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Copyright of Zeitschrift für Interkulturelle Germanistik is the property of Transcript Verlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

On the basis of an overview of articles in Info DaF in the 2010 s, this paper aims at tracing the development of research on the education and training of GFL teachers outside of Germany within this decade. It emphasizes the potential of international cooperation in facilitating progress in practice and research in this field. [ABSTRACT FROM AUTHOR]

Stereotypes, prejudices, hostile images and clichés are different forms of self-images and images of others. This paper establishes stereotypes as a scalable concept to distinguish them from other forms of fixed attributions. It features a comparison of national stereotypes about Germany, the Germans and the German language from a Dutch and Russian perspective and discusses the use of stereotypes in foreign language teaching, which are aimed at culturally reflective learning. [ABSTRACT FROM AUTHOR]

In this paper I discuss the tenses Doppelperfekt and Plusquamperfekt in spoken High Alemannic and Upper-Rhine Alemannic in south-western Germany with a usage-based approach and a statistical evaluation. I show that both Doppelperfekt and Plusquamperfekt have a past perfect meaning, i. e. they refer to a point of time in the past placed before another point of time in the past. Furthermore, I account for a language change in the timespan from 1974 to 2013 in which the Plusquamperfekt becomes more frequent in relation to the Doppelperfekt. Additionally, I show that speakers use the Doppelperfekt in the old data with both auxiliaries (sein and haben), and in the new data only with the auxiliary haben. In contrast to this, the Plusquamperfekt is used in the old data only with the auxiliary sein, and in the new data with both auxiliaries sein and haben. These results could lead to the conclusion that the Doppelperfekt und Plusquamperfekt cannot exist simultaneously in an equivalent manner. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Lengua para Fines Específicos is the property of Revista de Lengua para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In an era of modern technology, a human is in constant contact with a variety of informational and communicative technologies. A school place is not an exception here, therefore there is a constant need for new methodical and didactic approaches in this area. An example of good practice that includes modern technology in the educational process is a work with digital working sheets. This paper was writt en to introduce a working method with digital sheets as a new form of work in a classroom where German is taught as a second language. In the introductory part the paper presents, among other things, how countries like Germany and Slovenia are successful in their inclusion of informational and communicative technology in the educational process. The theoretical part also tries to defi ne the digital working sheet. In the following part of the paper a step-by-step preparatory process of a digital working sheet is introduced in more detail. Individual steps are illustrated with practical examples followed by tasks. These namely enable an integrated teaching and interdisciplinary interconnection of knowledge, and make sense of the usage of a working method with digital sheets in a language classroom. In this way the development of key competences in learners is stimulated, to which, in a modern technology era, indubitably also the digital competence belongs. The following chapter focuses on some advantages of usage and work with a digital working sheet such as, for example, autonomous learning, where each individual can be active in completion of working sheet and in search for the Internet information in his/her own tempo and extent. [ABSTRACT FROM AUTHOR]

Copyright of German as a Foreign Language is the property of German as a Foreign Language and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper aims at describing the cultural specifics of Romanian and German collocations in the field of accounting. It examines which collocations of the two languages for specific purposes are more or less specific and in which of the two LSPs the degree of specialisation in equivalence pairs is higher. The research confirms that, despite globalisation and the attempts to unify the accounting systems, on the conceptual level, the national cultural characteristics of the two languages are maintained. [ABSTRACT FROM AUTHOR]

Modern German is a language with relatively ›free‹ word order, i. e.: the serialization of constituents is dependent not only on syntactic requirements, but determined also by information structural or cognitive factors. As the same is true for Proto-Indoeuropean, it is tempting to assume that German perpetuates the PIE word order freedom. A corpus study of the relative order of accusative and dative object, using several Early New High German texts from the time between 1350 and 1550, stemming from 4 different dialect areas, shows that this assumption is wrong: German underwent a period of strictly syntactically governed constituent order (dative object before accusative object) which began before the Old High German period and lasted into the 16th century. Information structural or cognitive factors do not play a role for serializastion in this period. The relative position of the objects must be separated from the question of ›scrambling‹ in the sense that material is moved to the left of the subject, as we find examples of constituent order dative object before subject early on. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Soziologie is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)