Kongruentie Tussen Woorden uit Verschillende Talen

1981 ◽  
Vol 11 ◽  
pp. 32-45
Author(s):  
Raymond Van den Broeck

Especially from the viewpoint of one who translates texts from one language into another, it is obvious that interlinguistic one-to-one correspondences of lexical words are rather hard to find. The first and foremost circumstance that accounts for this phenomenon is that speakers of different languages conceptualize reality in different ways. Even if one subscribes to the hypothesis that there is a universal stock of semantic features by means of which designata can be analysed, it remains true that languages differ considerably with regard to which features their speakers consider relevant to situations, and which not. Thus seemingly corresponding words may have different designata, to the degree that translation requires a clear contextual setting according to which equivalence relationships can be established. Polysemy, hyponymy and synonymy have largely differing distributions even in affiliated languages. A polysemous SL lexeme may require the coice of a TL lexeme which is not its immediate correspondent according to the bilingual dictionary. Conceptual synonyms (or, rather, quasi-synonyms) should be dealt with suspiciously, since differences in connotation, mode or register may necessitate the use of one term to the exclusion of the other. Even semantically equivalent terms may show different grammatical behaviours in SL and TL in that, for example, the TL imposes selection restrictions on a given term which do not apply to its correspondent term in the SL. Further complications may derive from collocational differences between languages. Finally, quite a lot of interlinguistic lexical anisomorphy, is due to differences in culture and social conventions - even to the extent that semantically and pragmatically corresponding expressions take on astonishingly deviant forms. In order that they may account for these differences translation didactics as well as foreign language teaching can rely on models which have been elaborated by certain present-day disciplines whose concern is the study of linguistic phenomena. Thus componential analysis still provides a sound basis for comparative lexical analysis, while the theory of speech acts and Permyako's 'paremiological model' explain how semantic and pragmatic invariance goes hand in hand with socio-cultural variability.

1989 ◽  
Vol 10 ◽  
pp. 53-78 ◽  
Author(s):  
D. E. Ingram

This paper attempts to survey language-in-education planning in the 1980s drawing on both formal publications and the more “ephemeral” but often more directky influential documents of government education departments and other authorities. Two problems are immediately evident: first, the influential ephemeral documents are hard to obtain. The second problem in surveying language-in-education planning is symptomatic of language policy-making in general; it is necessary to differentiate between, on the one hand, policy which is little more than uncoordinated good or bad ideas, limited in the range of needs that it seeks to answer, or incidental to policy serving other purposee (e.g., immigration policy) and, on the other hand, systematic, formalized language-in-education planning (cf., Rist 1982). This paper also focuses on only that part of language-in-education policy concerned with second or foreign language teaching and learning; other papers in this volume deal with the areas of literacy and bilingual education.


Author(s):  
Hans-Jörg Schwenk

The present paper deals with the relationship between contrastive linguistics on the one hand and foreign language teaching on the other hand, more precisely, with the influence exerted by the first on the latter. It goes without saying that a teacher who teaches his mother tongue is expected to teach it as completely and correctly as possible. Yet the complete and correct teaching of any language depends on the teacher’s complete and correct knowledge of the given language and, comes to that, his awareness of this knowledge. It could be shown and proven on various examples that this aim can only be reached by the way of analyzing an other / a foreign language and comparing it with the language / the mother tongue to be teached, that, as much as paradoxical this may sound, self-understanding quite often needs the understanding of the other.


2018 ◽  
Vol 8 (1) ◽  
pp. 5-20
Author(s):  
Marion Grein

Abstract Modern language teaching is no longer grammar based, but based on authentic real life dialogues (dialogic speech acts) which enable learners to communicate or rather to interact verbally and nonverbally competent with native speakers. The conception of language teaching curricula, especially with regard to the development of textbooks, is in need of an applicable model of communication, based on regularities or principles of language-usage. Both, Integrationism and the Mixed Game Model (MGM) opt against segregational static approaches of linguistic analysis and – at first glance – could be considered suitable approaches within the field of language teaching. Yet, I will argue that the Integrational approach is hardly applicable here, whereas the MGM perfectly suits the needs of foreign language textbook authors and editors.


2021 ◽  
Vol 40 ◽  
pp. 31-39
Author(s):  
Beata Grzeszczakowska-Pawlikowska

Multilingualism at the European or worldwide level is related to the need for changing the perception of foreign language teaching and learning. As a result, the concept of language awareness has been given a high priority. It implies the reflection on the language elements and their functions – language comparisons on the one hand, and the interdisciplinary sensitivisation for languages with the inclusion of language curiosity, etc. on the other. At the same time, the concept of language awareness plays a significant role in the field of tertiary language didactics, such as teaching German after English. With that in mind, this article presents in-depth reflections about the consciousness of pronunciation aspects and their multidimensional character.


2021 ◽  
Vol 25 ◽  
pp. 77-90
Author(s):  
Magdalena Lisiecka-Czop ◽  

Routine formulas represent an essential challenge for foreign language teaching as a compound of typical communicative situations due to speech acts (in maintaining new and old business contacts, expressing emotions, and discourse organization), and as an important element of pragmatic language competence. The main subject of the reflection is the selection and presentation of formulaic expressions in selected course books for business German as a foreign language which are used in the academic context. In particular, the fields of business correspondence, business phone calls, and other common communicative situations were analyzed, as well as exercises and other didactic activities aimed at developing business foreign language skills.


2014 ◽  
Vol 63 (1) ◽  
Author(s):  
Viatcheslav Yatsko ◽  
Tatiana Yatsko

The paper focuses on distribution and correlation of semantic features distinguished within scope of predication analysis, viz. causative, agentive, inchoative, egressive, continuative, and stative features. Causative possessive constructions are taken to be basic while the other ones are derived from them by omission of appropriate semantic features. The structure of causative possessive sentences is described in terms of componential analysis.


2017 ◽  
Author(s):  
Susi Ekalestari

This article is concerned with an analysis of the methods of foreign language teaching covering traditional as well as modern methods. They are analyzed to find some appropriate methods of foreign language teaching for children. The findings are considerably judged in accordance with the characteristics of each method in their application. It is concluded that Total Physical Response by Asher is the most appropriate (adequate) method in teaching foreign language for children. The other methods will be best in use if they are combined in such a way as needed in any different situations of learning.


2017 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Rama Dwika Herdiawan

Nowadays, litearcy has become the most prominent issue which must be paid attention in terms of second or foreign language teaching. In addition, this can be a prospective paradigm for the purpose of building the innovative teaching and learning process as well as enhancing the studetns’ schemata in relation to reading and writing particularly. Therefore, this study is aimed to describe as well as prove whether the notions of literacy is appropriate or not for teaching second or foreign language, on the other hand, it also presents a number of relevant theories and also previous studies which reflect notions of literacy its self. However, there are still handicaps as well as constraints towards the implementation of literacy in terms of non native language teaching, the finding in various studies show the evidences which are related to the function of literacy as supplementary sucject or course in certain schools or colleges. Regarding the study, literacy is considered to be the affective as well as innovative strategy that can function to assist the students in acquiring the second or foreign language. Thus, notions of literacy not only conveys the traditional limits of reading and writing skills but also beyond the skills of text-centric literary interpretation.


2021 ◽  
Vol 69 (5 Zeszyt specjalny) ◽  
pp. 81-94
Author(s):  
Muriel Waterlot

This article relates to the field of the didactics of foreign language teaching, and presents the results of a preliminary study carried out in order to determine the extent to which Wikipedia can be used as a didactic aid and learning tool in the translation lectures of foreign language teaching in the Master’s degree in Dutch at the John Paul II Catholic University of Lublin (Poland). In view of the free access to this online encyclopedia, on the one hand, and the richness of texts (in Polish and Dutch) with a cultural content on the other, we investigated to what extent Wikipedia translation can be successfully used as a tool in L2 translation classes. The increasing importance of technological tools (such as electronic dictionaries, terminological databases, and machine translation software) for translation and its use in language teaching, on the one hand, and, on the other, the fact that Polish graduates in Dutch philology often work as translators, were the starting point for this research, which was conducted as a preliminary phase (case study) of a more extensive study into the practical application of Wikipedia translation activities in language acquisition classes.


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