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After giving an overview of the implementation of Business German in the curricula of German Departments outside of Germany and showing which place Business German has taken within these departments today, this article focuses on the teaching goals and contents as well as on the competences that ought to be achieved by the students in the German Department at Istanbul University in order to explain which chances and opportunities this study field opens up to students of German language and literature.
Speakers of Russian from the former Soviet Union and speakers of Turkish form the two biggest groups of immigrants in Germany. There is a number of surveys, that focus on early second language acquisition of kindergarten and primary school children in these ethnic groups. In this article, I will discuss differences and similarities of the second language acquisition process, that Russian and Turkish speaking children go through. I will compare not only the interlingual development (pronunciation, lexicon, syntax and morphology) but also the sociocultural context. For this purpose the data of my case studies will be contrasted with the other research results.
In this paper I will present some empirical studies concerning a linguistic construction called binomials, e.g. auf und ab (‚up and down‘). Binomials consist of two coordinated elements in a fixed order ‚A and B‘, whereas empirically the reversed order ‚B and A‘ is rarely found and, asked for acceptability judgements, native speakers tend to reject it. In two corpus studies hypotheses on phonological principles responsible for the ordering of the constituents are tested. Furthermore I present a pseudoword experiment with German native speakers and Russian and Turkish learners of German as a second language. Results are discussed in the framework of optimality theory.
Even if translation has a long tradition within the conveyance of foreign languages, there has been a vehement discussion on its role since the 1970s – at least with respect to some languages, such as English. In the context of German as a foreign language this topic has been discussed only to some extent. With this in mind, the following article aims to examine the role of translation in the field of the German as a foreign language with specific focus on the advantages and limitations associated with its conveyance and the resultant consequences.
To reach even language users not acquainted to the use of grammars the Institut für Deutsche Sprache in Mannheim (Germany) looked for new way to handle grammatical problems. Instead of confronting users with abstractions frequent difficulties of German grammar are introduced in form of exemplary questions like „Which form should be used or preferred: Anfang dieses Jahre or Anfang diesen Jahres?” Looking through the long list of such questions even laymen may find solutions of grammatical problems they might not be able to formulate as such.
In terms of their functions and issues, the use of selection posters is possible in language teaching. Therefore, the present study aims to investigate the didactic potential of selection posters in German language teaching. Because of this reason, with this study, it is tried to show that the selection posters can be dealt with as materials in the courses in German Language teaching, which can be used parallel to the needs and interests. Accordingly, the alternative ways or approaches are tried to be made concrete throughout the courses. Consequently, the selection posters constitutes a wide range in German language teaching in terms of local culture, vocabulary knowledge, the processes of linguistic studies, visualization, authenticity, actuality, and spoken and written studies.
The article addresses the growing importance of corpus-based research in the field of German foreign language acquisition. German corpora in general and learner corpora in particular are briefly introduced. A short overview of existing German learner corpora is followed by a detailed description of the error-annotated learner corpus Falko, a learner corpus of advanced learner German, which is accessible via internet (without any prior registration) and free of charge. Finally, a short example analysis demonstrates some of the functionalities of Falko. The aim of the article is to encourage researchers to employ corpora as helpful tools in their own work.
The paper sketches out the framework of a transcultural model of language learning and teaching. In doing so it illuminates linguistic, psycholinguistic, hermeneutical und didactic aspects of the complex field of language learning rather than limiting itself to discussing mere methodological phenomena. The paper argues that the language learning and teaching profession can only advance by taking transcultural concepts of language acquisition, of linguistic systems, of language processing and of media use into account and by integrating them into a coherent system of language didactics.
In diesem Beitrag werden Ergebnisse von zwei Experimenten präsentiert: Einerseits werden didaktische Strategien aus der Perspektive ihrer Attraktivität und Innovation analysiert, die im Rahmen eines Sommer-Schnell-Deutschkurses in der Presse zur Popularisierung der deutschen Sprache eingesetzt wurden. Andererseits wird dargelegt, welchen Effekt solche Strategien in einer realen Experimentiersituation mit Deutsch-Lernenden auf ihre Motivation, ihr Verständnis und andere Aspekte des Deutschlernens im Vergleich zu "klassischen" Materialien wie z. B. Lehrwerken hatten. Dabei werden verschiedene Spezifika und
Bedürfnisse der Lernenden in Betracht gezogen.
Politeness has become a key qualification in intercultural competence and didactics. The paper presents parts of an empirical research of the development and shaping of verbal politeness in critical incidents investigating the way German and Turkish students of the German language deal with criticism and complimenting. The findings show that Turkish students of German as a foreign language avoid direct criticism and prefer manners considered to be polite in German. Complimenting is an expression of their own positive feelings and acts as “messages about oneself”, whereas the German students prefer “meritorious praise” referring to merits. The discriminating effects of migration within the Turkish students are smaller than expected perhaps because of the increase of transcultural knowledge. This should give new ideas for the didactics of politeness.