scholarly journals Die Vorlesung - eine fachsprachliche Textsorte am Beispielder Fachkommunikation Wirtschaft. Eine textlinguistische Analyse mit didaktischen Anmerkungen fürden Fachsprachenunterricht Deutsch als Fremdsprache.

2002 ◽  
Vol 10 (1) ◽  
Author(s):  
Doris Grütz
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Text Coherence ◽  
German Speaking ◽  
Specialized Language ◽  
Linguistic Methods ◽  
Linguistic Structures ◽  
Point Of Departure ◽  
Economic Studies ◽  
Selection Of

Ein Korpus an Vorlesungstexten aus den Wirtschaftswissenschaften wird daraufhin untersucht, welche sprachlichen Mittel seitens des Textproduzenten eingesetzt werden, um die Rede für die Rezipienten verständlich zu gestalten. Die Untersuchung ist mit dem Ziel entstanden, ausländischen Studierenden, die ein Studium an deutschsprachigen Universitäten und Fachhochschulen aufnehmen wollen, Mittel an die Hand zu geben, Texte, mit denen sie häufig konfrontiert werden, möglichst gut zu verstehen. Um einer Vorlesung bewusst und effektiv folgen zu können, bietet das Wissen um Art, Bedeutung und Wirkungsweise der Kohärenz stiftenden sprachlichen Mittel eine Hilfestellung. Ausgehend von der Prämisse, dass der Fachsprachenunterricht DaF beim Spracherwerb das Fach mit seinen spezifischen Denk- und Mitteilungsstrukturen in den Mittelpunkt stellt (nicht sprachliche Strukturen an sich) (vgl dazu Buhlmann/Fearns 1989:87 und 91f), beschäftigt sich die Arbeit mit den thematischen Mitteln der Textkohärenz: den metakommunikativen Äußerungen, die die Textstruktur sichtbar machen und der Fachlexik. A selection of texts from lectures in economic studies is examined with the purpose to determine which linguistic means are being employed on behalf of the producer of the texts in order to render the speech comprehensible for the recipients. The aim of the investigation is to provide foreign students who want to begin a course at German speaking universities or polytechnics with a tool which helps them to understand as much as possible texts with which they are frequently confronted. In order to be able to consciously and effectively follow a lecture, the knowledge about the type, meaning and way of action of those means which foster coherence by way of linguistic methods, offers valuable help. Taking as a point of departure the fact that during language acquisition the specialized language teaching "German as foreign language" focuses on the specific structures of thought and communication and not on linguistic structures as such, the paper is concerned with the thematic means of text coherence: the meta-communicative expressions which visualize the structure of the text, and the terminology relevant to the specialization.

scholarly journals SELECTION OF GRAMMAR MATERIAL FOR TEACHING RUSSIAN COMPLEX SENTENCE TO FOREIGNERS

2020 ◽  
pp. 226-234
Author(s):  
Алан Солтанович Цховребов
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Functional Approach ◽  
Foreign Language Teaching ◽  
Complex Sentence ◽  
Syntactic Structures ◽  
Approach To Learning ◽  
Main Components ◽  
Teaching Grammar ◽  
Selection Of

В статье представлен анализ актуального вопроса об отборе и организации грамматического материала в аспекте преподавания русского языка как иностранного (РКИ), поскольку в лингвометодике в курсе РКИ важен учет рассмотренных нами принципов, предполагающих функциональный подход к изучению нового языка. Как известно, при отборе грамматического материала для презентации его в иностранной аудитории следует исходить из цели и содержания, признанных основными компонентами в системе иноязычного обучения. В ходе работы мы пришли к следующим результатам: цель обучения грамматике осуществляется более эффективно, если подача грамматического материала соответствует принципу доступности - он понимается и осмысливается без особых усилий; содержание обучения, отражающее его цель, должно включать элементы речевых моделей, коммуникативно-речевых ситуаций, необходимых для формирования знаний, навыков, умений по синтаксическому аспекту в практике преподавания РКИ. Установлено, что коммуникативно-функциональный подход признан ведущим в практике преподавания РКИ, поскольку предполагает единство функционального и структурно-семантического аспектов, что позволит разработать лингводидактическую модель педагогического воздействия с учетом принципов отбора и организации грамматического (синтаксического) материала, которая включала бы сведения о семантически близких синтаксических конструкциях. The article presents the analysis of the topical issue of selection of grammar material for teaching Russian as a Foreign Language, since it is important to take into account the principles involving functional approach to learning a new language. When selecting grammar material to present it to foreign students, it is necessary to consider the goal and content which are recognized as the main components in the system of foreign language teaching. The author obtained the following result: teaching grammar is more effective if the presentation of grammar material is quite accessible; the training content is to include the speech patterns, speech situations that are necessary to form the knowledge, skills in syntax. The author established that the communicative-functional approach is recognized as the leading one in teaching Russian as a Foreign Language, since it unites functional and structural-semantic aspects. This may help to develop a linguodidactic model of pedagogical influence, taking into account the principles of selection of grammar (syntactic) material, which includes the information about syntactic structures of semantic similarity.

scholarly journals L’APPRENTISSAGE DU DIALOGUE D’UN EXTRAIT DE FILM PAR DES APPRENANTS DE FLE : L’EFFET DU LEXIQUE DES EMOTIONS SUR LES PROCESSUS COGNITIFS DE MEMORISATION

FRANCISOLA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 144
Author(s):  
Claire DEL OLMO
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Pedagogical Tools ◽  
The Creation ◽  
Linguistic Structures ◽  
Emotional Lexicon ◽  
Chinese Subjects ◽  
Selection Of

 RÉSUMÉ. Depuis 2010, les didacticiens spécialisés dans l’enseignement/apprentissage des Langues Etrangères (LE) s’intéressent aux émotions. Nous suivons leur lignée. Dans cet article, nous présentons une recherche qui s’inscrit en didactique cognitive des  LE. Nous appréhendons la manière dont les apprenants de Français Langue Etrangère mémorisent les informations verbales d’un extrait de film, dont le dialogue contient des mots du champ lexical des émotions. Afin d’observer ce phénomène, nous réalisons une étude expérimentale auprès de 13 sujets chinois, de niveau B2 en français. Dans un premier temps, les sujets apprennent le dialogue d’un extrait filmique afin de le théâtraliser. Une semaine plus tard, nous leur demandons de rappeler le dialogue. Les résultats montrent que les sujets mémorisent mieux les parties du dialogue qui sont affectivement chargées, avec du lexique des émotions. Ces résultats ont des implications claires quant à la création de matériel pédagogique ou la sélection de supports pour ceux qui souhaitent optimiser les processus cognitifs de mémorisation des apprenants et favoriser l’acquisition du vocabulaire, de structures linguistiques.Mots-clés : cognition, dialogue, FLE, lexique des émotions, mémorisation ABSTRACT.  Since 2010, the didacticians specialized on foreign language teaching are working on emotions. Our reflexion fits into this framework. This article presents a cognitive didactics research on foreign language. It deals with how learners memorize the dialogue of a film extract when this dialogue has emotional lexicon. In order to observe this phenomenon, an experimental study was conducted to 13 chinese subjects with a B2 level in french. First, the participants learn the dialogue of an extract in order to play the scene. A week later, they are asked to remember the dialogue. The results show that the participants memorize more the part of the dialogue with emotional lexicon. This results have clear implications for the creation of pedagogical tools and the selection of tools for people who want to improve the learner’s cognitive memorization process and the acquisition of vocabulary and linguistic structures. Keywords : cognition, french as a foreign language, emotional lexicon, memorization.

scholarly journals Word-formation motivation as a means of lexicalizing derivative words in the classroom in Russian as a foreign language

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Elena Demidova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Word Formation ◽  
Russian Language ◽  
Holistic View ◽  
Generating Relations ◽  
Systemic Understanding ◽  
Derivatives Of ◽  
Selection Of

The article examines the place of the word-formation component of the communicative competence of foreign students in the process of their learning Russian as a foreign language. The word-formation component, along with other linguistic components, participates in the formation of the communicative competence of foreign students, however, the problem of Russian word formation remains insufficiently developed in the linguodidactic plan. The author expresses his opinion that the increase in the vocabulary of foreign students should be accompanied by the systematization of lexical units, taking into account their derivational connections and relations. Therefore, when lexicalization, one should use not the selection of synonyms or the descriptive method, which leads to the mechanical memorization of the meaning, but by means of correlation with the same root words, to activate in the minds of foreign students the living connections of the lexical units of the Russian language. This applies not only to derivatives of words associated with generating relations of full direct motivation, but also to those derivatives where these connections are not explicitly expressed. Such an interpretation through a productive word not only makes the meaning of the new lexeme understandable, facilitates its memorization, but also creates a single picture of lexical and word-formation relationships within the language, forms a systemic understanding of the language among students. The skills of correlating a derivative word with its derivative, obtained in the study of Russian as a foreign language, make it possible to understand the meanings of unfamiliar words. The speed of memorizing the meanings of derived words in this case directly depends on the understanding of the word-formation structure of the word. This technique will greatly facilitate the development of the vocabulary and will contribute to the formation of a holistic view of the language as a system among foreign students.

scholarly journals Updating the Selection Principles of Content Components in Linguistic Education of Foreign Non-Philological Students

2021 ◽  
Vol 13 (4) ◽  
pp. 113-132
Author(s):  
Mariia Pentyliuk ◽  
Iryna Kushnir ◽  
Iryna Zozulia ◽  
Iuliia Kosenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Foreign Students ◽  
Language Teaching ◽  
Higher Education Institutions ◽  
Language Education ◽  
Teaching Process ◽  
Selection Principles ◽  
Statistical Indicators ◽  
Selection Of

The authors of this article point to the need to update the content of language education of foreign non-philological students of the Ukrainian higher education institutions. Updating the content component of the Ukrainian language teaching system as a foreign language foregrounds the following factors: the demands of a contemporary information society for the tasks and results of foreign language teaching, modern standards of language education, conditions for the teaching process organization of language disciplines to foreign students of the Ukrainian higher education institutions, and communicative needs of foreign students with a new mindset. An act of communication is considered to be the basic unit of teaching Ukrainian as a foreign language, which linguistic incarnations are discourse sentence expressions and discourse texts. An effective updating enabler of a language education content of foreign non-philological students is to identify most suitable general methodological principles for the selection of teaching materials. Techniques of educational technologies in the empirical spectrum of methodology are developed precisely in terms of linguodidactic principles. The present research theoretically substantiates the distinction of the selection principles for the content components of a language education system of foreign non-philological students. It describes the array of experimental tools for the expert assessment of practitioners as well as highlights statistical indicators of the survey results. The article also analyzes the discussion of the principles proposed by the authors for the selection of language materials for teaching Ukrainian as a foreign language to non-philological students. This article also exemplifies the results of a holistic assessment by experts of a probable application of the principles suggested in questionnaires on the selection of learning materials for textbooks / manuals that are used in the actual learning process. Statistical indicators of the imparted expert evaluation have verified the relevance to improve existing textbooks / manuals and bring them closer to communicative needs of modern foreign students with mosaic thinking, the requirements of up-to-date educational language standards, and conditions for the teaching process organization of language disciplines to foreign students of the Ukrainian higher education institutions.

scholarly journals DESIGN OF THE SUBJECT O F WEATHER REPORT AS A COURSE UNIT IN LANGUAGE TEACHING

2020 ◽  
Vol 11 (2) ◽  
pp. 183-198
Author(s):  
Hasan Coşkun
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Bologna Process ◽  
German Language ◽  
German Speaking ◽  
The Subject ◽  
The Bologna Process ◽  
Academic Year ◽  
Different Levels ◽  
Selection Of

Aim. In Turkey, in connection with the Bologna process, German is a foreign language course. In this study, the subject of a weather report (forecast) was planned for the German courses. The purpose of this study is the preparation, implementation and evaluation of a sample lesson to describe the selection of the subject of a weather report for the German courses taught at schools and universities.    Methods. This study was conducted by qualitative research (Yıldırım & Şimşek, 2008, pp. 187-193). During the 2019 / 2020 academic year, I taught the subject of a weather report students in German courses and 38 students in master courses. Result and Conclusion. It was observed that participants talk about the weather in their hometown and in the places where they go on vacation. In addition to the subject discussed in class, the method implemented in the lesson and the planning of the course according to the method, play an important role in the continuation of this interest. Origin. The students who were in German speaking countries under the Erasmus program participate in German courses to maintain their fluency in German language. In order to conduct German courses effectively for different purposes, and for participants coming from different countries and students with different levels of fluency, a suitable method should be developed.

scholarly journals CLIL in the Foreign Language Classroom: Proposal of a Framework for ICT Materials Design in Language-Oriented Versions of Content and Language Integrated Learning

2012 ◽  
pp. 317 ◽  
Author(s):  
Almudena Fernández Fontecha
Keyword(s):  
Foreign Language ◽  
Language Processing ◽  
Classroom Practice ◽  
Language Teacher ◽  
Language Curriculum ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Official Curriculum ◽  
Point Of Departure ◽  
Selection Of

A shortage of materials and guidelines that link CLIL theory to classroom practice has been reported in research about the European context. In all versions of CLIL implementation, the sequence of non-linguistic contents should be the point of departure for the sequence of linguistic contents. However, the teacher’s previous work to materials delivery will differ depending on the particularities of each possible CLIL scenario. In content-oriented versions of CLIL, the non-linguistic contents are already set in the official curriculum. In language-oriented versions, the language teacher has to define the sequence of non-linguistic contents by preserving the objectives of the foreign language curriculum. This paper describes the Content and Language Processing Sequence (CLPS), a tool devised for supporting the selection of non-linguistic contents, the treatment of the language component, and the design of ICT materials in a CLIL model for the foreign language classroom.

Implementation of game technologies in distance learning of Russian as a foreign language

2021 ◽  
pp. 79-89
Author(s):  
Marina V. Kholodkova ◽  
Zhanna I. Zherebtsova ◽  
Tatiana А. Dyakova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Online Game ◽  
Face To Face ◽  
Online Tools ◽  
Effective Use ◽  
Traditional Game ◽  
Selection Of

The possibilities of implementing game technologies for distance learning of Russian as a foreign language using online services are considered. The relevance of the work is due to the development of education digitalization and the high didactic potential of gaming. The purpose of this study is to formulate guidelines for the selection of Web 2.0 services for the implementation of gaming technologies aimed at the development of linguistic, communicative, linguistic-cultural competences of foreign students in the course of distance learning of their Russian language. The study analyzed the techniques and methods of using online game tasks in teaching Russian as a foreign language from the standpoint of the following features: methodic tasks, distance learning format, the number of players, the presence of automatic verification of answers, the nature of the choice, the presence of a creative component, the possibility of instant switching of the game template within one content, translation features. It is concluded that many traditional game tech-niques that have become habitual in face-to-face work can be applied in distance learning. Online tools make it possible to organize manipulative play activities, team play, and communication in a digital environment in a form that is fun for students. The results of this study are essential both for understanding the methodoic features of the organizing distance learning process in general, and for the effective use of gaming technologies when teaching Russian to foreigners.

scholarly journals A lesson design of the subject of local cuisine as a course unit in language teaching

2021 ◽  
Vol 12 (1) ◽  
pp. 479-503
Author(s):  
Hasan Coşkun
Keyword(s):  
Foreign Language ◽  
Lesson Planning ◽  
German Language ◽  
Planning Model ◽  
Planning Models ◽  
German Speaking ◽  
The Subject ◽  
Materials Used ◽  
Different Levels ◽  
Selection Of

Aim. In Turkey, German ranks second after English as a foreign language in private courses, schools, and universities. There is an important relation between the selection of the subject of German courses, i.e., the detailed planning of the courses, and the implementation of the appropriate method.  In this research, the subject of cuisine was planned for teaching German at universities. The purpose of this research is the preparation, implementation and evaluation of a sample lesson focused on the selection of the subject of cuisine for German courses taught in the universities. Methods. This research on cuisine was qualitative in nature. The document analysis technique was used in the research (Kuş, 2007; Yıldırım & Şimşek, 2008). During the 2018/2019 academic year the researcher taught on the subject of cuisine selection in his German courses. The implementation and evaluation of the subject of cuisine are developed by Hasan Coşkun (2020) in accordance with the lesson planning model previously prepared. The materials used in this lesson are prepared according to the model developed by Coşkun (2020). The unit on cuisine has been revised for this article. Result and Conclusion. The success of the lesson planning model mentioned in this article was also observed in the activities conducted earlier. It was also seen that the students who attended German courses in connection with education or work in Germany, Austria, and Switzerland exerted efforts in establishing contact with the instructor and with other students attending the class. It was observed that participants talked about the Turkish, German, and Chinese cuisine in their families, peer groups, restaurants, and snack bars.  In addition to the subject discussed in the class, the method implemented in the lesson and the planning of the course according to the method, play an important role in the continuation of the students’ interest. Therefore, effective lesson planning models should be developed. This lesson model is also applicable to other languages. Originality. German is offered as a foreign language in Turkish schools in the second grade. Consequently, German is usually chosen as a second foreign language after English.  Students from all the departments of the university may attend the elective German language classes to study or work in Germany. The condition for participation in the courses “German for Erasmus” and “German for Communication,” taught by the researcher, aims to prepare the students to read and speak German at the A2 level. It is frequently observed that the participants speak German at different levels.  The overseas experience of the participants, the level of their German and their knowledge of other languages play an important role in this respect.  In recent years, the number of course participants from Germany and other countries have increased. The students who had been in German speaking countries within the Erasmus program participate in German courses to maintain their fluency in the German language. To conduct the courses effectively, a suitable method should be developed and such an approach will help the participants who come from different countries and students with different levels of fluency. It is believed that this inter-disciplinary research will contribute to the use of the active method during German lessons.

scholarly journals IMPLEMENTATION OF THE COMMUNICATE METHOD OF TEACHING UKRAINIAN LANGUAGE LESSONS AS A FOREIGN LANGUAGE (ON THE MATERIAL OF THE LESSON «OUR FAMILY»)

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 19-22
Author(s):  
Liudmyla Sheremeta
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Professional Training ◽  
Language Competence ◽  
Communicative Skills ◽  
Initial Stage ◽  
Language Environment ◽  
Further Development ◽  
Selection Of

In the article presents a system of methodical work on the formation of communicative skills in foreign medical students while studying the topic «My Family». The content of teaching Ukrainian as a foreign language is outlined, peculiarities of mastering oral and written forms of language are analyzed. It has been proved that the formation of the Ukrainian language competence of foreign students is based on language training, which at the initial stage of language learning involves free fluency in vocabulary. The necessity to study the main aspects of studying the topic «My Family», aimed at finding the best means and methods to meet the basic communicative needs of students in everyday and educational and professional spheres (mastering linguistic and speaking skills and developing communication skills and topical for service in the Ukrainian language environment). The basic aspects of forming of communicative and skills skills will help to optimize the process of education of foreign students in higher education institutions of Ukraine and can be used in the further development of new methods of assessing the level of professional training of future medical professionals. Provided special educational equipment and innovative approaches to the study of the Ukrainian language. Development a system of exercises aimed at enriching the vocabulary of foreigners development of oral and written, monologue and dialogical speech, improving skills from all types of speech activities. The author’s method of mastering the material, aimed at the optimal selection of ways to improve the efficiency of the lesson, is described. Methodical recommendations are given for the development of a medical profile of foreign students in the medical profile of dialogue.

scholarly journals Podcasts as a method of teaching the system of precedent texts in the language of sustainable education

2020 ◽  
Vol 208 ◽  
pp. 09033
Author(s):  
Alla Evtyugina ◽  
Lydia Volkova
Keyword(s):  
Foreign Language ◽  
Predictive Modeling ◽  
Foreign Students ◽  
Educational Practice ◽  
Russian Language ◽  
Educational Institutions ◽  
Current State ◽  
The Russian Language ◽  
Separate Discipline ◽  
Selection Of

The relevance of the problem under study is due to the increasing number of foreign students studying Russian and the need to expand approaches to their education in this area, taking into account the current state of the Russian language, its contextuality and precedence. The article is aimed at identifying the need to distinguish precedent units as a separate discipline for the course “Russian as a foreign language” and the selection of methodological tools that are relevant for this discipline, allowing students to develop speech skills based on the current state of Russian speech. The leading approach to the study of this problem is the method of predictive modeling, which makes it possible to identify the likely advantages of introducing methodological innovations into educational practice. Also, the research methods were a survey with subsequent analysis of the data obtained. The article substantiates the expediency of identifying a separate discipline based on precedent texts for students of Russian as a foreign language, based on the methodological use of educational podcasts. The materials of the article are of practical value for teachers of Russian as a foreign language in higher educational institutions.

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