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

     

    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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    Content information: free
    Source: CompaRe
    Language: Portuguese
    Media type: Article
    Format: Online
    DDC Categories: 370; 430
    Subjects: Deutsch; Fremdsprache; Authentizität; Sprachlehrbuch; Worthäufigkeit
    Rights:

    creativecommons.org/licenses/by-nc/4.0/

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    info:eu-repo/semantics/openAccess

  2. Trakya Üniversitesi Öğretim Üyelerinin Yabancı Dil Kullanım Amaçlarının Betimlenmesi Describing the purpose of academicians foreign language use at Trakya University
    Published: 25.06.2017

    Universities are places where knowledge is produced. This knowledge makes sense as long as it is shared. In the global world, this knowledge sharing is expected to be intensive in universities. Foreign language is very important in this stage. The... more

     

    Universities are places where knowledge is produced. This knowledge makes sense as long as it is shared. In the global world, this knowledge sharing is expected to be intensive in universities. Foreign language is very important in this stage. The participation of academicians in this information network is related to the effective use of foreign language in oral and written form. The aim of the study is to measure the foreign language levels of academicians according to the demographic variables and to describe the purposes of foreign language use. 269 academicians at Trakya University contributed to the study in 2015. Foreign Language Levels of academicians were measured through The Common European Framework for Languages - Set of General Steps for Common Suggestion Levels - A1, A2, B1, B2, C1 and C2. In order to describe the purpose of foreign language use of the academicians, by using a measuring tool which was developed beforehand, it was studied at 95% confidence level. In the study conducted with a descriptive approach, the data were calculated as percentages. At the end of the study, it was determined that the foreign language levels of the academicians were at most B1 (30,9%) and B2 (30,1%) levels. Among the purpose of academicians' foreign language use (academic, education and personal), differences were identified in the ability to acquire and produce a foreign language Üniversiteler bilginin üretildiği yerlerdir. Bu bilgiler paylaşıldıkça anlam kazanırlar. Küresel dünyada üniversitelerden beklenen, bu bilgi paylaşımının yoğun olmasıdır. Yabancı dil bilmek bu aşamada oldukça önemlidir. Akademisyenlerin bu bilgi ağına katılım etkinliği, yabancı dili sözlü ve yazılı etkin kullanabilmesine bağlıdır. Bu çalışmanın amacı, öğretim üyelerinin yabancı dil seviyelerinin demografik değişkenlere göre ölçülmesi ve yabancı dil kullanım amaçlarının betimlenmesidir. Çalışmaya 2015 yılında Trakya Üniversitesi'nde çalışan 269 öğretim üyesi katkı sağlamıştır. Öğretim üyelerinin yabancı dil seviyeleri 'Diller için Avrupa Ortak Öneriler Çerçevesi - Ortak Öneri Düzeyleri Genel Basamaklar Kümesi - A1, A2, B1, B2, C1 ve C2' aracılığı ile ölçülmüştür. Yabancı dil kullanım amaçları ise güvenilirlik oranı % 95 olan bir ölçme aracı ile ölçülmüştür. Betimsel bir yaklaşımla yürütülen çalışmada veriler yüzdelik olarak hesaplanmıştır. Verilerin analizi çalışmaya katılan öğretim üyelerinin yaklaşık üçte birinin B1 (%30,1) ve B2 (%30,1) seviyelerinde olduğunu göstermiştir. Ayrıca yabancı dili kullanma amaçları (akademik, eğitim-öğretim ve kişisel) arasında alımlamaya ve üretime yönelik becerilerde farklılıklar tespit edilmiştir.

     

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    Source: CompaRe
    Language: Turkish
    Media type: Article
    Format: Online
    DDC Categories: 400; 830
    Subjects: Fremdsprachenlernen; Universität; Common European Framework of Reference for Languages
    Rights:

    publikationen.ub.uni-frankfurt.de/home/index/help

    ;

    info:eu-repo/semantics/openAccess

  3. Beispiel, Erfahrung, Theorie : Übersetzungswissenschaftliche Anmerkungen von Hermine Pilder-Klein

    The present article concentrates on the activity of Hermine Pilder-Klein as theoretician and translation critic. (Hermine Pilder-Klein: translator from Romanian to German of the second half of the 20th century carried out 80 translations from this... more

     

    The present article concentrates on the activity of Hermine Pilder-Klein as theoretician and translation critic. (Hermine Pilder-Klein: translator from Romanian to German of the second half of the 20th century carried out 80 translations from this cultural space in the period 1933-1972. Horst Schuller makes reference to 2 articles that are kept in the archive of the Museum of Gundelsheim: 1. a review of the volume Siebenbürgisch Sächsisches Wörterbuch (Transylvanian Saxon Dictionary) published in Bucharest. The review was published in the No. 4/1972 of the periodical Vierteljahresblätter in München; 2. a critical presentation of the volume Rumänische Volksmärchen (Romanian Folk Tales) edited by Ovidiu Bârlea and Felix Karlinger (the volume was published in 1969 in Düsseldorf/Köln: Eugen Diederichs Verlag), the work bearing the title Übersetzung-Schlüssel und Brücke (Translation – Key and Bridge) (1977), remained unpublished and was taken over by Horst Schuller in the present article.

     

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    Source: CompaRe
    Language: German
    Media type: Article
    Format: Online
    DDC Categories: 430; 450; 830; 850
    Rights:

    publikationen.ub.uni-frankfurt.de/home/index/help

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    info:eu-repo/semantics/openAccess

  4. Towards an interactive view of third language acquisition: the case of the German Vorfeld
    Published: 23.02.2016

    This thesis investigates how students with Cantonese (L1) and English (L2) backgrounds acquire German as a third language (L3), with a focus on the acquisition of the Vorfeld (fronting) constructions of German. In L3 studies, the roles played by... more

     

    This thesis investigates how students with Cantonese (L1) and English (L2) backgrounds acquire German as a third language (L3), with a focus on the acquisition of the Vorfeld (fronting) constructions of German. In L3 studies, the roles played by mother tongue, L2 and developmental grammar may be distinguished. Previous L3 studies have suggested that the role of L2 seems to be prominent in L3 strategy building, including interlanguage transfer from L2 to L3. Pursuing a cognitive approach, we argue that incremental production and language processing strategies are significant factors in accounting for third language acquisition and production.

    A total of 45 university students of German completed a questionnaire and submitted copies of their compositions, followed by picture elicitation tasks. Three typical fronting types were found to be common amongst the learners:

    1. Für mich, jede Familie hat eigene Situation und Probleme.

    2. Obwohl gibt es viele Probleme mit alten Leuten zusammen lebt, finde ich gut dafür.

    3. Jetzt die meisterns haben schon nach Hong Kong zurückgekommen.

    Type 1 is argued to reflect indirect transfer of native language function-form characteristics. Type two is argued to be an intralingual error in which the learners have overgeneralized the verb second (V2) rule, without acquiring the correct function of the Vorfeld construction. The third type shows that apart from the influence of English in adverb fronting constructions, adverbs of stance or perspective adverbs like ‘jetzt’ semantically do not form part of the proposition and they are therefore treated as “extra-sentential” constituents which do not affect the basic V2 construction.

    The findings suggest that learners may have primarily acquired the topic function of German fronting, while failing to fully acquire the focus function. For the focus function, learners seem to prefer alternative constructions such as existential sentences using ‘es gibt’. Both of these findings implicate L1 Chinese influence.

    As an overall perspective on the incipient field of third language acquisition research I propose a holistic and coherent view which encompasses syntax, semantics and pragmatics at all levels of language development. By probing an independent paradigm of L3 studies, we aim to contribute to a new dynamic research space as well to ongoing debates in the SLA field by attributing greater autonomy and consciousness to the learner, even on the level of grammatical interaction.

     

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    Content information: free
    Source: CompaRe
    Language: English
    Media type: Book
    Format: Online
    DDC Categories: 430
    Rights:

    creativecommons.org/licenses/by/3.0/de/deed.de

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    info:eu-repo/semantics/restrictedAccess

  5. " ... das ersehnte Land" : E.T.A. Hoffmann und Italien
    Published: 15.01.2018

    Tagungsbericht zum deutsch-italienischen Kongress vom 2.-4. November 2000 in Mailand Vom 2.-4. November 2000 fand an der Università Cattolica del Sacro Cuore in Mailand ein deutsch-italienischer E.T.A. Hoffmann-Kongress statt. more

     

    Tagungsbericht zum deutsch-italienischen Kongress vom 2.-4. November 2000 in Mailand

     

    Vom 2.-4. November 2000 fand an der Università Cattolica del Sacro Cuore in Mailand ein deutsch-italienischer E.T.A. Hoffmann-Kongress statt.

     

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    Source: CompaRe
    Language: German
    Media type: Article
    Format: Online
    DDC Categories: 800
    Collection: Synchron. Wissenschaftsverlag der Autoren
    Subjects: Kongressbericht; Hoffmann, E. T. A.; Italienbild
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    publikationen.ub.uni-frankfurt.de/home/index/help

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    info:eu-repo/semantics/openAccess