scholarly journals Verbzweitsätze aus kontrastiver Sicht (Deutsch-Italienisch): Das topologische Modell zur Verbstellung

2020 ◽  
Vol 46 (2) ◽  
pp. 111-121
Author(s):  
PATRIZIO MALLOGGI
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Methodological Approach ◽  
German Language ◽  
Verb Second ◽  
Written Texts ◽  
Structural Differences ◽  
Syntactic Description ◽  
The University

The present paper focuses on the syntactic description of verb-second-sentences from a contrastive view (German-Italian). The study is based upon a corpus of texts written by Italian native speakers of the course German Language for Tourism at the University of Pisa. This paper is composed of two parts: the first one aims at pointing out the main grammatical structural differences between Italian and German declarative sentences as far as the position of the verb is concerned; the second one shows the results gained by analysing the corpus of written texts referring to the position of the verb in declarative sentences in order to provide a successful methodological approach to verb-second-sentences in the didactics of German as foreign language

scholarly journals Der Erwerb von Verbzweitsätzen mit Subjekt im Mittelfeld bei italophonen DaF-Studierenden. Erwerbsphasen, Lernschwierigkeiten und didaktische Implikationen

2010 ◽  
Vol 41 (1) ◽  
Author(s):  
Sabrina Ballestracci
Keyword(s):  
Foreign Language ◽  
Word Order ◽  
Native Speakers ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Factors Influencing ◽  
Structural Differences ◽  
The Subject ◽  
The University ◽  
Further Development

This paper focuses on the acquisition of German sentences by Italian native speakers in Foreign Language Teaching, with the verb located in second position, and the subject found in the middle field. The study is based upon a corpus of texts written by Italian students during their first six semesters at the University of Pisa. The first part of the study describes the main grammatical structural differences between Italian and German declarative sentences, referring to position of verb, subject and clause constituents. In the second part, I summarize the research results of the main German-Italian linguistic contrastive studies on the acquisition of word order in German, by focusing on declarative sentences with the subject in the middle field. The final part of this paper focuses on the linguistic and contextual factors influencing the acquisition process for further development in this field of study, in order to offer suggestions for foreign language teaching of German.

scholarly journals Corpus analysis of phraseology in an A1 level textbook of German as a foreign language

2018 ◽  
Vol 22 (22) ◽  
pp. 13
Author(s):  
Maria Rosario Bautista Zambrana
Keyword(s):  
Quantitative Analysis ◽  
Foreign Language ◽  
Corpus Analysis ◽  
German Language ◽  
Council Of Europe ◽  
Productive Activities ◽  
Written Texts ◽  
The Common ◽  
Lexical Competence ◽  
Level Student

This paper aims to analyse the extent to which the textbook for German as a foreign language DaF kompakt A1 (Sander et al., 2011) complies with the recommendations of the Common European Framework of Reference for Languages (Council of Europe, 2001) (hereafter CEFR) in respect to lexical competence and sociolinguistic competence in receptive and productive activities, specifically with regard to phraseological units. In this respect, we have focused on sentential formulae and fixed frames present in a corpus containing the textbook materials, and we have checked whether those fixed expressions correspond to the phraseological and sociolinguistic compe-tences that are expected in the Framework for an A1 level student of German language. To this end, we have compiled a corpus of the textbook receptive and productive materials, made up by three subcorpora: one for the written texts, one for the oral texts, and a third subcorpus containing exercises. We have performed a quantitative analysis (by means of AntConc 3.4.4 [Anthony, 2016] and kfNgram [Fletcher, 2007]), and a qualitative one. Our results suggest that the textbook complies with the recommendations of the CEFR.

Information Structure: The final hurdle?

2013 ◽  
Vol 2 (1) ◽  
pp. 92-107 ◽  
Author(s):  
Lieke Verheijen ◽  
Bettelou Los ◽  
Pieter de Haan
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Side Effect ◽  
Information Structure ◽  
Subject Position ◽  
Structural Function ◽  
Verb Second ◽  
Advanced Learners ◽  
Structural Differences ◽  
The Subject

Although texts produced by (very) advanced Dutch learners of English as a foreign language (EFL) may be perfectly grammatical, they often feel distinctly non-native. Dutch, as a verb-second language, makes separate positions available for discourse linking and aboutness-topics. Although the English sentences of these advanced learners conform to the subject-verb-object order of English, the pre-subject adverbial position in English is made to perform the information-structural function of the verb-second discourse-linking position, producing texts that are perceived as non-native, without being ungrammatical. A side-effect of this L1 interference is the underuse of special focusing constructions in English, like the stressed-focus it-cleft. This paper investigates the progress of Dutch writers towards a more native-like use of the pre-subject position and the it-cleft in a longitudinal corpus of 137 writings of Dutch university students of English. We conclude that information-structural differences present the final hurdle for advanced Dutch EFL writers.

scholarly journals The Comparison between Native Speakers of Indonesian and BIPA Learners in Producing Email Requests

2019 ◽  
pp. 77-90
Author(s):  
ANDIKA EKO PRASETIYO
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Master's Level ◽  
The Subject ◽  
The University ◽  
Bahasa Indonesia

This study examined a comparison between Native Speakers (NS) of Indonesian and Indonesian language as a foreign language (Bahasa Indonesia untuk Penutur Asing - BIPA) learners in making email requests. In particular, this study analysed the different aspects of pragmatics of variations in structure and politeness in emails. This study involved nine NS of Indonesian who were studying master’s level programs at the University of Melbourne, and eighteen BIPA learners who took the subject Indonesian 4 in Semester 2, 2018 at the University of Melbourne. Participants wrote an email request based on a given scenario, which was requesting leave in the context of a workplace in Indonesia. The data were obtained by providing participants a description of the scenario, which prompted them to write an email request asking permission to take time off work. However, participants had freedom in terms of the style and structure of the email. In general, this study aimed to examine how their pragmatics varies, especially in terms of structure and politeness.

scholarly journals Peer-led Discussion Groups in Foreign Languages: Training International Students to Become Peer-Facilitators

2015 ◽  
pp. 433-443
Author(s):  
Catherine Jeanneau ◽  
Stéphanie O’Riordan
Keyword(s):  
International Students ◽  
Foreign Language ◽  
Native Speakers ◽  
Discussion Groups ◽  
Language Fluency ◽  
Constructive Feedback ◽  
The Past ◽  
Training Package ◽  
The University ◽  
Peer Facilitators

While practice is paramount to achieve fluency and accuracy in a foreign language, Higher Education is understandably limited in the amount of language practice it can offer to its students. The initiative discussed here aims to address this issue by providing peer-led discussion groups in languages in a systematic manner. For the past three years, a team of language practitioners at the University of Limerick, Ireland have developed a programme whereby groups of native speakers receive training before facilitating discussion groups and/or one-to-one sessions. In this study, we will first present an overview of the initiative. We will then focus on the training offered to the peer-facilitators. The main principles of the training package will be explained: it seeks to prepare the facilitators to select relevant topics, to focus on language fluency and to provide constructive feedback to participating students. Finally, we will draw some conclusions from our experience, provide some recommendations and discuss the value of peer-supported activities to integrate International students in their host university.

scholarly journals Non-Verbal Communication of German Language in a German Film: A Coffee in Berlin

2021 ◽  
Vol 37 (2) ◽  
pp. 53-67
Author(s):  
Farhana Farid ◽  
◽  
Roslina Mamat ◽  
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
German Language ◽  
German Film ◽  
Foreign Language Learners ◽  
Verbal Behaviour ◽  
Turn Taking ◽  
Qualitative Descriptive ◽  
Real Language

Non-verbal behaviour is very important in conversations, yet it is not given much attention. Foreign language learners who are not exposed to these pivotal non-verbal communications will find it difficult to recognise it during a conversation which consequently could lead to confusion. In addition, it will also affect the flow of the conversation especially among language learners that have less access to real language situations or native speakers. This article begins with analysing a German language conversation in a German film “A Coffee in Berlin” by Jan Ole Gerster, to detect the non-verbal turn-taking signals as well as to interpret the function and purpose of the signals based on the Stenstrom’s theory (1994) of turn-taking. This article uses Gesprächsanalytisches Transkriptionssystem 2 (discourse and conversation- analytic transcription 2) or also recognised as GAT 2 by Selting (2009) for the data transcription as it is highly adaptable in transcribing data of German language to detect the non-verbal turn-taking signals in the conversation. Qualitative descriptive is chosen as the method of this study as it is detailed, comprehensive and makes sense to the reader. Using the method and theories stated bring results of the non-verbal turn-taking signals such as gaze, gestures and facial expression which are used in German conversation when yielding, continuing and taking the floor of conversation. Keywords: Non-verbal behaviour, turn-taking, conversation analysis, German language, language learners.

scholarly journals Beyond the classroom: WebCT and learning Modern Hebrew

2006 ◽  
Vol 22 (3) ◽  
Author(s):  
Yona Gilead
Keyword(s):  
Foreign Language ◽  
New Technologies ◽  
Native Speakers ◽  
Target Language ◽  
Discourse Communities ◽  
Face To Face ◽  
Language Classroom ◽  
Modern Hebrew ◽  
Face To Face Learning ◽  
The University

<blockquote>The developments of new technologies over the last decades provide some answers to the limited exposure imposed on second/foreign language (L2) learners, who study a target language in an academic setting in countries where that language is not actively used. Not only are such learners restricted in their exposure to the L2 in the formal academic framework, due to the limited face to face learning time, but, more significantly, they lack the exposure to the language's 'real world' as it exists outside the language classroom. They are isolated from the target language's authentic discourse communities and its native speakers. Instead, learners mainly experience the language in its 'modified format' as manifested within the classroom itself.<p>This paper analyses the rationale for, and the process of, the development of the Modern Hebrew Beginners <em>WebCT</em>site at the University of Sydney as a means of increasing students' exposure to the language and especially enhancing their communication in Hebrew through the use of technologies.</p></blockquote><p> </p>

School of German Language

2014 ◽  
pp. 237-241
Author(s):  
S. V. Evteev
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Native Speakers ◽  
Foreign Affairs ◽  
Experienced Teachers ◽  
German Language ◽  
Teaching Staff ◽  
Short Term ◽  
Unique Method ◽  
The Military

Department of German is one of the oldest language departments at MGIMO. Since its foundation in 1944 the military experienced teachers of the department, most of whom were native speakers, have begun to develop a unique method of teaching the German language, thereby revolutionize learning this foreign language. The first steps made under the supervision of the Department of Antonina V. Celica. The department refused to conventional time and is still used in universities such as the Moscow Linguistic University, separate teaching phonetics, grammar and vocabulary, which was due to the specific objectives set for the teaching staff: prepare for short term specialists in international relations, active Germanspeaking. The department can be proud of its graduates, many of whom continue his career in the walls of native high school. Many graduates have dedicated their lives to serving the State in the Ministry of Foreign Affairs.

TEACHING METHODS OF FOREIGN LANGUAGE ADULT LEARNERS DISLIKE

2001 ◽  
Vol 7 (1-2) ◽  
pp. 47-52
Author(s):  
Brigita Bosnar-Valković
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Methods ◽  
Native Speakers ◽  
Tourism Industry ◽  
German Language ◽  
Home Study ◽  
Foreign Language Learners ◽  
Free Activity

Adults are demanding foreign language learners. My sample in the questionnaire consisted of 20 adult learners of German language in the hotel and tourism industry - false beginners and intermediate level learners. The questionnaire they were asked to fill in consisted of twelve questions asking the learners to admit to the teaching methods they dislike in learning German or would like to eliminate from the process in general. First of all they expect their learning to be an almost stress-free activity. In order to achieve that, as much as possible should be learnt in the classroom because they have difficulties reconciling home study with other duties. In the textbooks they need some instruction and equivalents in their native language to feel secure. Roleplays and listening to native speakers talking rapidly stresses them most. On the contrary, videotapes make them relaxed. Certainly there are some other things adult learners might dislike and it is very useful for the teacher to ask them about these things. The more you know about learners’ likes and dislikes, the more fulfilling and successful the process of acquiring foreign language skills will be.

scholarly journals THE USE OF A DIGITAL WORKSHEET DURING THE UNIVERSITY STUDY OF GERMAN AS A FOREIGN LANGUAGE

1970 ◽  
Vol 10 (10) ◽  
pp. 151
Author(s):  
Mateja Žavski Bahč ◽  
Doris Mlakar Gračner
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Digital Media ◽  
Point Of View ◽  
German Language ◽  
Work Process ◽  
Student Centered ◽  
Language And Literature ◽  
The University ◽  
Learner’S Perspective

In education, more and more digital media is being introduced into the classroom. Most of the time, experts explain in detail the use of digital worksheets from the teacher's point of view while the learner's perspective is considered less often. Therefore, the following article tries to determine, based on a qualitative empirical study, how the use of digital worksheets is perceived and evaluated by students of German language and literature. The subjects of the study were 1st year students of German language and literature in Slovenia. After working with the digital worksheet, the subjects answered a questionnaire to reflect on their entire work process. The obtained data were analyzed and interpreted. The results of the study can serve as a stimulus for teachers of German language to plan their lessons aiming not only to the use of digital media by themselves in their teaching, but also to make the lessons more student-centered and self-directed by the use of digital media.

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