Suchergebnisse

Kreatives Schreiben als ergänzende Lehr- und Lernmethode im studienbegleitenden Deutschunterricht : theoretische Überlegungen und praktische Implementierungen

Der studienbegleitende Sprachunterricht dient als Mittel, Studierende parallel zum Fachstudium die nötige Sprachkompetenz zu vermitteln. Methoden des kreativen Schreibens können hier Lernprozesse unterstützen, indem sie den Fokus von den normativen... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/57740/Diyalog-2020-2_Mueller.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-577408 https://doi.org/10.37583/diyalog.845593

Der studienbegleitende Sprachunterricht dient als Mittel, Studierende parallel zum Fachstudium die nötige Sprachkompetenz zu vermitteln. Methoden des kreativen Schreibens können hier Lernprozesse unterstützen, indem sie den Fokus von den normativen Regeln einer Sprache - etwa im Bereich der Grammatik oder der Rechtschreibung - und damit auch die oft hemmende Angst vor Fehlern nehmen. Das freie Formulieren, der spielerische Umgang mit der Sprache und die Möglichkeit formale Formen aufzubrechen, machen einen neuen Zugang zur Sprache möglich. Nicht zuletzt aufgrund dessen finden Methoden des Kreativen Schreibens auch in der Fachliteratur zu Deutsch als Fremdsprache (DaF) und Deutsch als Zweitsprache (DaZ) aktuell starke Beachtung. Der vorliegende Artikel gibt zunächst einen Einblick in den Forschungsstand und erläutert verschiedene Ansätze und Methoden. Anhand zweier Fallbeispiele aus dem studienbegleitenden Deutschunterricht sollen im Anschluss konkrete Möglichkeiten der Implementierung dieser Methoden aufgezeigt werden und deren Effektivität anhand einer qualitativen Inhaltsanalyse der von den Studierenden erstellten Texte diskutiert werden. Complementary language classes in higher education are meant to impart necessary language skills to students parallel to their actual studies. In this context, methods of creative writing can support learning processes by removing the focus from the normative rules of a language - for example in the area of grammar or spelling - and thus the inhibiting fear of errors. By speaking freely, using the language in a playful way and having the possibility of breaking up formal forms, students are enabled to find new approaches to a foreign language. Therefore the method of creative writing is currently receiving a lot of attention in professional discussions and literature on German as a Foreign Language (DaF) and German as a Second Language (DaZ). This article aims to give an insight into the current state of research and explains various approaches and methods. Using two case studies from complementary German classes, concrete options for implementing these methods will then be shown and their effectiveness will be discussed based on a linguistic and content analysis of the texts created by the students.

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Quelle:	CompaRe
Sprache:	Deutsch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Kreatives Schreiben; Deutsch; Fremdsprache
Lizenz:	publikationen.ub.uni-frankfurt.de/home/index/help ; info:eu-repo/semantics/openAccess

Eine Metasynthese zu Lehrwerkanalysen von regionalen DaF-Lehrwerken

Autor*in: Uyan, Adalet

Das Ziel dieser Studie ist es, das präsente Wissen zu Lehrwerkanalysen von regionalen DaF-Lehrwerken in einer Metasynthese systematisch zusammenzufassen und überblicklich als Ganzes darzustellen. Das Forschungsinteresse dieser Arbeit wurde durch die... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/57742/Diyalog-2020-2_Uyan.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-577426 https://doi.org/10.37583/diyalog.845595

Das Ziel dieser Studie ist es, das präsente Wissen zu Lehrwerkanalysen von regionalen DaF-Lehrwerken in einer Metasynthese systematisch zusammenzufassen und überblicklich als Ganzes darzustellen. Das Forschungsinteresse dieser Arbeit wurde durch die Fragen geleitet, welche gemeinsamen Themen- und Forschungsbereiche sich binnen den Primärstudien aufweisen lassen und welche Aspekte in Analysen von regionalen DaF-Lehrwerken häufig/ weniger häufig thematisiert werden. Aus den Ergebnissen der Synthese lässt sich ableiten, dass die in den Primärstudien analysierten regionalen DaF-Lehrwerke am häufigsten auf den Aspekt Landeskunde & interkulturelles Lernen untersucht werden. Analysen zur Wortschatzvermittlung, zu Selbstorganisationsformen und Vermittlungskonzepten sind in den eingeschlossenen Studien nur gering vertreten. The purpose of the present study is to analyse the primary studies that examined local German textbooks in Turkey and abroad with the Meta-Synthesis Method, and also to show the accumulated knowledge in this field systematically and as a whole. Within the framework of the purpose of the study, the answers are sought for the questions of what the common study fields of the studies that examined the local German textbooks are and which aspects of the books are examined more/less in the primary studies. In the study, it is concluded that most of the primary studies conducted on local German textbooks aim at examining the concept of country knowledge transfer and intercultural learning. It is also concluded that local German textbooks were examined in terms of teaching vocabulary, methodology and project-based learning at the lowest level among the primary studies included in the meta-synthesis.

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Quelle:	CompaRe
Sprache:	Deutsch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprache; Sprachlehrbuch; Lehrmittelanalyse; Metaanalyse
Lizenz:	publikationen.ub.uni-frankfurt.de/home/index/help ; info:eu-repo/semantics/openAccess

Film als vielschichtiges Medium im Fremdsprachenunterricht

Autor*in: Karbi, Gamze; Genç, Ayten

In dieser Arbeit soll der Einsatz von Filmen als audiovisuelles Unterrichtsmaterial im Fremdsprachenunterricht erörtert werden. Bei räumlichen und kulturellen Entfernungen zum Zielsprachenland ermöglicht Filmmaterial sprachliche und landeskundliche... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/57753/Diyalog-2020-2_Karbi_Genc.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-577532 https://doi.org/10.37583/diyalog.845598

In dieser Arbeit soll der Einsatz von Filmen als audiovisuelles Unterrichtsmaterial im Fremdsprachenunterricht erörtert werden. Bei räumlichen und kulturellen Entfernungen zum Zielsprachenland ermöglicht Filmmaterial sprachliche und landeskundliche Inhalte in den Unterricht zu bringen. In diesem Rahmen bieten Filme, die Alltagssprache und Alltagsthemen des Zielsprachenlandes präsentieren, vielfältige Einsatzmöglichkeiten zur Erweiterung der sprachlichen und kulturellen Kompetenzen von Lernenden. Kein anderes Medium verfügt über ein so hohes Potential, die Neugierde der Lerner auf das Zielsprachenland und seine Menschen zu wecken, die Lerner zu motivieren, Emotionen auszulösen und Sprech- und Diskussionsanlässe zu schaffen. Der Einsatz von Filmen leistet einen wichtigen Beitrag zur Gestaltung von effizientem Fremdsprachenunterricht. After an overview of the teaching materials, this study examines the use of films, which are an audiovisual media element, in foreign language classes. It is known that as the geographical and cultural distance to the country where the target language is spoken increases, it becomes difficult to transfer some content. Since films contain everyday life and language of the target culture, they are a rich teaching and learning material in foreign language classes. The use of films in foreign language classes has an important contribution to the language classes as films have a high potential to raise curiosity about the country where the target language is spoken and to people who speak that language, in order to increase learning motivation, to reveal feelings, and to prepare the ground for speaking and discussion activities.

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Quelle:	CompaRe
Sprache:	Deutsch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprachenunterricht; Film; Audiovisuelles Unterrichtsmittel; Sprachfertigkeit
Lizenz:	publikationen.ub.uni-frankfurt.de/home/index/help ; info:eu-repo/semantics/openAccess

Der Begriff "Autonomie" in den pädagogischen Strömungen und sein geschichtlicher Hintergrund im Fremdsprachenunterricht

Autor*in: Sarı, Yunus Emre; Karasu, Gönül

Lernerautonomie wird heute als ein wichtiges pädagogisches Konzept im Rahmen der Planung des Bildungsprozesses angesehen und scheint einer der wichtigsten Voraussetzungen für die Förderung des Paradigmas des lebenslangen Lernens zu sein. Zahlreiche... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/57759/Diyalog-2020-2_Sari_Karasu.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-577598 https://doi.org/10.37583/diyalog.845601

Lernerautonomie wird heute als ein wichtiges pädagogisches Konzept im Rahmen der Planung des Bildungsprozesses angesehen und scheint einer der wichtigsten Voraussetzungen für die Förderung des Paradigmas des lebenslangen Lernens zu sein. Zahlreiche Autoren kommen zu einer unterschiedlichen Definition des Begriffs "Autonomie". Dieser uneinheitliche terminologische Gebrauch ist eine Folge der etymologischen Geschichte des Begriffs "Autonomie". Es wurde durch Literaturrecherche festgestellt, dass der konstruktivistische Ansatz, der aus der Sicht von Forschern wie u. a. Dewey, Piaget, Freire und Wygotski dargelegt wurde, eine aktive Rolle bei der Entstehung der Lernerautonomie spielte. Die Tatsache, dass der Begriff "Autonomie" seinen Platz in vielen Strömungen und bei mehreren Autoren findet, hat zu einer Erweiterung der Bedeutung dieses Begriffes geführt. Obwohl diese Bedeutungserweiterungen das Konzept schwer verständlich machen, kann man davon sprechen, dass es sich dabei um einen wirklichen Reichtum handelt. Die Geschichte des Begriffs "Autonomie", bevor er beim Fremdsprachenunterricht zur Anwendung kam, wird als Leitfaden dafür dienen, wie er in diesem Bereich verwendet werden sollte. Aus diesem Grund untersucht die vorliegende Arbeit das Konzept der "Autonomie" in pädagogischen Strömungen, anhand einiger Vorläufer des Autonomiebegriffs. Dabei wird auch die Frühgeschichte der Autonomie in Bezug auf den Fremdsprachenunterricht zur Debatte gestellt. Learner autonomy is today considered an important pedagogical concept in the planning of educational processes and seems to be one of the most important prerequisites for promoting lifelong learning. Several scholars have proposed different definitions of the term "autonomy". This variant terminological use is a consequence of the etymological history of the term "autonomy". The literature suggests that the constructivist approach, which is presented from the perspectives of researchers such as Dewey, Piaget, Freire and Vygotsky among many others, played an active role in the emergence of learner autonomy as a separate research field. The fact that the term "autonomy" finds its place in many paradigms extends the understanding of the term. The history of the term "autonomy" before it was used in foreign language teaching will serve as a guide to how it should be used in it. For this reason, the present work examines the concept of "autonomy" in different pedagogical paradigms on the basis of some prerequisites of the concept of autonomy. Also, the early history of autonomy in relation to foreign language teaching is discussed.

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Quelle:	CompaRe
Sprache:	Deutsch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Autonomie; Fremdsprachenunterricht; Pädagogik
Lizenz:	publikationen.ub.uni-frankfurt.de/home/index/help ; info:eu-repo/semantics/openAccess

Dil Öğretme Öz Yeterlik Ölçeği Geçerlik ve Güvenirlik Çalışması

Autor*in: Deregözü, Aysel; Gündoğar, Feruzan

Bu çalışmada, genelde yabancı dil özelde ise Almanca öğretmeni adaylarının dil öğretme öz yeterliklerini belirlemeye yönelik geçerli ve güvenilir bir ölçek geliştirilmesi amaçlanmıştır. Bu amaç kapsamında Dil Öğretme Öz Yeterlik Ölçeği... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/57761/Diyalog-2020-2_Deregoezue_Guendogar.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-577612 https://doi.org/10.37583/diyalog.845602

Bu çalışmada, genelde yabancı dil özelde ise Almanca öğretmeni adaylarının dil öğretme öz yeterliklerini belirlemeye yönelik geçerli ve güvenilir bir ölçek geliştirilmesi amaçlanmıştır. Bu amaç kapsamında Dil Öğretme Öz Yeterlik Ölçeği geliştirilmiştir. Veri analizinde PASW Statistics 18 ve LISREL 8.80 programlarında faydalanılmıştır. Ölçeğin geçerlik durumu kapsam ve yapı geçerliği açısından incelenmiştir. Güvenirlik düzeyi ise, tabakalı alfa güvenirlik analizi yöntemi ile belirlenmiştir. Kapsam geçerliği için uzman görüşüne başvurulmuş ve kapsam geçerlik oranına göre uzmanların en az %75 oranında uyuşma gösterdikleri maddeler ölçekte tutulmuştur. Uzman görüşü sonucunda 45 maddeden oluşan 5'li Likert tipindeki Dil Öğretme Öz Yeterlik Ölçeği taslak formu oluşturulmuştur. Uygulamaya, Marmara Üniversitesi Yabancı Diller Eğitimi Almanca, Fransızca ve İngilizce öğretmenliği programlarında okuyan öğretmen adayları katılmıştır. Uygulamaya 150 öğretmen adayı katılmıştır. Elde edilen veriler açımlayıcı ve doğrulayıcı faktör analizi ile incelenmiştir. Faktör analizi sonucunda madde yük değeri .30 sınırı altında kalan ve faktörlere katkısı olmayan maddeler silinmiştir. Açımlayıcı faktör analizi sonucunda üç boyutlu bir yapının olduğu görülmüştür. Açımlayıcı faktör analizi ile önerilen faktör modeli doğrulayıcı faktör analizi ile de test edilmiştir. RMSEA değeri .08, CFI .97 ve GFI ise .90 olarak hesaplanmıştır. Bu değerler modelin uygun uyum değerlerine sahip olduğunu göstermektedir. Çalışma sonucunda 22 maddelik ve üç boyuttan oluşan Dil Öğretme Öz Yeterlik Ölçeği geliştirilmiştir. Boyutlar içeriklerine uygun olarak planlama, uygulama, ölçme ve değerlendirme boyutları olarak adlandırılmıştır. Çalışma neticesinde yabancı dil öğretmeni adaylarının dil öğretme öz yeterliklerini belirlemede kullanılacak geçerli ve güvenilir bir ölçme aracı geliştirilmiştir. he aim of this study is to develop a valid and reliable scale to measure prospective language teachers’ language teaching self - efficacy. For this aim, the Language Teaching Self - Efficacy Scale is developed. The data is analyzed with PASW Statistics 18 and LISREL 8.80 programs. At first, a draft scale consisting of 45 items was developed in the development procedure and experts were asked for their opinions on the conformity of items in terms of language, expression and content validity. Based on the expert opinions, the items were revised and items, which were not found to be appropriate, were excluded. A draft scale with 30 items was finalized. As next, the validity of the scale is examined with exploratory and confirmatory factor analysis methods. The reliability is determined according to the result of Cronbach alpha value. The draft scale was administered to 150 prospective language teachers in the majors English, French and German language teaching and validity and reliability determined. The analysis revealed that the scale consisted of three factors. The reliability of the scale was evaluated with Cronbach's alpha reliability coefficient for internal consistency. The Cronbach's alpha for the entire scale and the subscales were calculated. The internal consistency coefficient for the entire scale was found to be .85, for the subscales 'Planning' .59, 'Performing' .89 and 'Evaluating' .88. Based on the analysis results, a scale with 22 items was finalized.

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Quelle:	CompaRe
Sprache:	Türkisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Fremdsprachenunterricht; Fähigkeit; Selbstwirksamkeit; Skala; Validität; Reliabilität
Lizenz:	publikationen.ub.uni-frankfurt.de/home/index/help ; info:eu-repo/semantics/openAccess

Almanya'daki Türkçe Öğretmenlerinin Covid-19 Salgını Döneminde Katıldığı Çevrimiçi Seminerlerle İlgili Betimsel Bir Analiz

Autor*in: Yıldız, Cemal; Çakır, Mustafa; Başaran, Bora; Kaptı, Ümit

Almanya Federal Cumhuriyeti'nde görev yapan Türkçe ve Türk Kültürü Dersi öğretmenlerine yönelik 2020 Mayıs- Haziran aylarında toplam 69 çevrimiçi seminer düzenlenmiştir. Seminerlere Almanya Federal Cumhuriyeti’nde görev yapan MEB Türkçe ve Türk... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/57762/Diyalog-2020-2_Yildiz_Cakir_Basaran_Kapti.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-577626

Almanya Federal Cumhuriyeti'nde görev yapan Türkçe ve Türk Kültürü Dersi öğretmenlerine yönelik 2020 Mayıs- Haziran aylarında toplam 69 çevrimiçi seminer düzenlenmiştir. Seminerlere Almanya Federal Cumhuriyeti’nde görev yapan MEB Türkçe ve Türk Kültürü Dersi öğretmenleri katılmış; her bir seminerden sonra öğretmen görüşleri alınmıştır. Araştırmanın evrenini 2019-2020 eğitim öğretim yılı itibarı ile Almanya'da görevli 1338 Türkçe öğretmeni, örneklem grubunu ise MEB tarafından görevlendirilen 506 Türkçe ve Türk Kültürü dersi öğretmeni oluşturmaktadır. Araştırmacı grubu tarafından geliştirilen veri toplama anketi Mayıs -Haziran 2020 aylarında (pandemi dönemi) verilen çevrimiçi seminerlere paralel olarak uygulanmıştır. Bu çalışmada öğretmenlerin yurt dışındaki öğretmenlere verilen seminerler belli bir farkındalığın oluşmasını sağlamış; yurt dışı teşkilatının öğrenen organizasyonlar olarak öğretmenlerin bu tür programlara ilgi düzeyleri, varlığı/yokluğu, katılım sayısı ve sıklığı ile ölçümlenerek değerlendirilmiştir. Elde edilen bulgular, bu tür seminer çalışmalarının gelecek dönemlerde de yapılmasının elzem olduğunu ortaya koymuştur. In May-June 2020, 69 online seminars, attended by Turkish and Turkish Culture course teachers working in the Federal Republic of Germany, were held. After each seminar, the opinions of the teachers were taken. The population of the study consists of 1338 Turkish teachers having worked in Germany in the academic year 2019-2020, whereas the sample group consists of 506 Turkish and Turkish Culture course teachers assigned by the Turkish Ministry of Education. Developed by the researcher group and serving as a basis for data collection, the questionnaire was applied at the same time as the online seminars given in May-June 2020 (pandemic period). In this study, the seminars given to teachers abroad provided a certain awareness; As an educational institution of the foreign organization, teachers' level of interest in such programs have been evaluated by measuring their presence/absence, number, and frequency of participation. The findings obtained revealed that it is essential to carry out such seminars in the future, as well.

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Quelle:	CompaRe
Sprache:	Türkisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430); Andere Sprachen (490)
Schlagworte:	Türkischunterricht; Kultur; Virtuelle Hochschule
Lizenz:	publikationen.ub.uni-frankfurt.de/home/index/help ; info:eu-repo/semantics/openAccess

Mediation in Teletandem: from face-to-face sessions to reflective journals

Autor*in: Evangelista, Maria Cristina Reckziegel Guedes; Salomão, Ana Cristina Biondo

The collaborative context of language learning in Teletandem (TELLES; VASSALLO 2006) involves the principles of autonomy, reciprocity and separation of languages, as well as the mediation of the partnerships (in Vygotskian terms). This article aims... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58079/PG-36_Guedes-Evangelista_Salomao_Mediation-in-Teletandem.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-580793 https://doi.org/10.11606/1982-88372236153

The collaborative context of language learning in Teletandem (TELLES; VASSALLO 2006) involves the principles of autonomy, reciprocity and separation of languages, as well as the mediation of the partnerships (in Vygotskian terms). This article aims to discuss the formats of teletandem mediation, by focusing on the strategies used to reconcile the management of interactions (SALOMÃO 2008) through reflective journals in our specific educational context This qualitative investigation is based on the analysis of a corpus of reflective journals produced after teletandem sessions by Brazilian students and the feedback offered by the mediators. The Brazilian participants wrote journal entries after practicing teletandem with speakers of the following foreign languages: English, German, Italian, and Spanish. They address a wide range of topics, covering aspects of technology, foreign language learning, methodological issues, as well as comments on the relationship with their partners. The data suggest great potential of the journals and the feedback for participants, mediators and coordinators to evaluate specific issues of collaborative language learning in the teletandem, as well as other relevant aspects for the pedagogical supervision of the project. Der kollaborative Kontext des Sprachenlernens im Teletandem (TELLES; VASSALLO 2006) basiert auf den Prinzipien der Autonomie, der Gegenseitigkeit und der Einsprachigkeit sowie auf der Sprachlernberatung oder Mediation der Partnerschaften (in der Perspektive Vygotskys). Dieser Artikel behandelt die Möglichkeiten der Sprachlernberatung im Teletandem und die in unserem spezifischen Bildungskontext verwendeten Strategien für die pädagogische Betreuung der Tandeminteraktionen (SALOMÃO 2008) durch reflexive Lerntagebücher. Diese qualitative Untersuchung basiert auf der Analyse eines Korpus von Lerntagebüchern und vom schriftlichen Feedback der Mediatoren. Die brasilianischen Teilnehmer schrieben Lerntagebücher nach Interaktionen mit Sprechern der Sprachen Englisch, Deutsch, Italienisch und Spanisch. Sie behandeln verschiedene Themenbereiche wie Technologie, Fremdsprachenlernen, methodologische Aspekte und auch Bemerkungen zu ihrem Verhältnis zu den Partnern. Die Daten weisen auf ein großes Potenzial der reflexiven Lerntagebücher und des Feedbacks der Mediatoren für Teilnehmer, Mediatoren und Koordinatoren hin, in denen spezifische Fragen des kollaborativen Sprachenlernens im Teletandem sowie andere für die pädagogische Betreuung des Projekts relevante Aspekte behandelt und bewertet werden können.

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Quelle:	CompaRe
Sprache:	Englisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Fremdsprachenlernen; Beratung; Lernjournal; Reflexion <Psychologie>
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Platz zum Denken!? - Praxis und Reflexion als entscheidende Impulse in der brasilianischen Deutschlehrerausbildung

Autor*in: Santos, Ynaira dos; Kleinbing, Hudson; Scribelk, Liane; Voerkel, Paul

Unter Bezugnahme auf den Deutschstudiengang an einer Bundesuniversität im Südosten Brasiliens beschreibt der Artikel zunächst einige Grundlagen der Deutschlehrerausbildung des Landes. Dabei wird deutlich, wie wichtig die Verknüpfung von Theorie und... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58080/PG-36_Santos_Platz-zum-Denken.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-580803 https://doi.org/10.11606/1982-88372236178

Unter Bezugnahme auf den Deutschstudiengang an einer Bundesuniversität im Südosten Brasiliens beschreibt der Artikel zunächst einige Grundlagen der Deutschlehrerausbildung des Landes. Dabei wird deutlich, wie wichtig die Verknüpfung von Theorie und Praxis für die Kompetenzentwicklung der Studierenden ist. Vor diesem Hintergrund wird ein Seminarangebot aus dem Deutschstudiengang der Universität vorgestellt, bei dem die Teilnehmenden im Rahmen der Aktionsforschung ihren eigenen Unterricht reflektieren und damit ihr professionelles Handeln als Lehrkräfte stärken können. Aus den Erfahrungen heraus werden schließlich einige Vorschläge für eine sinnvolle Integration reflexiver Elemente in die Lehrerausbildung formuliert. With reference to the undergraduate course on Portuguese and German at a Federal University in Southeast Brazil, the article first describes some fundamental elements of German language teacher training in the country. Hereby it becomes clear how important the integration of theory and practice is for the training of student's competencies. In this context, the article secondly gives insights to a subject offered at that university, in which the participants use bases of action research by reflecting on their own teaching and thus strengthening their professional performance as teachers. Finally, some suggestions from this experience will be formulated for a meaningful integration of reflective elements in the teacher training.

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Quelle:	CompaRe
Sprache:	Deutsch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Brasilien; Deutsch; Lehrerbildung; Aktionsforschung
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Vorschlag für eine pluriperspektivische Analyse der Zielgruppe zur Auswahl eines neuen Lehrwerks oder: vergesst die Lehrer nicht!

Autor*in: Friederici, Luisa

Erschienen: 22.02.2019

Im vorliegenden Artikel wird eine Vorgehensweise zur Analyse der Zielgruppe, die als Grundlage zur Auswahl eines neuen DaF-Lehrwerks dient, beschrieben und begründet. Er ist im Bereich der Lehrwerkkritik und innerhalb dieser der... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58224/PG-37_Friederici_Vorschlag-fuer-eine-pluriperspektivische-Analyse.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-582241 https://doi.org/10.11606/1982-88372237281

Im vorliegenden Artikel wird eine Vorgehensweise zur Analyse der Zielgruppe, die als Grundlage zur Auswahl eines neuen DaF-Lehrwerks dient, beschrieben und begründet. Er ist im Bereich der Lehrwerkkritik und innerhalb dieser der Ziegruppeneignungsstudie zu verorten. Diese Analyse wird in drei Schritten vollzogen, zunächst wird die institutionelle Ebene betrachtet, dann die Lernerebene und schließlich die Ebene der Lehrkräfte. Die Analyse wird am Beispiel des Alexander von Humboldt Instituts Medellin illustriert. Ziel des Artikels ist es, ein detailliertes und erweitertes Analyseraster zur Zielgruppenanalyse zu präsentieren, das andere Institutionen für ihre Zwecke nutzen und adaptieren können. This article describes and explains a procedure for analyzing the target audience that will be used as the basis for selecting a new DaF textbook. It is to be located in the area of textbook critique and within this the study group suitability study. This analysis is done in three steps, first considering the institutional level, then the learner level and finally the teacher level. The analysis is illustrated using the example of the Alexander von Humboldt Institute Medellin. The aim of the article is to present a detailed and extended analytic grid for target group analysis that other institutions can use and adapt for their own purposes.

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Quelle:	CompaRe
Sprache:	Deutsch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprache; Lehrmittelanalyse; Auswahl; Zielgruppe; Lehrer
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Desafios do uso do livro didático no ensino superior: uma análise empírica exploratória da recepção de aspectos de vocabulário, gramática e exercícios do livro "DaF Kompakt"

Autor*in: Gondar, Anelise; Ferreira, Mergenfel A. Vaz

Erschienen: 22.02.2019

Dos vários recursos disponíveis ao aprendizado da língua estrangeira (LE), o livro didático tem provado ser indubitavelmente um dos elementos centrais para os mecanismos de ensino-aprendizagem em nossas salas de aula ao longo das décadas (RÖSLER;... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58225/PG-37_Gondar_Ferreira_Desafios-do-uso-do-livro-didatico.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-582251 https://doi.org/10.11606/1982-88372237302

Dos vários recursos disponíveis ao aprendizado da língua estrangeira (LE), o livro didático tem provado ser indubitavelmente um dos elementos centrais para os mecanismos de ensino-aprendizagem em nossas salas de aula ao longo das décadas (RÖSLER; SCHART 2016). Este artigo avança as discussões atuais acerca da utilização do livro didático de alemão como língua estrangeira (ALE) especificamente no contexto do ensino superior brasileiro e tem como objetivo apresentar e discutir criticamente a partir de uma pesquisa exploratório-interpretativa (CASPARI; HELBIG; SCHMELTER 2007) a percepção dos alunos sobre o livro didático "DaF Kompakt", utilizado por uma universidade pública no Rio de Janeiro que oferece o Curso de Letras Português-Alemão. O artigo apresenta inicialmente uma discussão acerca do papel do livro didático e das crenças e percepções discentes sobre ensino-aprendizagem de ALE, em seguida apresenta e analisa os dados coletados por meio de pesquisa qualitativa junto a discentes do ensino superior e, por fim, propõe uma agenda de pesquisa que aponta para possibilidades de análise crítica do uso do livro didático de língua estrangeira e de uma investigação mais aprofundada e contrastiva sobre limites e possibilidades dos materiais usados em cursos de língua alemã nas universidades brasileiras. Among the many available foreign language (FL) resources, textbooks have undoubtedly been one of the core elements in teaching-learning mechanisms in classrooms for many decades (RÖSLER; SCHART 2016). This paper extends current discussions on the use of textbooks for teaching German as a Foreign Language, specifically within the context of Brazilian universities. The purpose here is to present and provide a critical discussion - based on an exploratory-interpretive survey (CASPARI; HELBIG; SCHMELTER 2007) - of student perceptions of the textbook "DaF Kompakt", used by one university in Rio de Janeiro, Brazil, that offers Portuguese and German Language and Literature Studies. This paper opens with an initial discussion of the role of the textbook and student beliefs and perceptions about teaching and learning German as a Foreign Language; it then presents and analyses the data collected through a qualitative survey of university students; finally, it suggests a research agenda exploring possibilities of critical analyses of foreign language textbook use, together with a comparative investigation in greater depth, exploring the limits and possibilities of the materials used in German language courses at universities in Brazil. Von den vielen Ressourcen, die dem Fremdsprachenstudium zur Verfügung stehen, hat sich das Lehrwerk zweifellos über die Jahrzehnte als eines der zentralen Elemente für Lehr-Lern-Prozesse in unseren Klassenräumen erwiesen (RÖSLER; SCHART 2016). Dieser Artikel leistet einen wichtigen Beitrag zu der aktuellen Diskussion über die Verwendung des Lehrwerks "DaF Kompakt" im speziellen Kontext der brasilianischen Hochschulbildung und zielt darauf ab, die Wahrnehmung von Studierenden im Rahmen des Studiengangs 'Sprach- und Literaturwissenschaft Portugiesisch-Deutsch' einer Universität im Bundesstaat Rio de Janeiro, die das Lehrwerk verwendet, anhand eines explorativ-interpretativen Forschungsansatzes vorzustellen und zu diskutieren (CASPARI; HELBIG; SCHMELTER 2007). Der Artikel stellt zunächst die Diskussion über die Rolle des Lehrwerks und die studentischen Überzeugungen und Wahrnehmungen über die Lehre und das Erlernen von Deutsch als Fremdsprache dar. Im Anschluss werden dann die Daten, die durch qualitative Forschung mit Hochschulstudierenden gesammelt wurden, vorgestellt und analysiert. Schließlich wird eine Forschungsagenda vorgeschlagen, die sowohl auf die Möglichkeiten für eine kritische Analyse der Verwendung des Fremdsprachenlehrwerks als auch auf die Perspektiven für eine vertiefte und kontrastive Untersuchung der Grenzen und Möglichkeiten der Lehrmaterialien, die in Deutschkursen an brasilianischen Universitäten verwendet werden, hinweist.

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Quelle:	CompaRe
Sprache:	Portugiesisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Literaturen germanischer Sprachen; Deutsche Literatur (830)
Schlagworte:	Deutsch; Fremdsprache; Lehrmittelanalyse; Qualitative Methode
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Variação linguística e alemão como língua estrangeira: contribuições a partir da análise de dois livros didáticos

Autor*in: Limberger, Bernardo; Mühlen, Fernanda von

Erschienen: 22.02.2019

Muitas vezes, instituições escolares e políticas supervalorizam a norma padrão, raramente reconhecendo a legitimidade da variação linguística. Entretanto, a variação (histórica, geográfica, social ou estilística), sendo inerente a todas as línguas,... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58226/PG-37_Limberger_Von-Muehlen_Variacao-linguistica.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-582269 https://doi.org/10.11606/1982-88372237331

Muitas vezes, instituições escolares e políticas supervalorizam a norma padrão, raramente reconhecendo a legitimidade da variação linguística. Entretanto, a variação (histórica, geográfica, social ou estilística), sendo inerente a todas as línguas, não pode ser ignorada. Em sala de aula, tanto de língua materna quanto de língua estrangeira, é necessário abordar a variação, de modo que o aluno possa usar a língua em contextos diversificados e realísticos, sem criar uma versão estereotipada. Assim, o objetivo deste artigo é compreender se e em que contextos as diferentes variedades da língua alemã se concretizam em dois livros didáticos para o ensino como língua estrangeira, um para adolescentes e outro para adultos. O método da pesquisa é de cunho quanti-qualitativo, estabelecendo uma visão panorâmica da variação e analisando o tratamento dado a ela em atividades selecionadas. Os resultados sugerem que os livros abordam apenas alguns aspectos da variação geográfica e estilística. Na discussão, são problematizados esses resultados, com o intuito de auxiliar professores na avaliação e no manejo de materiais didáticos com relação à variação linguística. Many times, school and political institutions overestimate the standard norm and rarely recognize the legitimacy of linguistic variation. However, the (historical, geographical, social or stylistic) variation belongs to all languages and cannot be ignored. In the classroom, both of mother tongue and foreign language, it is necessary to approach the variation, in order that the student can use the language in diverse and realistic contexts, without creating a stereotyped vision of the language. Thus, our objective is to understand if and in what contexts different varieties of the German language materialize in two textbooks of German as a foreign language, one for adolescents and another for adults. The methodology is quantitative-qualitative, establishing a panoramic view of the variation and analyzing the treatment given to it in the selected activities. The results suggest that the books address only some aspects of geographic and stylistic variation. In the discussion, these results are problematized, to help teachers in the appreciation and management of didactic materials, in relation to linguistic variation. Oftmals überschätzen schulische und politische Institutionen die Standardnorm und selten erkennen sie die Legitimität der linguistischen Variation. Jedoch darf die historische, geographische, soziale oder stilistische Variation, die zu allen Sprachen gehört, nicht ignoriert werden. Im muttersprachlichen und fremdsprachlichen Unterricht ist es notwendig, die Variation zu bearbeiten, sodass der Schüler die Sprache in unterschiedlichen und realistischen Kontexten anwenden kann, ohne eine stereotypische Version zu schaffen. Dieser Artikel soll verstehen, ob und in welchen Kontexten die verschiedenen Varietäten der deutschen Sprache sich in zwei DaF-Lehrwerken verwirklichen, eins für Jugendliche und das andere für Erwachsene. Die Methode der Forschung ist quantitativ und qualitativ, in der wir beabsichtigen, einerseits eine panoramische Sicht der Variation herzustellen und andererseits die Behandlung von den ausgewählten Aktivitäten zu analysieren. Die Ergebnisse deuten an, dass die Lehrwerke nur einige Aspekte der geographischen und stilistischen Variation ansprechen. In der Diskussion werden diese Ergebnisse problematisiert, um die Lehrer bei der Lehrwerkevaluation und bei dem Umgehen mit Lehrwerken, was die Sprachvariation angeht, zu unterstützen.

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Quelle:	CompaRe
Sprache:	Portugiesisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprache; Sprachlehrbuch; Sprachvariante
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Atividades tradutórias para ensino de alemão: uma análise baseada em argumentos contrários à tradução no ensino línguas estrangeiras

Autor*in: Evangelista, Maria Cristina Reckziegel Guedes

Erschienen: 13.06.2019

A tradução pode ser considerada um recurso metodológico para o ensino de línguas estrangeiras, sendo que diferentes pesquisas apresentam múltiplas propostas didático-metodológicas para sua inserção em contextos de ensino/aprendizagem. No entanto, a... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58253/PG-38_Evangelista_Atividades-tradutorias.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-582538 https://doi.org/10.11606/1982-883722381

A tradução pode ser considerada um recurso metodológico para o ensino de línguas estrangeiras, sendo que diferentes pesquisas apresentam múltiplas propostas didático-metodológicas para sua inserção em contextos de ensino/aprendizagem. No entanto, a manutenção dos argumentos contrários ao uso da tradução nesse âmbito sugere que essas pesquisas não são suficientemente conhecidas. Este artigo apresenta uma análise de atividades de tradução voltadas para o ensino da língua alemã, extraídas de uma bibliografia em língua alemã sobre esse tema, compilada nos últimos anos. Verificou-se de que modo essas atividades são propostas e se estão relacionadas aos papéis atribuídos historicamente à tradução no ensino de línguas. Visou-se identificar, nas atividades, características que permitam confirmar ou refutar críticas contrárias ao uso da tradução no ensino. A bibliografia estudada contém propostas de reformulação de atividades de tradução utilizadas anteriormente, assim como novas ideias e sugestões. Observa-se que a tradução continua a fazer parte das práticas em sala de aula e que, por influência de perspectivas mais recentes sobre o ensino de línguas, as formas de utilizá-la são constantemente modificadas, de modo que as críticas existentes não se justificam. A pesquisa visa contribuir para divulgação de novas formas de utilização da tradução no ensino de alemão como língua estrangeira. Translation can be considered a methodological tool for teaching foreign languages, and different researches present multiple didactic-methodological proposals for the insertion of translation in teaching/learning contexts. However, the fact that arguments against the use of translation in this context continue to exist, suggests that such researches are not sufficiently known. This article presents an analysis of translation activities for teaching the German language, extracted from a bibliography in German on the subject, compiled in recent years. It was verified how these activities are proposed and if they are related to the roles historically assigned to translation in language teaching. The aim was to identify characteristics in the activities that allow confirming or refuting criticisms against the use of translation in teaching. The bibliography that was studied contains proposals for reformulation of known translation activities, as well as new ideas and suggestions. It is observed that translation continues to be a part of classroom practice and that, through the influence of more recent perspectives on language teaching, the ways of using it are constantly modified, so that existing criticisms are not justified. The research aims to contribute to the dissemination of new ways of using translation in teaching German as a foreign language. Übersetzung kann als methodisches Mittel für den Fremdsprachenunterricht angesehen werden. Mehrere didaktisch-methodische Vorschläge für ihre Anwendung im Lehr-/Lernkontext werden in unterschiedlichen Studien präsentiert. Das Bestehen der Argumente gegen die Übersetzung in diesem Zusammenhang deutet jedoch darauf hin, dass diese Studien nicht ausreichend bekannt sind. Dieser Artikel stellt eine Analyse von Übersetzungsaufgaben für den Deutschunterricht vor, die aus einer in den letzten Jahren erstellten Bibliografie zu diesem Thema entnommen wurden. Die Analyse versucht zu identifizieren, auf welche Weise diese Aufgaben vorgeschlagen und ob sie von den historischen Rollen der Übersetzung beim Fremdsprachenlernen beeinflusst werden. Somit sollten Aufgabenmerkmale zur Bestätigung oder Widerlegung der Kritikpunkte gegen den Einsatz von Übersetzung im Unterricht identifiziert werden. Die untersuchte Bibliografie enthält Vorschläge zur Neuformulierung der bisher verwendeten Übersetzungsaktivitäten sowie neue Ideen und Anregungen. Es wurde festgestellt, dass die Übersetzung weiterhin Teil der Unterrichtspraxis ist und dass ihre Anwendung durch den Einfluss modernerer Ansätze ständig modifiziert wird, sodass die bestehenden Kritikpunkte nicht gerechtfertigt sind. Die Forschung soll zur Verbreitung neuer Verwendungsformen der Übersetzung beim Lehren des Deutschen als Fremdsprache beitragen.

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Quelle:	CompaRe
Sprache:	Portugiesisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprache; Übersetzung; Unterrichtsmethode
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Projeto Novela: uma abordagem comunicativa e intercultural no ensino de alemão como língua estrangeira

Autor*in: Aquino, Marceli

Erschienen: 13.06.2019

O presente artigo visa refletir sobre práticas didáticas comunicativas e interculturais no ensino de alemão como língua estrangeira. No sentido de trabalhar língua e cultura de maneira integrada, atentando especialmente nas necessidades comunicativas... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58259/PG-38_Aquino_Projeto-Novela.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-582591 https://doi.org/10.11606/1982-8837223831

O presente artigo visa refletir sobre práticas didáticas comunicativas e interculturais no ensino de alemão como língua estrangeira. No sentido de trabalhar língua e cultura de maneira integrada, atentando especialmente nas necessidades comunicativas e interesse dos aprendizes, desenvolveu-se o projeto Novela, na disciplina Língua Alemã II, do curso de graduação de Letras da Universidade de São Paulo. Este projeto propôs uma releitura atual das telenovelas brasileiras, onde os aprendizes foram incentivados a produzir os episódios, narrativas sequenciais, aplicando o conhecimento de alemão adquirido e fazendo uso de materiais autênticos, tais como quadrinhos, música, conversas por SMS e WhatsApp, vídeos, entre outros. Ao abarcar todos os três aspectos delimitados por Weissenberg (2012) para um ensino focado no desenvolvimento de competências e necessidades de aprendizagem, o projeto possibilitou que os estudantes se sentissem (co)responsáveis pelo processo de aquisição e transmissão do conhecimento, tendo impactos positivos em sua motivação e senso de responsabilidade. Por fim, os resultados obtidos sugerem que tarefas que incentivam o uso de habilidades e estratégias comunicativas, além do seu potencial como ferramenta para uma aprendizagem integrativa, podem promover discussões interculturais relevantes. This article aims to reflect on communicative and intercultural practices in the teaching of German as a foreign language (GFL). To work with language and culture in an integrated way, focusing especially on the communicative needs of learners, the "soap opera" project was developed during the German Language II course attended by Language undergraduate students of the University of Sao Paulo. This project has proposed a modern reinterpretation of Brazilian soap opera (or 'telenovela'), where students were encouraged to produce episodes, sequential narratives, applying their on growing knowledge in the German language and making use of authentic materials, such as comics, music, WhatsApp messages, videos, among others. By covering all three aspects defined by Weissenberg (2012) focusing on the development of competencies and learning needs, the project has made it possible for the students to feel (co)responsible for their knowledge acquisition process, with positive impact on their motivation and sense of responsibility. Finally, the results suggest that tasks that encourage the use of communicative skills and strategies, besides its potential as a tool for integrative learning, can promote relevant intercultural discussions.

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Quelle:	CompaRe
Sprache:	Portugiesisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprache; Kommunikative Kompetenz; Interkulturelles Lernen
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

CLIL em alemão no Brasil e a competência de leitura dos graduandos em Letras/Alemão

Autor*in: Grilli, Marina

Erschienen: 13.06.2019

Este artigo discute o papel em potencial do Ensino Integrado de Língua e Conteúdo (CLIL) na graduação em Letras/Alemão. No Brasil, muitos estudantes iniciam a graduação sem conhecimento prévio da língua alemã, e é sempre um desafio melhorar suas... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58260/PG-38_Grilli_CLIL-em-alemao-no-Brasil.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-582601 https://doi.org/10.11606/1982-8837223848

Este artigo discute o papel em potencial do Ensino Integrado de Língua e Conteúdo (CLIL) na graduação em Letras/Alemão. No Brasil, muitos estudantes iniciam a graduação sem conhecimento prévio da língua alemã, e é sempre um desafio melhorar suas habilidades de leitura em cinco semestres de ensino de idiomas, ao menos até o nível B1. A pesquisa empírica parte da hipótese de que frequentar uma disciplina CLIL pode auxiliar os alunos a melhorar sua competência de leitura em alemão. Para tanto, examinou-se a competência de leitura de estudantes de Letras/Alemão em uma universidade brasileira. Após a categorização de seus erros, foram definidos os fatores que podem ter levado à melhoria da alfabetização. This article discusses a possible role of the Content and Language Integrated Learning in foreign German studies (CLILiG). In Brazil, many students start their undergraduation program without a prior knowledge of German language and it is always a challenge to improve their reading skills in five semesters of language teaching, at least up to B1 level. The empirical research started from the hypothesis that attending CLIL classes can help students to improve their German reading competence. For that matter, the reading competence of GFL students in a Brazilian university was examined. After the categorization of their mistakes, the factors that may have led to the improvement of their reading literacy were defined. In diesem Beitrag wird über eine mögliche Rolle des sprachsensiblen Fachunterrichts in ausländischen Germanistikstudiengängen diskutiert. In Brasilien fangen viele Studierende das Lehramtsstudium ohne Vorkenntnisse der deutschen Sprache an und es ist immer eine Herausforderung, ihre Lesekompetenz in fünf Semestern Sprachunterricht zumindest bis Niveau B1 zu fördern. Die Hypothese, von der die empirische Forschung ausgeht, ist, dass es für die Studenten hilfreich sein könnte, an einem CLIL-Seminar teilzunehmen, um ihre Lesefähigkeit zu verbessern. Hierzu wurde die Lesekompetenz von DaF-Studierenden einer brasilianischen Universität untersucht. Nach Kategorisierung ihrer Fehler wurden mögliche Faktoren benannt, die zur Verbesserung der Lesekompetenz geführt haben.

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Quelle:	CompaRe
Sprache:	Portugiesisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprache; Brasilien; Content and language integrated learning; Lesekompetenz
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Leituras facilitadas como mediação linguística no ensino/aprendizagem de alemão como língua estrangeira

Autor*in: Cândido, Abdalan da Gama; Evangelista, Maria Cristina Reckziegel Guedes

Erschienen: 03.05.2020

Analisando convergências entre o uso da tradução no ensino de línguas e a prática com livros de leitura facilitada (LLFs), postulamos que a facilitação que constitui esses livros pode ser vista como uma forma de tradução, conhecida por mediação... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58883/PG-40_Candido_Evangelista_Leituras-facilitadas.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-588838 https://doi.org/10.11606/1982-8837234090

Analisando convergências entre o uso da tradução no ensino de línguas e a prática com livros de leitura facilitada (LLFs), postulamos que a facilitação que constitui esses livros pode ser vista como uma forma de tradução, conhecida por mediação linguística (em alemão, 'Sprachmittlung'). Para aprofundar os estudos sobre os LLFs e considerando o interesse dos aprendizes de alemão como língua estrangeira pela literatura em língua alemã, analisamos uma obra facilitada para nível B1 e a comparamos com o texto original. A obra escolhida foi "Die Verwandlung", de Franz Kafka, adaptada por Achim Seiffarth (2003). Utilizando ferramentas computacionais, geramos dados quantitativos ligados à linguística de corpus, buscando verificar em que medida o perfil lexical e as características estruturais dessa obra contribuem para a facilitação do texto. Como resultado, entendemos que o livro de leitura facilitada (LLF) analisado aproxima os aprendizes do texto e pode contribuir para a expansão de seu vocabulário, realizando, portanto, a mediação linguística. Além disso, os LLFs tornam possível a leitura de clássicos da literatura em língua alemã nos estágios intermediários de aprendizagem dessa língua, que de outra forma seria difícil ou impossível. While analysing convergences between the use of translation in language teaching and the practice with books known as graded readers (LLFs), we hypothesize that the language facilitation that characterizes these books can be seen as a type of translation, known as linguistic mediation (in German, "Sprachmittlung"). In order to deepen the study of graded readers and considering the interest of German learners in literature in German language, we analysed a graded reader for learners at the B1 level and compared it with the original text. The chosen book was "Die Verwandlung" [Franz Kafka], adapted by Achim Seiffert (2003). Using computational tools we generated quantitative data related to corpus linguistics, and verified to what extent the lexical profile and structural characteristics of this book contribute to the facilitation of the text. The results show that the analysed graded reader brings learners closer to Kafkas original novel and can contribute to the expansion of their vocabulary, thus characterizing linguistic mediation. Graded readers also enable the reading of classics of literature in German language at intermediate stages of language learning, which would otherwise be difficult or impossible to deal with.

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Quelle:	CompaRe
Sprache:	Portugiesisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430); Literaturen germanischer Sprachen; Deutsche Literatur (830)
Schlagworte:	Deutsch; Fremdsprache; Fremdsprachenlektüre; Bearbeitung
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Refletir é preciso : procedimentos metodológicos em um estudo piloto com professores em formação na área de alemão como língua estrangeira

Autor*in: Nunes, Elaine Cristina Roschel

Erschienen: 03.05.2020

O objetivo deste trabalho é analisar em que medida os procedimentos metodológicos de um estudo piloto são adequados para o desenvolvimento de uma pesquisa com foco no estímulo à criatividade de professores de alemão como língua estrangeira. O estudo... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58884/PG-40_Nunes_Refletir-e-preciso.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-588847 https://doi.org/10.11606/1982-88372340115

O objetivo deste trabalho é analisar em que medida os procedimentos metodológicos de um estudo piloto são adequados para o desenvolvimento de uma pesquisa com foco no estímulo à criatividade de professores de alemão como língua estrangeira. O estudo piloto viabiliza a revisão das escolhas metodológicas, a avaliação da eficácia dos instrumentos e a adequação das fases previstas para a investigação proposta. Para a realização desse estudo, contou-se com a colaboração de três professores em formação no curso de Letras Alemão. Os materiais coletados incluem entrevistas semiestruturadas, relatos em áudio sobre as aulas ministradas ('lautes Erinnern'), relatos coletados durante um workshop e um encontro final para avaliação do percurso realizado. Como suporte teórico, as premissas da abordagem reflexiva são retomadas, contrapondo-as a demandas recentes. Após a análise dos procedimentos selecionados para incentivar a reflexão, conclui-se que as escolhas metodológicas foram adequadas e permitiram o levantamento de fatores determinantes para o delineamento da pesquisa oficial. Por meio dos instrumentos empregados, os professores em formação identificaram problemas, apontaram soluções e avaliaram as consequências de suas escolhas durante os relatos individuais e no planejamento colaborativo, gerando suas próprias teorias ao procurar compreender a prática. This paper analyzes how the methodological procedures of a pilot study are used for the development of research focused on stimulating creativity of German as foreign language teachers. The pilot study enables the preparation for data collection, review of methodological choices, evaluation of instrument effectiveness and adequacy of the phases planned for research. The study was carried out in collaboration with three pre-service teachers of the Federal University of Santa Catarina of the German language course. The collected materials include: semi-structured interviews, audio reports recorded after class ('lautes Erinnern'), reports collected during a workshop and a final meeting to evaluate the course. As theoretical support, the premises of the reflective approach are reconsidered, opposing them to recent demands. Analysis of the selected procedures to encourage reflection shows that the methodological choices were adequate and allowed for establishing determinant factors for the design of the official research, such as the adequacy of the time required and the sequence of procedures provided for each step. The use of such instruments allowed teachers in training identified problems, pointed out solutions and evaluated their consequences during the individual reports and in the collaborative planning, revealing the importance of spaces such as this one for discussion and reflection on pedagogical practice.

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Quelle:	CompaRe
Sprache:	Portugiesisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprachenunterricht; Lehrerbildung; Kreativität; Studie
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Pluricentrismo no ensino de Alemão como Língua Estrangeira : uma proposta para análise de material didático

Autor*in: Savedra, Mônica Maria Guimarães; Meirelles, Camila

Erschienen: 14.07.2020

Neste artigo abordamos o pluricentrismo da língua alemã através de uma revisão da literatura sobre o tema que privilegia os estudos sobre variantes e variedades do alemão. Após uma retrospectiva histórica, a partir de uma noção pluricêntrica para o... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58889/PG-41_Savedra_Meirelles_Pluricentrismo-no-ensino.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-588890 https://doi.org/10.11606/1982-883723411

Neste artigo abordamos o pluricentrismo da língua alemã através de uma revisão da literatura sobre o tema que privilegia os estudos sobre variantes e variedades do alemão. Após uma retrospectiva histórica, a partir de uma noção pluricêntrica para o ensino de Alemão como Língua Estrangeira, apresentamos uma proposta para análise de material didático a partir de seis categorias. Três categorias são baseadas no Quadro Europeu Comum de Referência para as Línguas: competência, tema e tipo de fonte textual, e três se referem às questões de base do 'DACH-Prinzip': tópicos discursivos de pluricentricidade, abordagem e variedade pluricêntrica. Os resultados da implementação da análise com as categorias propostas apontam para uma relativa incipiência da conscientização da língua alemã como língua pluricêntrica em uso em diferentes centros. In this article we address the pluricentrism of the German language by performing a literature review on the subject that focuses on variants and varieties of German. After a historical retrospective based on a pluricentric notion of teaching German as a Foreign Language, we propose an analysis of teaching material with six categories. Three categories are based on the Common European Framework of Reference for Languages: competence, subject and text source, and three refer to basic questions of the 'DACH-Prinzip': discursive topics of pluricentricity, approach, and pluricentric variety. The results of implementing this analysis with the proposed categories indicate a relative incipient awareness of the German language as a pluricentric language used in different centers.

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Quelle:	CompaRe
Sprache:	Portugiesisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprache; Plurizentrische Sprache; Lehrmittelanalyse
Lizenz:	creativecommons.org/licenses/by-nc-nd/4.0/de/deed.de ; info:eu-repo/semantics/openAccess

Plurizentrik und DACH-Bezug bei Lehrwerken in brasilianischen Deutschstudiengängen : eine Bilanz

Autor*in: Voerkel, Jean Paul; Huang, Zichun

Erschienen: 14.07.2020

Der vorliegende Artikel greift die von Deutschlehrkräften regelmäßig geäußerten Zweifel auf, ob in Deutschland entwickelte Lehrwerke für den DaF-Unterricht die sprachliche und kulturelle Vielfalt des gesamten deutschsprachigen Raumes ausreichend... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/58890/PG-41_Voerkel_Huang_Plurizentrik.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-588907 https://doi.org/10.11606/1982-8837234124

Der vorliegende Artikel greift die von Deutschlehrkräften regelmäßig geäußerten Zweifel auf, ob in Deutschland entwickelte Lehrwerke für den DaF-Unterricht die sprachliche und kulturelle Vielfalt des gesamten deutschsprachigen Raumes ausreichend darstellen. Um dieser Frage nachzugehen, werden zunächst Grundlagen der Lehrwerkanalyse und der Kulturdidaktik im Fach Deutsch als Fremdsprache erörtert. Es folgt die Darstellung der Untersuchung von neun Lehrbüchern, die 2019 in den brasilianischen Deutschstudiengängen kurstragend zum Einsatz kamen und die auf die Verwendung des DACH-Prinzips hin untersucht wurden. Die Ergebnisse legen nahe, dass die Schwierigkeiten beim Umgang mit landeskundlichen Themen im Deutschunterricht nicht vordergründig mit dem Fehlen von geeigneten Materialien zu tun haben, sondern vielmehr mit Unsicherheiten im Umgang mit der Kulturvermittlung. Es folgt deswegen abschließend ein Plädoyer für eine (noch) bewusstere Auseinandersetzung mit Kultur im Zuge der Deutschstudiengänge in Brasilien. This article analyzed doubts that are regularly expressed by German teachers concerning whether textbooks for teaching German as a Foreign Language (GFL) edited in Germany sufficiently represent the linguistic and cultural diversity of the entire German-speaking world. As a first step, the fundamental principles of textbook evaluation and cultural didactics in the field of GFL are discussed in this article, followed by the analysis of nine textbooks being used in German undergraduate courses of Brazilian universities in 2019 that were examined in view of an adequate representation of German speaking countries. The results suggest that the difficulties in dealing with cultural issues while teaching German are not predominantly related to the lack of suitable materials, but rather to uncertainties in handling cultural mediation. Therefore, the authors conclude with the plea for an even more conscious engagement with culture in teacher training, especially in German undergraduate courses in Brazil. O presente artigo parte da dúvida de numerosos professores de Alemão como Língua Estrangeira (ALE) sobre uma representação adequada que respeita a grande heterogeneidade linguística e cultural dos países germânicos em livros didáticos elaborados na Alemanha. Na primeira parte se situa a apresentação de algumas bases de avaliação de manuais didáticos e didática cultural sob a perspectiva da disciplina ALE. Na segunda parte, segue a análise de nove livros de ALE em uso em universidades brasileiras no ano 2019, com indicadores do "princípio DACH". Os resultados indicam que as dificuldades encontradas por professores de alemão em matéria de cultura alemã não teriam sua origem necessariamente na falta de material adequado, mas que seriam relacionadas com uma insegurança de como trabalhar conteúdo cultural em sala de aula. O artigo fecha com a reivindicação de integrar, ainda em escala maior, conteúdos culturais na formação de professores de alemão no Brasil.

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Quelle:	CompaRe
Sprache:	Deutsch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprache; Plurizentrische Sprache; Lehrmittelanalyse; Hochschule; Brasilien
Lizenz:	creativecommons.org/licenses/by-nc-nd/4.0/de/deed.de ; info:eu-repo/semantics/openAccess

Publikationen der mexikanischen Germanistik im Wandel (1971-2018) : Deutsch als Fremdsprache

Autor*in: Gruhn, Dorit Heike

Erschienen: 23.02.2021

Der vorliegende Artikel bildet den zweiten Teil einer bibliographischen Studie, die die Entwicklung der Publikationen der mexikanischen Germanistik nachzeichnet, und umfasst den Bereich Deutsch als Fremdsprache. Aufgenommen wurden 480 Titel,... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/61052/PG-43_Gruhn.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-610527 https://doi.org/10.11606/1982-883724431

Der vorliegende Artikel bildet den zweiten Teil einer bibliographischen Studie, die die Entwicklung der Publikationen der mexikanischen Germanistik nachzeichnet, und umfasst den Bereich Deutsch als Fremdsprache. Aufgenommen wurden 480 Titel, beginnend mit dem Jahr 1971. Das Hauptinteresse der Analyse lag auf den Autoren und ihrer institutionellen Zugehörigkeit, den Publikationsmedien, thematischen Schwerpunkten sowie den Publikationssprachen und der Rolle der DAAD- und OeAD-Lektoren. Darüberhinaus wird auch eine vergleichende Perspektive eingenommen bezüglich einiger Daten, die aus dem ersten Teil der Studie hervorgingen, welcher sich auf die Germanistik im engeren Sinne, das heißt mit nicht sprachvermittlungsbezogenen Inhalten, bezieht. Sichtbar werden verschiedene quantitative Phasen der DaF-Veröffentlichungen, die ihren Höhepunkt in den Jahren 2000 bis 2009 finden. Es zeichnet sich auch eine wesentliche Konzentration weniger Autoren ab, die mehrheitlich mit der UNAM in Verbindung stehen. Lektoren stellen einen hohen Anteil der Titel. Beliebtestes Publikationsmedium sind Kongressakten, gefolgt von Zeitschriftenartikeln, wobei die von dem Mexikanischen Deutschlehrerverband AMPAL herausgegebenen Schriften fast die Hälfte aller Einträge ausmachen. Inhaltlich dominieren Themen rund um Didaktik und Evaluierung. Mehr als zwei Drittel der Texte sind auf Deutsch verfasst, und diese mehrheitlich von Autoren mit L1 Deutsch. Das quantitative Publikationsaufkommen der letzten Jahre zeigt eine stark abfallende Tendenz. This second part of a bibliographical study aims to outline the evolution of publications of German Studies in Mexico. We focus on the area of German as a foreign language, which consists of 480 titles found, starting in 1971. We are principally interested in authors and the institutions in which they work, media of publication, thematic priorities, languages of publication and the role of lecturers of the academic exchange services DAAD and OeaD. In addition, a comparative perspective will be adopted with regard to some of the data obtained in the first part of this study. Different quantitative phases of publications were found, the high point being from 2000 to 2009. In addition, there was a marked preponderance of a few authors, mostly linked to the UNAM. As a medium of publication, authors prefer the proceedings of congresses, followed by journal articles. Almost half of all works were issued by the Mexican Association of German Teachers (AMPAL). As for content, teaching practice topics and evaluation predominate. More than two thirds of the texts are written in German and by authors with L1 German. In recent years there has been a clear decrease in the number of publications.

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Quelle:	CompaRe
Sprache:	Deutsch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprache; Germanistik; Wissenschaftliche Literatur; Mexiko
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

DaF, DaZ, DaT, Língua Adicional : Wissensordnungen und Subjektpositionen in der Didaktik des Deutschen als Nicht-L1

Autor*in: Uphoff, Dörthe

Erschienen: 23.02.2021

In diesem Artikel werden die Entstehungskontexte der Begriffe Deutsch als Fremdsprache, Deutsch als Zweitsprache, Deutsch als Tertiärsprache und des brasilianischen Ausdrucks 'língua adicional' zur Bezeichnung einer Nicht-L1 untersucht und kritisch... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/61053/PG-43_Uphoff.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-610531 https://doi.org/10.11606/1982-8837244338

In diesem Artikel werden die Entstehungskontexte der Begriffe Deutsch als Fremdsprache, Deutsch als Zweitsprache, Deutsch als Tertiärsprache und des brasilianischen Ausdrucks 'língua adicional' zur Bezeichnung einer Nicht-L1 untersucht und kritisch hinterfragt. Die theoretische Grundlage bildet dabei die Wissenssoziologischen Diskursanalyse (KELLER 2011a, 2011b), welche sich mit der Analyse von Wissensregimen in unterschiedlichen Bereichen und Kontexten beschäftigt und die Möglichkeitsbedingungen von bestimmten Wissensordnungen erforscht. Es wird argumentiert, dass die Begriffe Deutsch als Fremdsprache und Deutsch als Zweitsprache im deutschen Sprachraum geprägt worden sind und Lernenden des Deutschen als Nicht-L1 dabei Subjektpositionen zuweisen, die für diese jedoch nicht uneingeschränkt vertretbar und einsichtig sind. 'Língua adicional' wird daher aus der Perspektive von Nicht-L1-Sprechern als Gegenbegriff vorgeschlagen mit dem Ziel, bestimmte hierarchisierende Bedeutungskomponenten der Bezeichnungen Fremdsprache und Zweitsprache zu neutralisieren. Der Umstand, dass bei diesem allgemeineren Begriff keine zusätzlichen Bedeutungsdifferenzierungen in Bezug auf den Lernort und die unterschiedliche Qualität des Lernprozesses der nach der L1 angeeigneten Sprachen möglich sind, wird von dieser Seite bewusst in Kauf genommen und sogar als Vorteil gewertet. In this article, we examine the origin of the following terms used in research literature to designate a non-L1: German as a foreign language, German as a second language, German as a tertiary language as well as the Brazilian expression 'língua adicional'. The theoretical basis is given by the Sociology of Knowledge Approach to Discourse (KELLER 2011a, 2011b), which analyzes knowledge regimes in different areas and contexts and investigates the conditions of possibility of certain knowledge orders. It is argued that the terms German as a foreign language and German as a second language were coined in the German-speaking countries and assign subject positions for German as non-L1 learners which however do not seem sufficently suitable and appropriate to themselves. Therefore, 'língua adicional' has been proposed as a counter-concept from the perspective of non-L1 speakers with the aim of neutralizing certain hierarchical meaning components of the terms foreign language and second language. From this point of view, it is accepted and even considered an advantage that this more general term doesn't provide any further meaning differentiation concerning, for instance, the place of learning or the quality of the process of learning languages after L1. O artigo tem por objetivo examinar os contextos de produção dos termos Alemão como Língua Estrangeira, Alemão como Segunda Língua, Alemão como Terceira Língua e Língua Adicional empregados na literatura científica para denotar uma L≠1. Mobiliza-se como base teórica desse estudo a abordagem discursiva SKAD (Sociology of Knowledge Approach to Discourse; KELLER 2011a, 2011b), que investiga regimes de saber em diferentes áreas e contextos e explora as condições de possibilidade de determinadas ordens do conhecimento. Argumenta-se que os termos Alemão como Língua Estrangeira e Alemão como Segunda Língua, cunhados nos países de língua alemã, atribuem aos aprendizes de alemão como não-L1 posições de sujeito que não são mais considerados apropriados e admissíveis por estes. Como contraposição, propõe-se o termo de língua adicional, a partir da perspectiva de quem não fala a língua como L1, com o objetivo de neutralizar certos efeitos de sentido hierárquicos que os outros dois termos implicam. Nesse ponto de vista, o fato de que a noção ampla de língua adicional não permite diferenciações conceituais em termos do local de aprendizagem e da qualidade do processo de apropriação da L≠1, não é visto como um problema e até mesmo considerado uma vantagem.

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Quelle:	CompaRe
Sprache:	Deutsch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremsprache; Begriff; Wissenssoziologie; Diskursanalyse
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Áustria presente! Levantamento e análise de referências à Áustria no livro "DaF kompakt neu"

Autor*in: Voerkel, Jean Paul; Jeucken, Carla

Erschienen: 25.06.2021

Na prática do ensino de Alemão como Língua Estrangeira (ALE), os conteúdos de 'Landeskunde' são abordados cada vez mais sob a perspectiva de que culturas heterogêneas permeiam os diferentes países de idioma alemão. Questionando-nos acerca da... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/61850/PG-44_Voerkel_Jeucken.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-618501 https://doi.org/10.11606/1982-88372444330

Na prática do ensino de Alemão como Língua Estrangeira (ALE), os conteúdos de 'Landeskunde' são abordados cada vez mais sob a perspectiva de que culturas heterogêneas permeiam os diferentes países de idioma alemão. Questionando-nos acerca da representatividade, em materiais didáticos, de países cujo idioma oficial é alemão, dedicamo-nos ao levantamento e à análise de dados sobre os aspectos culturais da Áustria presentes no livro didático "DaF Kompakt neu" (2016), material utilizado em boa parte dos cursos de graduação para formação de professores de alemão no Brasil. Os dados coletados foram categorizados e, então, analisados, de forma que pudéssemos averiguar a inclusão de informações implícitas e explícitas sobre a Áustria e seu potencial para incentivar discusses em sala de aula. Destacamos na exposição dos resultados que o material selecionado apresenta menções profícuas e, mais ainda, que a quantidade e complexidade dessas aumentariam conforme o avanço dos níveis de línguas ensinados. Concluímos ressaltando que, apesar da representatividade do material didático, outros elementos como preparo e disposição do professor, além de materiais suplementares, seriam indispensáveis para a presentificação do 'DACH-Prinzip' no ensino de ALE. When topics of 'Landeskunde' are treated in German as a Foreign Language (GFL) classrooms, this increasingly happens under the perspective of heterogeneous cultures that are present in German speaking countries. Following the question about the representativity of countries whose official language is German in German teaching materials, the authors decided to realize a compilation and analysis of Austrian presence in the textbook "DaF kompakt neu" (edited in 2016), which is used in the major part of undergraduate teacher training courses in Brazil. The data was collected and analyzed in order to detect implicit and explicit mentions about Austria, and their potential to stimulate discussions in German classes. The results show that the textbook contains useful information, and that both quantity and complexity grow according to the language level. We conclude, however, that despite a visible representativity in the didactic materials, other elements must be considered to approach the 'DACH-Prinzip', such as teacher training and disposition, as well es material supplements.

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Quelle:	CompaRe
Sprache:	Portugiesisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprache; Sprachlehrbuch; Landeskunde; Österreich
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Textos didatizados e não didatizados de alemão como língua adicional : uma análise quantitativa e qualitativa para o projeto Zeitgeist

Autor*in: Aquino, Marceli; Cherchiglia, Adriano

Erschienen: 25.06.2021

A partir de dados sobre a frequência de ocorrência de pronomes reflexivos, retirados de textos de quatro livros didáticos de língua alemã (Blaue Blume, 2011; DaF kompakt neu A2, 2016; Menschen A2, 2013; Studio d A2, 2006), o presente artigo discute... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/61865/PG-44_Aquino_Cherchiglia.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-618652 https://doi.org/10.11606/1982-88372444421

A partir de dados sobre a frequência de ocorrência de pronomes reflexivos, retirados de textos de quatro livros didáticos de língua alemã (Blaue Blume, 2011; DaF kompakt neu A2, 2016; Menschen A2, 2013; Studio d A2, 2006), o presente artigo discute meios para a identificação de insumos didatizados e não didatizados. Essa proposta é justificada pelo interesse em desenvolver uma base empírica que auxilie a seleção de textos para um projeto de criação de um material didático destinado ao ensino de alemão em contexto universitário no Brasil. Para o tratamento dos textos utilizamos os programas WordSmith Tools (2016) e QuAX-DaF (2019). Tais ferramentas apresentam dados de frequência de ocorrência nos textos investigados, além de estabelecer uma relação com um corpus autêntico de língua alemã (Leipzig Corpora Collection). Os resultados indicam que a investigação da frequência de ocorrência pode estabelecer uma base quantitativa e qualitativa para a escolha textual de acordo com a progressão lexical e gramatical desejada, podendo ser um critério para a inclusão ou de exclusão de textos para o ensino de línguas. In this work we analyze the frequency of occurrence of reflexive pronouns extracted from texts of four textbooks of German as an additional language (Blaue Blume, 2011; DaF kompakt neu A2, 2016; Menschen A2, 2013; Studio d A2, 2006), aiming to discuss ways to identify didactic and non-didactic texts. This investigation is justified in the context of designing an empiric basis to help classify texts for a project whose main goal is to develop a didactic material designed to the Brazilian university context. For the proper treatment of the samples, a quantitative and qualitative analysis was performed with the help of the softwares Word SmithTools (2016) and QuAX-DaF (2019). These tools allow us to assess the frequency of occurrence of our target subject (reflexive pronouns), as well as the degree of authenticity of the samples based in a German corpus (Leipzig Corpora Collection). The results suggest that the knowledge of the frequency of occurrence can be helpful to assist teachers and researchers in choosing texts to be used in specific teaching contexts, regarding the lexical and grammatical progression.

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Quelle:	CompaRe
Sprache:	Portugiesisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprache; Authentizität; Sprachlehrbuch; Worthäufigkeit
Lizenz:	creativecommons.org/licenses/by-nc/4.0/ ; info:eu-repo/semantics/openAccess

Yüksek Ziraat Enstitüsü'nün kuruluş yıllarında Almanca dersleri, okutmanları ve öğretim yöntemleri

Autor*in: Demirel, Ömer Faruk

Erschienen: 31.08.2021

Yüksek Ziraat Enstitüsü (YZE) 1933 yılında Ankara'da Alman profesörler ile öğretime başlamıştır. Enstitü bünyesinde kurulan Yabancı Diller Semineri'nde Neumann, Lapper, Matschenz, Marchand, Ulshöfer ve Göbel gibi Almanca öğretmenleri görev almıştır.... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/62505/Diyalog_21-1_Demirel.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-625052 https://doi.org/10.37583/diyalog.958480

Yüksek Ziraat Enstitüsü (YZE) 1933 yılında Ankara'da Alman profesörler ile öğretime başlamıştır. Enstitü bünyesinde kurulan Yabancı Diller Semineri'nde Neumann, Lapper, Matschenz, Marchand, Ulshöfer ve Göbel gibi Almanca öğretmenleri görev almıştır. Lapper'in şarkı söyleyerek öğretmeye çalıştığı yöntem kabul görmemiştir. Ulshöfer'in Alman Dışişleri'ne gönderdiği raporlarda öğrenciler, ders kitapları ve Almanca derslerinin yöntemi hakkında bilgiler verilmiştir. Bu çalışmada Yüksek Ziraat Ensitüsü'nün kuruluş yıllarında görev yapmış olan Lapper ve Ulshöfer'in çalışmalarına dair bulunan arşiv kaynaklarına dayanarak Almanca dersleri incelenmiştir. The High Agricultural Institute (YZE) started education in Ankara in 1933 with German professors. German teachers such as Neumann, Lapper, Matschenz, Marchand, Ulshöfer and Göbel took part in the Foreign Languages Seminar established within the Institute. The method Lapper tried to teach by singing was not accepted. In the reports Ulshöfer sent to the German Foreign Office, information was given about the students, textbooks and the method of German lessons. In this study, German lessons were examined based on the archival sources found on the work of Lapper and Ulshöfer, who had served in the founding years of the Higher Institute of Agriculture.

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Quelle:	CompaRe
Sprache:	Türkisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Ankara Yüksek Ziraat Enstitüsü; Deutsch; Fremdsprachenunterricht; Unterrichtsmethode; Ulshöfer, Robert
Lizenz:	publikationen.ub.uni-frankfurt.de/home/index/help ; info:eu-repo/semantics/openAccess

Almanca öğretmen adaylarının Almanca öğrenme özerkliğine hazır olma durumlarının tespitine yönelik ölçek geliştirme çalışması

Autor*in: Sarı, Yunus Emre

Erschienen: 31.08.2021

Günümüzde öğrenen özerkliği, eğitim süreçlerinin planlanmasında önemli bir pedagojik kavram olarak kabul edilmektedir. Yabancı diller alanında Avrupa Dilleri Ortak Çerçeve Programı ve Milli Eğitim Bakanlığı tarafından dil öğrenme özerkliği... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/62506/Diyalog_21-1_Sari.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-625064 https://doi.org/10.37583/diyalog.958481

Günümüzde öğrenen özerkliği, eğitim süreçlerinin planlanmasında önemli bir pedagojik kavram olarak kabul edilmektedir. Yabancı diller alanında Avrupa Dilleri Ortak Çerçeve Programı ve Milli Eğitim Bakanlığı tarafından dil öğrenme özerkliği desteklenmekte ve önemli bir eğitim hedefi olarak görülmektedir. Öğrenen özerkliği son yıllarda yabancı dil eğitimi alanında önemli bir kavram olmakla beraber yeni tip korona virüsünün sebep olduğu sonrasında yüz yüze eğitimin çevrimiçi eğitime dönülmesi ile daha çok tartışılan ve önemsenen bir kavram olma yolundadır. Yabancı dil öğretiminde öğrenen özerkliğini geliştirmek için, birçok araştırmacı özellikle geçerli ve güvenilir ölçme araçlarına olan ihtiyacı vurgulamaktadır. Literatürdeki çalışmalar incelendiğinde Almanca Öğrenme Özerkliğini ölçen bir ölçeğin olmadığı tespit edilmiştir. Bu gereksinimi yerine getirmek için, bu çalışmada, Alman Dili Eğitimi Bölümü öğrencilerinin özerk öğrenmeye hazır olma durumlarını tespit etmek amacıyla yeni bir ölçeğin geliştirilmesi hedeflenmiştir. Araştırma sorularından yola çıkarak oluşturulan araştırma modeli nicel araştırma yöntemlerine dayanmaktadır. Madde havuzunun oluşturulması için nitel verilerden de yararlanılmıştır. Açımlayıcı faktör analizi (n = 459) sonucunda 21 maddeye sahip ve 4 boyutlu bir yapı elde edilmiştir. Doğrulayıcı faktör analizi (n = 451) sonrasında 2 maddenin yapıyla uygunsuz olduğu sonucuna varılmış ve bu maddeler ölçekten çıkartılmışlardır. Sonuç olarak, toplam varyansın % 48.65'ini açıklayan ölçeğin son versiyonu "taktikler", "stratejiler", "sorumluluk algısı", "tutum ve motivasyon" olmak üzere dört alt boyut ve 19 maddeden oluşmaktadır. Yapılan analizde ölçek geneli Cronbach Alpha ortalama değerinin 0.850 olduğu tespit edilmiştir. Elde edilen bulgulardan yola çıkarak geliştirilen ölçeğin geçerli ve güvenilir bir veri toplama aracı olduğu sonucuna varılmıştır. Learner autonomy has been considered as a crucial pedagogical concept in the planning of educational processes. In order to improve learner autonomy in foreign language teaching, many researchers particularly emphasize the need for valid and reliable measurement tools. When the studies in the literature were examined, it was determined that there was no scale measuring German Learning Autonomy. In this respect, it was aimed to determine the readiness of German Language Education Department students for autonomous learning and to develop a scale. The research is a scale development study and therefore it is based on quantitative research techniques. Item and factor analyses were carried out with the data collected from teacher candidates studying in 4 different German Language Education Departments at various universities. Regarding the exploratory factor analysis (n = 459), a 21-item and 4-factor structure that explains 48.65% of the total variance was obtained. In the confirmatory factor analysis (n = 451), 2 items were found to be discordant. The final version of the scale consists of 19 items and 4 sub-dimensions: "tactics", "strategies", " sense of responsibility" and "attitude and motivation". Based on the relevant literature, it was concluded that the sub-dimensions and items of the scale were included and supported in the literature. The Cronbach Alpha mean value of the scale was found to be 0.850 in the analysis performed in CFA. As a result, it was determined that the developed scale could be used to measure the readiness of German teacher candidates for German learning autonomy.

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Quelle:	CompaRe
Sprache:	Türkisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Deutsch; Fremdsprachenunterricht; Selbstgesteuertes Lernen
Lizenz:	publikationen.ub.uni-frankfurt.de/home/index/help ; info:eu-repo/semantics/openAccess

Turizm Fakültesi öğrencilerinin seçmeli yabancı dil derslerine (Almanca, Fransızca ve İtalyanca) yönelik kaygı düzeylerinin incelenmesi

Autor*in: Üstün, Bilal

Erschienen: 31.08.2021

Bu çalışmada Turizm Fakültesi öğrencilerinin seçmeli yabancı dil derslerine (Almanca, Fransızca ve İtalyanca) yönelik kaygı düzeylerinin çeşitli değişkenlere göre incelenmesi amaçlanmaktadır. Araştırmada nicel araştırma yöntemlerinden tarama modeli... mehr

Volltext:	http://publikationen.ub.uni-frankfurt.de/files/62507/Diyalog_21-1_Ustun.pdf
Zitierfähiger Link:	https://nbn-resolving.org/urn:nbn:de:hebis:30:3-625078 https://doi.org/10.37583/diyalog.958495

Bu çalışmada Turizm Fakültesi öğrencilerinin seçmeli yabancı dil derslerine (Almanca, Fransızca ve İtalyanca) yönelik kaygı düzeylerinin çeşitli değişkenlere göre incelenmesi amaçlanmaktadır. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmanın evrenini Türkiye'de Turizm Fakültelerinde eğitim alan öğrenciler oluşturmaktadır. Araştırmanın örneklemini ise bir devlet üniversitesinin Turizm Fakültesinde eğitim alan ikinci, üçüncü ve dördüncü sınıf öğrencileri oluşturmaktadır. Araştırmaya toplam 141 öğrenci katılmıştır. Katılımcıların %46,1'i kadın, %53,9'u ise erkektir. Çalışmada veri toplama araçları olarak araştırmacı tarafından oluşturulan kişisel bilgi formu ile Horwitz, Horwitz ve Cope (1986) tarafından geliştirilmiş "yabancı dil dersi kaygı ölçeği" kullanılmıştır. Ölçek 33 madde ve 3 alt boyuttan oluşmaktadır. Araştırmada yer alan verilerin analizinde SPSS 22 paket programı kullanılmıştır. Örnekleme ait istatistikler frekans analiz ile hesaplanmıştır. Bağımsız değişkenlerin hesaplanmasında t-testi ve tek yönlü varyans analizi (ANOVA) testleri kullanılmıştır. Tüm hesaplamalarda anlamlılık düzeyi p<,05 olarak kabul edilmiştir. Araştırmanın sonucunda, “dil dersinde konuşma kaygısı” boyutunda erkek öğrencilerin kadın öğrencilere göre daha kaygılı oldukları; eğitim alınan bölüm değişkenine bağlı olarak "dil dersine yönelik ilgi" ve "yabancılarla konuşma kaygısı" boyutlarında anlamlı bir şekilde farklılaştığı; eğitim alınan sınıf düzeyi değişkenine göre herhangi bir farka rastlanmadığı; seçilen yabancı dil değişkenine bağlı olarak yalnızca "yabancılarla konuşma kaygısı" boyutunda anlamlı şekilde farklılaştığı; başarı durumu değişkenine göre bir farka rastlanmadığı ve mezuniyet sonrası plan değişkenine bağlı olarak ise yalnızca "dil dersinde konuşma kaygısı" boyutunda anlamlı farklılık gösterdiği ortaya konmuştur. The aim of this study is to examine the anxiety level among students in the Faculty of Tourism regarding the elective foreign language classes (German, French and Italian) using various variables. In the study, survey research model, one of the quantitative research methods, was employed. The population of the study consisted of the students who study at the Faculties of Tourism in Turkey. The sample of the study consists of the Students of a Faculty of Tourism who are in their first, second and third year of study at a state university. 141 students participated in the research. 46.1% of the participants are female and 53.9% male. The study used a personal information form developed by the researcher and the "The Foreign Language Classroom Anxiety Scale" developed by Horwitz, Horwitz and Cope (1986) as data collection tools. The scale consists of 33 items and 3 sub-dimensions. SPSS 22 package program was used to analyse the data in the research. The statistics of the sample were calculated by frequency analysis. T-test and one-way analysis of variance (ANOVA) tests were used to calculate independent variables. In all calculations, the level of significance was accepted as p <.05. As results of the study, it has been revealed that male students are more anxious than female students in the dimension of "speaking anxiety in language classes"; depending on the variable of the subject, the dimensions of "interest in language classes" and "anxiety about speaking with foreigners" differ significantly; there was no difference according to the variable of grade level; depending on the selected foreign language variable, it differs significantly only in the dimension of "speaking anxiety with foreigners"; there was no difference according to the success variable and that there is a significant difference only in the dimension of "speaking anxiety in language classes" depending on the postgraduate plan variable.

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Quelle:	CompaRe
Sprache:	Türkisch
Medientyp:	Wissenschaftlicher Artikel
Format:	Online
DDC Klassifikation:	Bildung und Erziehung (370); Germanische Sprachen; Deutsch (430)
Schlagworte:	Fremdsprachenunterricht; Sprechangst
Lizenz:	publikationen.ub.uni-frankfurt.de/home/index/help ; info:eu-repo/semantics/openAccess

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