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The paper presents the state of the art within the discussion about the 'discoursive approach' of cultural learning in the field of German as a second and foreign language. It is argued, that the 'discoursive' approach is accepted by many as an interesting and promising paradigm shift that has created a new base of thinking about cultural learning and its relevance for learners of German, but that on the other hand some crucial questions and challenges still have to be answered: What do we mean by 'discoursive'? What about teaching simple knowledge of 'facts'? What level of language proficiency do learners need to be ready for 'discoursive' learning? Some of these questions are discussed in the paper and it will be shown, that we urgently need more efforts to implement the new approach in teaching and learning of German as a second or foreign language. [ABSTRACT FROM AUTHOR]

Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi Dergisi 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 intention of this paper is to present first observations and findings from a study on attributes in academic texts written by students. The present paper analyses the use of genitive attributes in master’s theses written by students of German philology, who are Polish native speakers. The purpose of this study is to identify tendencies in the use of the genitive attribute and its prepositional counterpart in students’ works as well as to indicate some of the potential problems the Polish authors writing in German can have with using these constructions. The analysed collection of data encompasses 250 examples of noun phrases with at least one genitive attribute and 48 examples of phrases with the preposition von gathered from five students’ texts. Because of the limited number of examined texts the results of the analysis should be interpreted with caution and it would be advisable to extend the analysis to more texts in the future. The paper begins by describing the primary syntactic properties of academic texts. Section 3 focuses on the genitive attribute and its counterparts and discusses potential problems these constructions can present to Polish native speakers. The next section presents the results of qualitative analysis of the data. The concluding section 5 sums up the presented study and offers some recommendations for further research.

Copyright of Acta Universitatis Carolinae Philologica is the property of Charles University Prague, Karolinum Press 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.)

This paper presents a small-scale empirical study which included 21 senior-year students of German as a major who took a course on the methodology of teaching German as a foreign language in the spring semesters 2020 and 2021, at the Faculty of Philology at the University of Belgrade (Serbia). The students were encouraged to read several articles by the Austrian educational philosopher Konrad Paul Liessmann and to record their reflections on the possible effects of the commercialization of purpose-oriented knowledge. The articles in question are based on Liessmann's so-called "Theory of Uneducation". The students' tasks were analyzed and discussed, with the focus on their statements regarding the following aspects: a) possible challenges, opportunities and dangers of unavoidable digitization and mechanization in everyday life and at school, and b) the changing roles and tasks in the educational context. All this more or less aims at application-oriented knowledge management. The participants supported Liessmann's thesis that education is losing value through commercial exploitation, accumulation of TV quiz knowledge and extensive testing and examining. However, his skepticism with regard to digitization in the school system and his plea for more traditional canons of school subjects were mostly met with disapproval by the participants. [ABSTRACT FROM AUTHOR]

Microteaching as a specific method in foreign language teacher education in which theoretical knowledge is put into practice, offers prospective teachers systematic, small-step and practice-oriented training of teaching behaviour and teaching skills in the form of classical microteaching (practical exercises in small groups of students), or peer teaching (training in small groups of fellow students). Due to the pandemic-related switch to digital teaching formats in university foreign language teacher training, microteaching also had to be moved from the traditional classroom to the digital space and had to face completely new challenges. The paper aims to explore the method of microteaching from a theoretical and empirical perspective and to demonstrate its possibilities and limitations in the digital format, using the example of a microteaching course with students at the Faculty of Philosophy, University of Sarajevo, Bosnia and Herzegovina. Results of a survey among future teachers of German as a foreign language on the effectiveness of microteaching in the digital format in the times of the coronavirus pandemic will be presented. [ABSTRACT FROM AUTHOR]

Foreign language teaching represents a place that combines linguistic and cultural learning. The Alps as a culturally diverse living space are suitable as a topic for culturally reflective teaching. The focus of the paper is to explore how the concepts of Places of Memory (Erinnerungsorte) and Patterns of Interpretation (Deutungsmuster) can be used inclusively in teaching German as a foreign language. After an introduction of the two concepts, considerations of compatibility and didactic potential are made. This is followed by a presentation of the two concepts using the Alps as an example. On the one hand it is about life in mountain villages and cultural identity, on the other hand it is about traditional costume. The goal of the exercises is a critical examination from different perspectives. Specifically, they aim at providing access to Patterns of Interpretation as well as the development of discourse competence and symbolic competence for orientation in official German-speaking regions and, beyond that, one's own positioning. [ABSTRACT FROM AUTHOR]

The paper seeks to show that the use of dialect literature in the teaching of German as a Foreign Language (DaF) can be very enriching for students. It argues that this practice creates awareness that the German language is not homogeneous across German-speaking countries, but is characterised by variety (the pluricentricity of German). In addition, working with dialect texts allows learners to be immersed in the everyday reality of their target language by experiencing the diglossia that is prevalent in most German-speaking areas. In this way, the texts help students realise that there is not just one standardised form of expression in German that is correct and permissible. The unadulterated tone and idiosyncrasies of literary works in dialect also offer an insight into the emotional world of the people who use the language and into their unique culture and mentality. This is illustrated with the help of two dialect poems ("Drei Vëigl fliagn" and "Die 5 Johreszeitn") by the South Tyrolean author Maridl Innerhofer (1921-2013). [ABSTRACT FROM AUTHOR]

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.)

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid 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 Acta Universitatis Carolinae Philologica is the property of Charles University Prague, Karolinum Press 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 Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT 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 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.)

Copyright of Hochschullehre is the property of wbv Media GmbH & Co. KG 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 Journal for Foreign Languages is the property of University of Ljubljana, Faculty of the Arts 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.)

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.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura 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.)

This paper attempts to reconstruct different paradigms, attitudes and experiences that underlie the understanding and action of non-professional teachers of German as a foreign language. The analysis shows that some of these teachers explain the problems of their students via a national-cultural affiliation, while other attempts to understand the students' challenges can also be observed. Participating observation of an academic congress on German as a foreign language makes clear that competing explanatory approaches are also present in specialist discourse. In this respect, the divergent categories of explanations observed in the field may appear to be based less on a teachers' lack of disciplinary socialisation than on different migration and diversity-related attitudes and views that originate from different social milieus. [ABSTRACT FROM AUTHOR]

This paper aims to treat the latest novel TYLL by Daniel Kehlmann with an approach of literary studies as well as to make it didactically useful. With regard to the didactic approach, this contribution seeks to offer literary (recommended) instructions for its application in literature courses at university on the one hand and literary didactic tasks for the field of German as a foreign language on the other hand. These can be used from level B2 / C1 in different teaching and learning contexts, especially in adult education. [ABSTRACT FROM AUTHOR]

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.)

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.)

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.)

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.)

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.)

Copyright of Journal of Languages for Specific Purposes is the property of University of Oradea, Faculty of Economic Sciences 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.)

This work was carried out within the framework of the German-Polish research project ‚Interdiscourse’, which investigated various aspects of text organization and routines of formulation in papers written by German and Polish students. The present paper analyses the use of tense in introducing and concluding parts of academic texts written in German by students of German philology, who are German and Polish native speakers. The study takes into account such types of text as master’s and bachelor’s theses as well as seminar papers in linguistics. The purpose of this study is to identify and to compare tendencies in tense usage in introducing and concluding parts of academic texts written by German and Polish students. The present analysis focuses on three questions: 1. Which tenses occur (most frequently) in the above-mentioned sections of the works of German and Polish students? 2. Which differences regarding tense usage between texts written in German by Polish students and the texts of German native speakers can be observed? 3. Does the tense usage in texts written by students of both groups comply with standards applying to German academic texts and are there any differences between German and Polish students’ works? To answer these questions the tense usage in students’ texts is further compared with the use of tense within articles written by German-speaking linguists. The analysed collection of data (almost 4000 instances) encompasses examples gathered from introducing and concluding sections of 20 German and 20 Polish students’ texts and 10 research articles on linguistics. The analysis reveals that German and Polish students generally observe the rules of tense usage applied to academic texts. The most frequent tense in all groups of texts is present tense. However, Polish students seem to use past tenses more often than German authors (students and linguists). However, because of limited number of examined texts these results should be interpreted with caution. Therefore, it would be advisable to extend the analysis to more texts in the future.

The role of linguistics in language education has always been contested and has generated non-homogeneous opinions since the beginning of the existence of that discipline. This paper attempts to provide a broader examination of the interrelation between these two disciplines over the last few decades. Considerations are based on the example of German linguistics and the teaching of German as foreign language. It constitutes a contribution to the discourse on the identity and autonomy of language education as a science. [ABSTRACT FROM AUTHOR]

This paper discusses the differences between teaching Dutch in Germany and German in the Netherlands, while considering the challenges teachers are confronted with, e.g. the lack of appropriate textbooks. In particular, the composition and method of some textbooks for Dutch and German are presented and evaluated with regard to their practicality in the classroom. It is striking that textbooks for German are written in Dutch, and that pupils even have to work out tasks in Dutch and not in the target language, while there is merely one textbook in Germany for school-based teaching, lacking a consideration of school types, age groups, and prior knowledge. Even though the conditions of neighbouring language teaching are particularly diverse, teachers on both sides are in urgent need of more innovative and improved teaching material which ensures that pupils are able to develop and improve their language skills, as well as their intercultural competences. [ABSTRACT FROM AUTHOR]

This paper is concerned with a statistically firm inventory of the international status of German as a Foreign Language. While presenting numbers of learners throughout the world it also focusses geographically and in content on the cultural area of Central and Eastern Europe, in particular the so called Visegrád Group. The aim is therefore to investigate trends and tendencies in the development of German as a Foreign Language. On a meta-level it deals with language policy for German by pleading for a reinforced integration of language promotion policies in Applied Linguistics. [ABSTRACT FROM AUTHOR]

The paper presents the legal framework regulating the selection of alternative school textbooks for German language education in Romanian schools and compares the list of manuals recommended by the Ministry of Education for years 3-12 in 2015/16 with those currently used in practice by teachers. The 20 teachers surveyed for the current study were asked to indicate what textbooks they used in the classroom. Survey results were compared with the ministry-approved lists to check for concordances and discrepancies. Survey participants were further asked to give three reasons for their textbook selection and to indicate whether and to what purpose they used additional text-based resources in their teaching. [ABSTRACT FROM AUTHOR]

DaFnE (German abbreviation: Deutsch als Fremdsprache nach Englisch – German after English) is an approach to teaching German as a third language to students who have already learned English. This methodology, which combines a first language (L1) with English as a second language (L2) and German as a third language (L3), is gaining popularity in Poland. This article contains both theoretical background and empirical research related to DaFnE. The first part introduces relevant definitions, aims of the DaFnE method and a short history of Tertiary Language Learning. The second part discusses teaching materials, which were created by the author of the article and used during empirical research in primary schools in the region of Greater Poland. Additionally, the paper includes results of surveys among the students and interviews among the German teachers. [ABSTRACT FROM AUTHOR]

In today’s classrooms, teachers are often under great pressure — they not only have to prove themselves professionally but also as strong personalities. In teachers-training courses at universities, subject-related and didactic skills are often built up intensively, but there is a lack of support for personal and social skills, planning and management skills, and development skills. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners.

Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi Dergisi 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.)

An introduction is presented in which the editor discusses articles in the issue on topics including german as a foreign language in China, cross cultural studies and education of german teachers.

The German standard pronunciation does not represent a homogeneous structure. In the research of Halle linguistics, these aspects were often made the subject of research. Further research is currently being carried out in this field of standard phonetics. In the subject of German as a foreign language, especially in German studies abroad, the phonostylistic diversity of the standard pronunciation compared to English is rarely discussed. Both theoretical and methodological foundations appeared in a few publications. In this paper, phonetic reductionisms are therefore initially outlined from a normphonetic point of view. Then some phonostilistic questions are taken up and their relevance for the development of receptive language competence is examined. At the end, selected sound phenomena are prepared and exemplified by phonodidactics.

Copyright of Alman Dili ve Edebiyati Dergisi / Studien zur Deutschen Sprache & Literatur is the property of Alman Dili ve Edebiyall Dergisi / Studien Zur Deutschen Sprahe und Literatilr 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 recent sociopolitical circumstances in Germany have led to the popularization of teaching German as a foreign language (Deutsch als Fremdsprache, DaF) within the country. To cater to the different needs or goals of learners, various DaF materials including those for specific occupational purposes have been designed. Assuming that dialogues in contemporary DaF textbooks constitute the important means of socializing learners into the use of the target language in real-life communication, this paper examined 29 conversations provided in an audio recording of a DaF textbook for non-physician healthcare workers. The healthcare sector was chosen because it is the profession in which DaF foreigners are often recruited. The major objective of the current research is to identify any pedagogic values of the dialogues. To this end, the utterances of the medical personnel in the dialogues were analyzed in accordance with Halliday’s (1975) model about the seven functions of language. Attention was also paid to how these functions are linguistically manifested for medical communication as well as the construction of professional identity. The findings underscore the different roles which healthcare employees play in their workplace. These roles include providing or gathering information, building up rapport and regulating patients’ behavior. Besides, the function-form correspondence is evident in the data. For instance, where the “instrumental” function is concerned, the healthcare workers tend to articulate their medical routine as a desire with ich möchte [I want to]. On the other hand, the “personal” function is typically realized by phrases like ich glaube [I believe], which preface the healthcare workers’ medical judgment or advice. Last but not least, the data offer insights into how healthcare workers perform their professional identity during communication. One example is the simultaneous use of medical jargon and its generic equivalent (e.g., Amlodipin [amlodipine] versus Blutdrucktabletten [blood pressure tablets]) to display their expertise without jeopardizing patients’ understanding. Given the findings of this study, DaF practitioners working in the field of Languages for Specific Purposes (LSP)are advised to use the dialogues in textbooks to systematically cultivate learners’ consciousness of how linguistic resources can be mobilized for communication in their profession.

This article is a brief description of the research of the role of video in the study of intercultural differences on the lessons of German as a foreign language. The purpose and relevance of the research is determined due to the need to update teaching materials for the foreign language lessons by bringing German audio-visual materials. Given the global innovation trends in teaching of foreign languages and irresistible tread of globalization processes, in this paper the role of video in learning of foreign languages is considered and the features of the transmission elements of intercultural communication in the components of audio-visual materials are analyzed, based on the analysis of works of European and American researchers of recent years in the field of psycholinguistics, media linguistics and methods of teaching foreign languages. The article involves statistical data about the level of students’ motivation when audio-visual materials, multimedia means of teaching and innovative teaching approaches were used by teachers on the lessons of foreign languages. The author explains reflection methods in the audio-visual materials of intercultural elements. Cognitive aspects of perception and understanding of foreign language culture, primarily in the visual components of media materials are considered separately. Apart from this, the acknowledged difficulty of formulating a definition of "intercultural" is also discussed. Given the role of intercultural communication, especially the differences of cultures and their reflection in video reports, the author gives key arguments for the need of involvement of video reports on the lessons of German as a foreign language, outlines the potential difficulties in intercultural communication in the absence of this type of material in the process of learning a foreign language in the context of intercultural communication.