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Aktuelle Probleme der tschechischen Deutschlehrer und Deutschlehrerinnen in der Sekundarstufe
(2019)
Tschechische Deutschlehrer/innen waren in den letzten Jahrzehnten mit zahlreichen Schwierigkeiten konfrontiert. Die Politik des Sprachunterrichts hat sich im selben Zeitraum so geändert, dass das europäische Konzept der Mehrsprachigkeit 1+2 eine große Herausforderung für die Tschechische Republik darstellt. Derzeit ist zwar das Konzept 1+2 in der Sekundarstufe I offiziell vorgeschrieben, in der Sekundarstufe II ist aber in der Regel nur eine Fremdsprache Pflichtfach, nämlich Englisch. Trotz der Bedeutung des Deutschen als Sprache unserer Nachbar/innen hat der Deutschunterricht in den tschechischen Schulen keine leichte Position. In diesem Beitrag werden die Ergebnisse einer kleinen Untersuchung unter den Deutschlehrer/innen in der Tschechischen Republik zur Problematik der deutschen Sprache in der gegenwärtigen Schule vorgestellt.
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.
Due to the cultural and technological improvement in daily life, technological terms such as New Media Instruments gain more popularity among the foreign language didactics. In the media society the medium of instruction book is pushed for a function change. Pupils or students are continuously confronted outside of class with a variety of different media. Today we can clearly speak of new teaching and learning tools. The reciprocal effect of language policy and educational factors that shape the relationship between language and text books, lead in the case of German in a non-defined language policy. This constellation is also reflected in the design of textbooks. When you consider that textbooks are intimately linked with the education targets of a country and the practical learner expectations, then this seems today perhaps in a premature stage. On the one hand, the knowledge about the operation of related equipment and their applications, or the ability to be able to bring into use, are necessary and on the other hand, the technical competence of German as a foreign language is highly required. The attempt would enter with little skill in a personal and comprehensive online project fail for many Germanists even from the technical point of view and with some certainty. This begs the question: Is in fact the digital environment inevitable?
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.
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.
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.
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.
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.
Mediengestützter Deutschunterricht im türkischen universitären Bereich : eine Bestandsaufnahme
(2010)
A trend in nature of a permanent increase towards multimedia lifestyle has arisen in all stratas of the society. Thus, rather than using written course-books, publishing houses prefer to encourage use of multimedia which are dependent to course-book or which are independent of course-book and language learners prefer to learn with multimedia. Thus it is encouraged that courses are supported in that manner. This study aims to examine scope and limits of computer aided German teaching which is flourishing as a foreign language within Turkey university education recently. This study has been applied in preparatory classes of departments which provide four-year education. Results of a survey on use of multimedia dependent on course-book or independent of course-book within courses within Turkey university education has been given within scope of this study. Evidences on competence of German teachers and learners in use of multimedia has been given and have been visualized through use of graphics. Problems of multimedia aided German courses and solutions offers will be submitted.
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.