Mamatova ◽  
Keyword(s):  
Language Teaching ◽  
German Language ◽  
Advantages And Disadvantages ◽  
Social Forms ◽  
The Social

The article analyzes the social forms used in German language teaching. Their types, advantages and disadvantages are shown.

scholarly journals Analysis of a didactic sequence for German language teaching in Kindergarten

2016 ◽  
Vol 19 (27) ◽  
pp. 203
Author(s):  
Josiete C. Queroz ◽  
Lidia Stutz
Keyword(s):  
Language Teaching ◽  
German Language

Embora a linguagem oral seja fundamental em nossas vidas, pois é por intermédio dela que expressamos nossos sentimentos, pensamentos, desejos, experiências e construímos conhecimento, pouco se fala sobre ela na educação infantil. Nesse sentido, amparados na teoria dos gêneros textuais, na perspectiva do interacionismo sociodiscursivo (ISD) (BRONCKART 2012; SCHNEUWLY/ DOLZ 2013), elaboramos uma sequência didática (SD) com base em dois contos de animais. Por meio dessa proposta intervencionista buscamos aprimorar a ordem do ensino e aprendizagem em um contexto escolar composto por crianças de faixa etária entre 03 e 04 anos de idade, os quais estão inseridos na rede particular de ensino. Para este artigo intentamos descrever e avaliar as configurações da SD elaborada, bem como analisar a presença de capacidades de linguagem. Além disso, apresentaremos resultados parciais das produções orais dos alunos. Ao analisarmos a SD, verificamos a predominância das capacidades de significação (15%) e das capacidades linguístico-discursivas (12,5%). Além disso, constatamos que a SD provê atividades para as produções orais das crianças, tendo em vista que os dois contos escolhidos e as atividades os envolvem emocionalmente, psicologicamente, bem como cognitivamente. Além de recontar a história, os alunos passaram a utilizar o vocabulário e até determinadas expressões em seu cotidiano

scholarly journals Book Reviews

2003 ◽  
Vol 21 (1) ◽  
pp. 102
Author(s):  
John Sivell ◽  
Ellen Pilon
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
Reading And Writing

Reviews of: 'How to Teach English: An Introduction to the Practice of English Language Teaching,' by Jeremy Harmer; and 'Focusing on IELTS: Reading and Writing Skills,' by Kerry O'Sullivan and Jeremy Lindeck.

scholarly journals Blended Learning in the Study of Czech Students and Foreign Students

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Sarka Hubackova
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Foreign Students ◽  
Online Courses ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
German Language

The online courses are a very good motivation tool. They surely support all education, foreign language teaching inclusive. As for use of blended learning in foreign language teaching, it is a case of  very progressive and useful way. Learning on our praxis and experience we regard blended learning as a very suitable means of teaching German and we count on its extension into other education fields. The researchers constantly enrich their created courses by using new technical possibilities. And also for this reason they are popular with our students. An anonymous evaluation of the courses takes place usually place in the end of a term. All students say that the teaching by means of supporting courses suits them.    Keywords: Blended learning; Comparison; Foreign students; German language  

Collaborative Learning and Concept Mapping for Language Teaching

2012 ◽  
pp. 160-181
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

Collaborative Learning and Concept Mapping for Language Teaching

2010 ◽  
pp. 13-34 ◽  
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

LiLa – methodisches Portal für Didaktisierung von authentischen Texten im DaF-Unterricht

2021 ◽  
pp. 115-134
Author(s):  
Petr Pytlík ◽  
Jana Veličková ◽  
Vojtěch Štilec
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Scientific Concept ◽  
Cultural Education ◽  
Teaching Materials ◽  
Authentic Texts ◽  
Scientific Disciplines ◽  
Theoretical Foundations ◽  
Practical Teaching

LILA – THE METHODOLOGICAL PORTAL FOR WORK WITH AUTHENTIC TEXTS IN GERMAN CLASSES The cultural and scientific concept of linguistic landscapes is not used strictly in cultural and scientific disciplines anymore. Recently, several publications have appeared on theoretical foundations for the use of authentic and public texts in foreign language teaching, as well as on practical designs and their advantages for foreign language and cultural education. This article introduces the project „LiLa“ which develops on these latest trends and tries to transform them into practical teaching materials.

Multisensory Language Teaching

2021 ◽  
pp. 151-170
Author(s):  
Şule Çelik Korkmaz ◽  
Çiğdem Karatepe
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Qualitative Data ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Based Instruction ◽  
Experimental Group ◽  
Qualitative Data Collection

This study aims to investigate the effects of multisensory vocabulary teaching (MSVT) on 4th-grade learners' English vocabulary knowledge. Accordingly, the experimental group was taught through MSVT while the control group was given mainstream coursebook-based instruction. Both quantitative and qualitative data collection instruments were used. The non-parametric Wilcoxon tests yielded statistically significant differences regarding pupils' vocabulary achievement in favor of the experimental group both in the immediate post-vocabulary test and in the delayed post-vocabulary test. Furthermore, content analysis of the learners' diaries, teachers' blogs, and interviews revealed mostly positive views about learning words through MSVT compared to coursebook-based learning.

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