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The mediation of German cultural studies has become a firm component of the foreign language lessons, because without knowledge about the culture of the target language communication cannot succeed. However, the aim of the study of the German cultural study lessons should not be to provide a comprehensive picture for the purposes of the actual study of the culture and geography, but to choose from the contents with the help of which then an intercultural competence can be developed. The concept "German cultural studies" is extended by the component "intercultural", so that now we speak of „German cultural and intercultural studies“. This contribution would like to point out which developments the field „German cultural and intercultural studies“ has taken in Turkey and which role the study of intercultural aspects plays in the German lessons at school and in the teacher advanced training. Furthermore this contribution would like to introduce the teaching draughts which were sketched for the teaching field “German cultural and intercultural studies” in the German teacher training. Moreover, it should be discussed with which subjects and methodical possibilities the learning aim of an intercultural competence can be reached.
Prosodie ist nach neuesten Untersuchungen das wichtigste Merkmal der deutschen Sprache und umfasst auditiv wahrnehmbare Merkmale wie Akzent, Rhythmus, Stimmfarbe, Melodie, Lautheit, Sprechgeschwindigkeit, Pausen usw. Die Funktionen, die durch die Prosodie im Deutschen erfüllt werden, sind sehr vielschichtig und tragen eindeutig zur besseren Verständlichkeit und zum reibungsloseren Verlauf der Kommunikation bei. In den letzten Jahren hat man zahlreiche Untersuchungen auf dem Gebiet phonetischer Fehlleistungen ausländischer Deutschlerner durchgeführt. Es zeigte sich rasch, dass die Fehler, die den kommunikativen Erfolg von Sprechakten am stärksten beeinträchtigen, in den Bereich der prosodischen Realisierung fallen.
Teknoloji alanında sergilenen gelişmeler her dönemde birçok alana olduğu gibi yabancı dil öğretimi alanına da etki etmiş ve bu alandaki ortam, materyal, araç-gereç, yöntem, teknik vb. daha birçok değişkeni biçimlendirmiştir. Yabancı dil öğretiminin tarihsel gelişim sürecinde çağın teknik gelişmelerine paralel olarak ders kitapları, tepegöz saydamları, dia filmler, analog (kasetlerde) ve dijital (CD vb.) ses materyalleri, analog ve dijital filmler, dijital sunu materyalleri, bilgisayar destekli etkileşimli öğrenim uygulamaları gibi geniş bir materyal yelpazesi oluşmuştur. İlk kişisel bilgisayarın üretildiği 1980 yılından itibaren eğlencelik dijital oyunlar da geliştirilmiştir. 36 yıllık bu süreçte eğitsel dijital oyunlar da geliştirilmiş ve yabancı dil öğrenim/öğretim materyalleri yelpazesine eğitsel dijital oyunlar da eklenmiştir. Günümüzde piyasada birçok eğitsel dijital oyun mevcuttur ve bunlar donanım, yazılım, yapı, içerik vb. gibi özelliklerine göre çeşitli gruplara/türlere ayrılmaktadır.
Learner autonomy has been discussed since the 70th in the last century. It was argued, that learners should be familiar with foreign language learning, because language learning will get more and more important in a society of the future. So even after school time people should be able to develop foreign language skills without any formal teaching. In recent time a new concept has been added: teacher autonomy. Learner autonomy and teacher autonomy are interdependent. In other words: We can not develop learner autonomy without developing teacher autonomy. Our discussion starts with some simple facts. Gordon Wells observed in his famous Bristol Project several children for more than ten years and compared their language development and learning behaviour in two contexts: school and families. Interesting differences have been found. On the one hand children are more initiative and more curious in the family context. On the other hand they loose more and more initiatives through school experiences. The concepts of learner autonomy and teacher autonomy and consequences for teacher training will be discussed in the context of these findings.
Este trabalho teve a intenção de investigar sobre o processo de tomada de decisão quanto às funções comunicativas das partículas modais (doravante PM), frente a diferentes contextos. Nesse sentido, aplicamos um questionário online em alemão. Para a coleta de dados foi solicitado a 62 participantes alemães nativos e não nativos que selecionassem dentre um conjunto de orações (contendo ou não PMs) as que proporcionariam interpretações adequadas para contextos pré-estabelecidos. Os resultados apontam que os participantes nativos tiveram maior facilidade em selecionar as opções esperadas nas tarefas apresentadas, porém as reflexões sobre as decisões tomadas foram desafiadoras para ambos os grupos. Portanto, a análise de dados indica deficiências na compreensão da função e complexidade modal das PMs. Assim, além de investigar as decisões tomadas pelos dois grupos, procuramos oferecer ferramentas para o ensino das PMs em aulas de alemão.
O presente artigo tem como objetivo analisar a construção de imagens discursivas de aprendizes em sumários e em atividades contidas em livros didáticos de Alemão como Língua Estrangeira (ALE), e de que modo essas construções antecipam que tipo de inserção esse aprendiz teria de/poderia ocupar nessa comunidade de produção/circulação de textos na língua alvo. Nesse sentido, o quadro teórico se constrói a partir da articulação entre a perspectiva polifônica da linguagem (BAKHTIN 2011), a noção de práticas discursivas (FOUCAULT 2004; MAINGUENEAU 2008) e o disciplinamento de saberes (FOUCAULT 2002), considerando a relevância de tal articulação para uma crítica à Linguística Aplicada a partir de Rocha e Daher (2015). Por meio das análises de livros didáticos de ALE, observamos a construção de imagens de aprendiz que parece retirá-lo das situações de interação, considerando-o mero espectador, que se ocupará de repetir sentenças e estruturas determinadas por uma simulação artificial de situações comunicativas, mais do que permitir a ele espaços de interação e de inserção nessas situações. Além disso, os materiais comunicam uma imagem de aprendiz-consumidor-turista, interessado em aprender a língua para fazer viagens, realidade essa distante da brasileira.
The paper focuses on experience gained at the university of Hildesheim (Germany) where a modular course programme has been introduced which concentrates on less frequently learnt European languages, such as Dutch, Danish, Portuguese and Italian, putting into practice relevant results of research in the field of Contrastive Linguistics. The paper ends with a presentation of the outline of a Turkish reading course for German learners, raising the question to what extent experience gained by comparing and teaching Indo-European languages can be applied to fundamentally different languages like German and Turkish.
Literatur- und Fremdsprachendidaktik : zur Rolle des Theaters im Deutschunterricht in Burkina Faso
(2017)
Die Verwendung der Belletristik im Fremdsprachenunterricht trägt dazu bei, sprachliche und kulturelle Kompetenzen zu erwerben. Da die Sprechfertigkeit eine der sechs Grundkompetenzen im DaF-Unterricht ist, ist ihr Erlernen eine grundlegende und unverzichtbare Aufgabe im Fach "Deutsch als Fremdsprache" in und außerhalb Deutschlands. Deshalb versucht dieser Aufsatz, die Potenziale des Theaters auszuloten, um diese Grundkompetenz bei den Deutschlernenden in Burkina Faso zu entwickeln. Es geht also darum, die Möglichkeiten des Theaters als literarische fiktionale Gattung beim Spracherwerb der burkinischen Deutschlernenden zu bestimmen. Darüber hinaus wird dargestellt, inwiefern ein Theaterstück in einer "classe de première" bzw. einer 11. Klasse Unterrichtsgegenstand sein sollte und literaturdidaktisch aufbereitet werden kann. Dafür werden Theorien und Methoden der Theaterdidaktik sowie der rezeptionsästhetischen Literaturdidaktik verwendet und an einem Beispiel illustriert.
The following essay discusses the possibilities of integrating linguistic and semantic aspects of teaching German as a Foreign Language in secondary schools in Santa Catarina using an interculturally orientated approach. Drawing on the insight that 'otherness' is a relational notion, so that the image we create of 'the other' depends essentially on the understanding of one's own culture and the histories, values and social reality inscribed in it, the article proposes a didactic approach that uses the teaching of morpho-syntactic structures to instigate intercultural reflections. Moreover, to be able to fully exploit the potential of divergent notions of 'self' and 'otherness' in the language classroom, teaching activities are proposed that allow learners to respond individually to the material presented. The article proposes and discusses various didactic activities that allow the teacher to use the course book in order to create and explore interculturally significant material.
Marie-Aude Murail a pu se vivre au début de sa carrière "comme écrivaine pour non-lecteurs, vouée à faire des livres qui ne devaient jamais dépasser 200 pages" (cité dans Prince, 2015 : 152). "Le Hollandais sans peine", petit ouvrage illustré paru en 1989, relève de la littérature de jeunesse, que d'aucuns continuent à opposer à la 'vraie' littérature. Dans la présente contribution, je propose d'analyser le tour de force que Murail réussit ici encore avec humour, en coulant dans un récit pour enfants certains éléments essentiels de la critique du langage. Ainsi, en inventant de toute pièce une langue, le jeune protagoniste Jean-Charles tourne une situation de contrainte, l'injonction parentale de jouer avec le voisin de camping afin d'apprendre l'allemand, en un espace de créativité linguistique et communicationnelle qui, de plus, rapproche jeunes et adultes. L'ouvrage illustre en ce sens la définition de Murail de la littérature de jeunesse comme dialogue entre les générations.