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Sob uma perspectiva crítica, são abordadas neste artigo, imagens sobre a língua alemã e seus falantes, apresentadas por estudantes universitários brasileiros, interessados em aprender esse idioma ou engajados em estágio inicial de sua aprendizagem. O propósito é discutir evidências de imagens estereotipadas, bem como refletir sobre possíveis decorrências dessas imagens no/para o processo de ensino-aprendizagem da língua, buscando, com isso, apontar a importância de se considerar como objetivo relevante no ensino de alemão, a necessidade de um percurso de "desestranhamento" do idioma, por meio de enfoque metodológico orientado para auxiliar os aprendizes no processo de desenvolvimento de competência intercultural. Tais reflexões têm como base pressupostos teóricos como as noções de "outro" e de "próprio", as concepções de competência intercultural e de ensino intercultural, e resultados obtidos em pesquisa desenvolvida no campo de ensino e aprendizagem de língua estrangeira (alemão).
Sprachliche Erscheinungen wie Phraseologismen sind in mehrfacher Hinsicht von besonderer Bedeutung: Ermöglichen sie doch einerseits über ihre Herkunftsgeschichte häufig kulturhistorische Einblicke in die jeweilige Gesellschaft, die im Deutsch als Fremdsprache (DaF-)Unterricht vielfältig genutzt werden können. Andererseits werden diese Fertigteile nicht selten sprachspielerisch genutzt und erlauben dadurch Einblicke in den kreativen Umgang mit sprachlichen Mitteln: Sie lassen sich u.a. wortwörtlich lesen bzw. durch Modifikation, d.h. durch Abwandlung für textuelle Zwecke, abändern, wodurch sie ausgezeichnet zur Förderung von Sprachbewusstheit eingesetzt werden können. All dies kann auf der Folie des plurizentrischen Charakters der deutschen Sprache geschehen.
Mehrsprachigkeit und diversifizierte Fremdsprachenangebote werden in einem Atemzug genannt, wenn es darum geht, junge Menschen auf die sprachlichen Anforderungen in einem zusammenwachsenden Europa vorzubereiten. Es geht dabei nicht allein um das Erlernen des Englischen als weltweite 'lingua franca', sondern im Sinne europäischer Sprachenvielfalt, um Anreize für das Erlernen der Nachbarsprachen in Grenzregionen. Eine Besonderheit stellen in diesem Kontext Schulen dar, die unterschiedliche Nationalitäten einbinden. Dazu zählen Gymnasien mit bilingualen-binationalen Zweigen. Der deutsch-tschechische Bildungsgang am Friedrich-Schiller-Gymnasium Pirna, 30 km von der tschechischen Grenze entfernt, existiert bereits über 10 Jahre. Der folgende Beitrag möchte der Frage nachgehen, wie die Schüler auf die Teilnahme am bilingualen Sachfachunterricht vorbereitet werden und dazu auf Punkte zur Entwicklung einer Didaktik des bilingualen Unterrichts eingehen.
Die Erzählfähigkeit eines zweisprachig aufwachsenden Geschwisterpaares: eine exemplarische Analyse
(2006)
This paper describes the ability of German-Portuguese bilingual siblings to narrate in German. The paper deals with the underlying theory of 'Functional Pragmatics' and describes within this theory the complex verbal pattern of narration in everyday life. In order to do this, a selected corpus will be analysed focussing on the conditions and characteristics of narration.
The focus of the present paper is on the difference between English and German learners‘ use of perfectivity and imperfectivity. The latter is expressed by means of suffixation (suffix -va-). In contrast, perfectivity is encoded either by suffixation (-nou-) or by prefixation (twenty different prefixes that mostly modify not only aspectual but also lexical properties of the verb).
In the native Czech data set, there is no significant difference between the number of imperfectively and perfectively marked verb forms. In the English data, imperfectively and perfectively marked verb forms are equally represented as well. However, German learners use significantly more perfective forms than English learners and Czech natives. When encoding perfectivity in Czech, German learners prefer to use prefixes to suffixes. Overall, English learners in comparison to German learners encode more perfectives by means of suffixation than prefixation.
These results suggest that German learners of Czech focus on prefixes expressing aspectual and lexical modification of the verb, while English learners rather pay attention to the aspectual opposition between perfective and imperfective. In a more abstract way, the German learner group focuses on the operations carried out on the left side from the verb stem while the English learner group concentrates on the operations performed on the right side qfrom the verb stem.
This sensitivity can be to certain degree motivated by the linguistic devices of the corresponding source languages: English learners of Czech use imperfectives mainly because English has marked fully grammatical form for the expression of imperfective aspect – the progressive -ing form. German learners, on the other hand, pay in Czech more attention to the prefixes, which like in German modify the lexical meaning of the verb. In this manner, Czech prefixes used for perfectivization function similar to the German verbal prefixes (such as ab-, ver-) modifying Aktionsart.
It could be said that learner’s dictionaries are the most reliable expression of lexicography in terms of providing the necessary tools to help the learning process of a foreign language. This paper analyses three English learner’s dictionaries in order to establish its stylistic patterns as well as to compare them with four German learner’s dictionaries. Undoubtly, the lexicography of English learner’s dictionaries is a model. However, we argue that this model can not be transfered to German lexicography since each language has its own particularities which demand specific solutions.
The present article analyzes the development of the system of spatial prepositions in the acquisition of German as a foreign language by Brazilian learners. The study is based on a corpus of written language data produced by students in the undergraduate course in Letras, collected from 1996 to 1998. The theoretical bases of the study are theories of second language acquisition, cognitive processing of space, and the linguistic encoding of spatial relations through prepositions. The main section of the analysis begins with the quantitative evaluation of the occurrences of spatial prepositions found in the data. Subsequently, each preposition found in the corpus is individually discussed in relation to its correct and incorrect uses. The main results are a steady increase in the number of spatial prepositions used by the subjects from the first year to the fourth year of the course, an increase in the variation of the use of these prepositions, and a constant reduction of the percentage of incorrect uses. In the first phase, acquisition can be seen in the increasing specificity of the semantic oppositions involved in neutralizations, whereas in the second phase, a quantitative reduction of errors can be found.
The aim of the present paper is to highlight some aspects of bilingualism in a German minority language community located in the South of Brazil. Based on ethnographic research methods, the study describes language use in face-to-face interactions between bilingual students and their teacher in a monolingual primary school, focusing on Portuguese-German code-switching from a socio-functional perspective. The results suggest that code-switching should not be associated with language deficit, but with the bilingual discourse since the phenomenon could be seen both as a relevant conversational strategy as well as a significant learning resource among bilingual children.
Many teachers of German as a second language make some statements regarding this language that mix concepts from three distinct fields: Orthography (letters), Phonetics (phones or speech sounds) and Phonology (phonemes). In this paper I attempt to shed some light on these concepts and fields. I also provide examples of such statements and make comments on them.