scholarly journals The Effectiveness of Indirect Correction Method Aided by Correction Codes

2021 ◽  
Vol 5 (1) ◽  
pp. 77
Author(s):  
Kartika Stela ◽  
Julia Wulandari
Keyword(s):  
Foreign Language ◽  
Correction Method ◽  
German Language ◽  
Sentence Structure ◽  
German Studies ◽  
Writing Assignments ◽  
Research Participants ◽  
Subjunctive Mood ◽  
Modal Verb ◽  
Writing Assignment

Abstract. This research discusses the effectiveness of indirect correction method supported by Karin Kleppin’s correction codes on writing assignments. The research participants were FIB UI’s German Studies Program students from the German Language IV course. This research aims to evaluate the effectiveness of this method in helping students recognize and correct morphological and syntactic errors. This is done by comparing the number of errors and analyzing them with the highest and lowest percentages of successful correction. Meanwhile, the effectiveness of this method in minimizing errors during the research was explored quantitatively by comparing the number of errors. The three corpora analysed in this research were the pretest, correction, and posttest writing assignments. The results indicate that punctuation, subjunctive mood, and grammatical case are the errors that had the highest percentages of successful correction, while errors modal verb, sentence structure, and missing elements had the lowest percentage of successful correction. 12 out of 15 errors analysed in this research were successfully recognized and corrected by at least 50% of all participants. Thus, this method can be said to be quite effective in recognizing and correcting errors. However, the effectiveness of this method in minimizing errors in the posttest did not bear significant results as only 16 out of 37 participants (43%) experienced a reduction in the number of errors.Keywords: indirect correction, correction code, writing assignment, morphological and syntactical errors, German as a foreign language

scholarly journals LOGISTIK AN DER GERMANISTIK – WARUM NICHT? EIN PLÄDOYER FÜR DEN FACHSPRACHENUNTERRICHT AN DER UNIVERSITÄT

Neofilolog ◽  
2018 ◽  
pp. 211-224
Author(s):  
Grażyna Strzelecka
Keyword(s):  
Foreign Language ◽  
Waste Disposal ◽  
Practical Knowledge ◽  
Language Skills ◽  
Professional Knowledge ◽  
Professional Life ◽  
German Language ◽  
German Studies ◽  
Language Students ◽  
Business Correspondence

Not often do we encounter a specialized foreign language course at a university humanities department. However, why should foreign language students not be provided with practical knowledge which may be useful in future professional life? The article presents an experiment conducted with the participation of MA students of German studies at Warsaw University. The aim is to teach language skills, as well as convey professional knowledge in the CLIL formula, which is becoming more and more popular. It is consistent with requests of students themselves. Logistics is a useful introduction to various branches of the economy. Considering that the German language is becoming more and more important in business-related professions, the topics discussed in this course may be required in logistics, forwarding and other areas. In addition to traditional logistics topics, such as transport, storage and waste disposal, we also discuss topics such as business correspondence or negotiations and practice translations.

scholarly journals The impact of the Common European Framework of Reference (CEFR) on the assessment of the writing skills in German language teaching in Slovenia

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 47-59
Author(s):  
Brigita Kosevski Puljić
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Teachers ◽  
German Language ◽  
Writing Assignments ◽  
Writing Ability ◽  
Written Assignments ◽  
Writing Competence ◽  
Language Competencies ◽  
The Impact

CEFR is a didactic framework used to describe foreign language competencies. All foreign language curricula in Slovenia refer to this framework. CEFR language proficiency levels have an influence on the testing and assessment of writing competence. In order to quantify this impact, a study using a questionnaire was conducted among teachers of German as a foreign language. It comprised questions about the usefulness of the CEFR in teaching students how to improve their writing ability and in setting the criteria for the evaluation of writing assignments. Furthermore, questions were asked about the importance of selected categories for the evaluation of writing assignments at levels A1-B1 as well as about an appropriate classification of various text types at levels A1-B2 in the context of using the CEFR to teach German. The results of the study showed that German language teachers do not consider the CEFR to be an important teaching aid when setting the criteria for the evaluation of written assignments. The teachers may have reached this conclusion on the basis of the existing criteria used in the external evaluation of writing assignments, on the basis of personal criteria as well as of other circumstances.

scholarly journals The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment

ExELL ◽  
2016 ◽  
Vol 4 (1) ◽  
pp. 41-57 ◽  
Author(s):  
Ana Tankosić ◽  
Vildana Dubravac
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Writing Assignments ◽  
Efl Learners ◽  
English Classes ◽  
Writing Assignment ◽  
Two Measures

AbstractEnglish is taught as a foreign language in elementary and high schools in Bosnia and Herzegovina (BIH). However, since the number of English classes per week is very limited they should be utilized in the best possible way to produce proficient users of English. Nowadays, when language proficiency is viewed as one’s ability to speak and write in the target language and not about it, the need for the proficiency evaluation in schools arises. The present study attempts to shed a spot of light on this issue, investigating two very common ways of assessing students’ knowledge in schools, namely tests and writing assignments. Hence, through the interviews with English teachers and the analysis of students’ tests and writing assignments, the current paper explores the ways in which these two measures are realized, the tasks they consist of, the type of linguistic knowledge they are used to evaluate, their levels of difficulty, and the type of corrective feedback teachers provide on both of them. The results suggest that teachers on both measure rather students’ explicit than their implicit knowledge, focusing much more on accuracy than fluency development.

How much Artistic Freedom is permitted when it comes to Language? - Analysis of a Crime Novel

2018 ◽  
Vol 5 (2) ◽  
pp. 50-60
Author(s):  
Manuela Svoboda ◽  
Petra Zagar-Sostaric
Keyword(s):  
Foreign Language ◽  
German Language ◽  
Direct Speech ◽  
Small Talk ◽  
Language Analysis ◽  
Crime Novel ◽  
Blood Relative ◽  
German Origin ◽  
Artistic Freedom ◽  
The One

Abstract In this article a closer look will be taken at the issue of inaccurately using a foreign language, i.e. German in this particular case, in a crime novel or thriller. Of course, in fiction the author has complete artistic freedom to invent and present things as he/she intends and it doesn`t necessarily have to be realistic or legitimate. But what happens when it comes to an existing language being quoted in fiction? For this purpose David Thomas’ thriller “Blood Relative - How well do you know the one you love?” is analysed regarding parts in which German quotes are used. As the plot is located partly in England and partly in former East Germany (GDR) and the protagonist’s wife is of German origin, direct speech, titles and names are used in German. Subsequently, they are translated into English by the author in order to be understood by the English reader. However, there are many grammar, spelling and semantic mistakes in these German expressions and common small talk quotes. This begs the question, is it justified to disregard linguistic correctness with regards to artistic freedom given the fact that we are dealing with a fictional thriller, or is it nevertheless necessary to be precise concerning foreign language usage? How far may one “test” their artistic freedom in this particular case? In order to answer these questions a detailed analysis of the thriller is performed, concerning artistic freedom and modern literature/light fiction as well as the German language used in quotes and direct speech.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

SYNTACTIC TYPOLOGY OF MULTICOMPONENT VERBAL PHRASEO-COMBINATIONS OF THE GERMAN LANGUAGE

2020 ◽  
pp. 28-37
Author(s):  
Е.О. Ковыршина
Keyword(s):  
Quantitative Analysis ◽  
Structural Model ◽  
German Language ◽  
Sentence Structure ◽  
Syntactic Structures ◽  
Continuous Sampling ◽  
Bilingual Dictionaries ◽  
Syntactic Position ◽  
Word Forms ◽  
Concrete Language

Постановка задачи. В статье на материале собранного корпуса фразеологических единиц (в количестве 1828 ФЕ), полученного методом сплошной выборки из немецкоязычных и двуязычных словарей, выделяются и анализируются с синтаксической позиции многокомпонентные фразеоединицы со структурой словосочетания с главным словом - глаголом. Способом буквального перевода определяются синтаксические типы, которые активно используются для создания многокомпонентных глагольных фразеосочетаний (МКГФС), выявляется специфика синтаксических типов немецких ФС и создается синтаксическая типология МКГФС немецкого языка. Результаты. На основе изученного материала было выделено восемь синтаксических типов МКГФС. В ходе исследования с помощью метода квантитативного анализа были установлены наиболее частотные типы структурно-синтаксических схем, активно образующие многокомпонентные глагольные фразеосочетания. Выделение синтаксических типов немецких МКГФС и их анализ позволили установить специфику синтаксической организации МКГФС немецкого языка. Выводы. На основе проведенного исследования была создана синтаксическая типология МКГФС немецкого языка, одного из наиболее многочисленных классов многокомпонентных фразеоединиц с разнообразной синтаксической организацией. Установлено, что в немецком языке существуют специальные синтаксические структуры из трех и более словоформ, которые используются для создания многокомпонентных фразеосочетаний. Анализ МКГФС позволил выявить специфику немецких типов с двумя глагольными компонентами и выделить самый продуктивный, частотный (566 ФС) тип МКГФС со структурой сложного словосочетания. Проведенное исследование и дальнейшее изучение синтаксических типов других многокомпонентых ФЕ - неглагольных типов, ФЕ со структурой предложения позволят расширить и углубить знания о многокомпонентных фразеоединицах, занимающих весомое место в фразеологической системе немецкого языка. Изучение типов структурно-синтаксических схем МКГФС и других многокомпонентных ФЕ, являющихся конкретным языковым воплощением структурной модели ФС, открывает новые перспективы в области синтаксического моделирования немецкого языка. Statement of the problem. In the article on the material of the assembled corpus of phraseological units (in the amount of 1828 PU), obtained by the method of continuous sampling from German-language and bilingual dictionaries, multicomponent phraseological units with a phrase structure with the main word - a verb consisting of three or more components are selected and analyzed from the syntactic position. The method of literal translation determines the syntactic types that are actively used to create multicomponent verbal phraseological combinations (MCVPC), the specificity of syntactic is revealed. types of German PC and syntactic typology of the MCVPC of the German language is created. Results. Based on the material studied, eight syntactic types of MCVPC were distinguished. In the course of the study, using the method of quantitative analysis, the most frequency types of structural-syntactic schemes were established that actively form multicomponent verbal phrase combinations. Syntax type extraction of German MCVPC and their analysis made it possible to establish the specifics of the syntactic organization of the MCVPC of the German language. Conclusion. A syntactic typology of the MCVPC of the German language, one of the most numerous classes of multicomponent phraseological units with a diverse syntactic organization was created on the basis of the study. It is established that in the German language there are special syntactic structures of three or more word forms that are used to create multicomponent phrase combinations. The analysis of MCVPC revealed the specificity of German types with two verb components and highlighted the most productive, frequency (566PC) type of MCVPC with the structure of a complex phrase. The study of the syntactic types of other multicomponent phraseological units - non-verb types, phraseological units with a sentence structure will allow us to expand and deepen our knowledge of multicomponent phraseological units, which occupy a significant place in the phraseological system of the German language. Study of the structural-syntactic schemes types of the MCVPC and other multicomponent phraseological units, which are the concrete language embodiment of the structural model of the FS, opens up new prospects in the field of syntactic modeling of the German language.

ACTUAL PROBLEMS OF GERMAN STUDIES INTHE WORKS OF CSABA FÖLDES

Yazykoznaniye ◽  
2021 ◽  
pp. 5-36
Author(s):  
N. Troshina ◽  
Keyword(s):  
Intercultural Communication ◽  
German Language ◽  
Russian Linguistics ◽  
German Studies ◽  
Regional Variability ◽  
Modern Russian

The article deals with the most relevant problems of modern German studies related to the national and regional variability / polycentricity of the German language, as well as the influence of bilingual discourse and intercultural communication on speech practices. The need to preserve national schools of German studies in other countries outside Germany in order to deepen and expand scientific and cultural contacts in Europe is emphasized. The article analyzes the linguoculturological paradigm of linguistics, which is actively developing in modern Russian linguistics.

scholarly journals Books across borders: German-English literary translation in the contemporary German and Anglo-American contexts

2021 ◽  
Author(s):  
◽  
Sally-Ann Spencer
Keyword(s):  
English Translation ◽  
Literary Translation ◽  
German Language ◽  
German Studies ◽  
Translational Activity ◽  
Anglo American ◽  
American Book ◽  
Support Programmes ◽  
The Uk ◽  
The Impact

<p>This thesis examines discourses and practices surrounding German-English translated books in the contemporary German and Anglo-American contexts, focusing on works published as trade fiction. It thereby provides the chronological extension to an existing line of studies that evaluate the production and reception of German-English literary translations in the second half of the twentieth century: notably, the survey volumes by Uta Kreuter (1985), Mark Rectanus (1990a) and, more recently, Wiebke Sievers (2007) who concludes her assessment period in 1999.Continuing the investigation into the twenty-first century, the present thesis combines research into new developments in selected focal territories – Germany, the UK and US – with an enquiry into the contemporary relevance of political and other borders in the circulation of German-English translated books. It thus offers an up-to-date account of activities for German-English translation in these territories; at the same time, it contributes to sociologically oriented scholarship on a methodological and theoretical level.  The period under consideration is notable in two key respects. First, it coincides with technological innovations that are transforming the book business and calling into question existing communications paradigms (Bhaskar 2013). Assessing the impact of these innovations, the thesis examines changing licensing, publishing and retail practices for German-English translated books and evaluates the role of institutional and other frameworks in the circulation of literary products and texts. Second, activities for the translation of literature in the UK and US have proliferated since the early 2000s, indicating a need to move beyond Lawrence Venuti’s diagnosis of an Anglo-American disregard for translated literature (1995), which provides the backdrop for Sievers’s account of German-English translation in the UK (2007). Accordingly, the thesis considers German-English translated books in the context of this upsurge in projects to celebrate translation in the UK and US, and explores the intersection of activities for translation into English with programmes sponsored by intermediaries in Germany to promote the translation of German-language works.  The advancement of the thesis through the ‘macro, mezzo and micro’ levels of analysis serves, on the one hand, to illuminate different aspects of German-English literary translation and, on the other, to interrogate models for sociological translation research (Sapiro 2008). The investigation begins with an analysis of accounts of global translation production, revealing deficiencies in proposed mappings of translational activity and highlighting the deployment of statistical data on book translation for polemical or promotional ends. Drawing on original fieldwork and primary sources, it then considers publishing practices and support programmes for German-English translation in the UK and US, and examines the translational fortunes of selected German-language books and their UK and US editions, thereby connecting with current scholarship on the Anglo-American book business (Thompson 2012) and with research in German Studies associated with the ‘transnational’ paradigm (Taberner 2011a).</p>

scholarly journals Books across borders: German-English literary translation in the contemporary German and Anglo-American contexts

2021 ◽  
Author(s):  
◽  
Sally-Ann Spencer
Keyword(s):  
English Translation ◽  
Literary Translation ◽  
German Language ◽  
German Studies ◽  
Translational Activity ◽  
Anglo American ◽  
American Book ◽  
Support Programmes ◽  
The Uk ◽  
The Impact

<p>This thesis examines discourses and practices surrounding German-English translated books in the contemporary German and Anglo-American contexts, focusing on works published as trade fiction. It thereby provides the chronological extension to an existing line of studies that evaluate the production and reception of German-English literary translations in the second half of the twentieth century: notably, the survey volumes by Uta Kreuter (1985), Mark Rectanus (1990a) and, more recently, Wiebke Sievers (2007) who concludes her assessment period in 1999.Continuing the investigation into the twenty-first century, the present thesis combines research into new developments in selected focal territories – Germany, the UK and US – with an enquiry into the contemporary relevance of political and other borders in the circulation of German-English translated books. It thus offers an up-to-date account of activities for German-English translation in these territories; at the same time, it contributes to sociologically oriented scholarship on a methodological and theoretical level.  The period under consideration is notable in two key respects. First, it coincides with technological innovations that are transforming the book business and calling into question existing communications paradigms (Bhaskar 2013). Assessing the impact of these innovations, the thesis examines changing licensing, publishing and retail practices for German-English translated books and evaluates the role of institutional and other frameworks in the circulation of literary products and texts. Second, activities for the translation of literature in the UK and US have proliferated since the early 2000s, indicating a need to move beyond Lawrence Venuti’s diagnosis of an Anglo-American disregard for translated literature (1995), which provides the backdrop for Sievers’s account of German-English translation in the UK (2007). Accordingly, the thesis considers German-English translated books in the context of this upsurge in projects to celebrate translation in the UK and US, and explores the intersection of activities for translation into English with programmes sponsored by intermediaries in Germany to promote the translation of German-language works.  The advancement of the thesis through the ‘macro, mezzo and micro’ levels of analysis serves, on the one hand, to illuminate different aspects of German-English literary translation and, on the other, to interrogate models for sociological translation research (Sapiro 2008). The investigation begins with an analysis of accounts of global translation production, revealing deficiencies in proposed mappings of translational activity and highlighting the deployment of statistical data on book translation for polemical or promotional ends. Drawing on original fieldwork and primary sources, it then considers publishing practices and support programmes for German-English translation in the UK and US, and examines the translational fortunes of selected German-language books and their UK and US editions, thereby connecting with current scholarship on the Anglo-American book business (Thompson 2012) and with research in German Studies associated with the ‘transnational’ paradigm (Taberner 2011a).</p>

scholarly journals MENGHADIRKAN FILM DALAM PEMBELAJARAN BAHASA `JERMAN SEBAGAI BAHASA ASING (DEUTSCH ALS FREMDSPRACHE)

Paramasastra ◽  
2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Dwi Imroatu Julaikah
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
German Language ◽  
Formal Institutions ◽  
Definition Of ◽  
Teaching Learning

German language is taught in Indonesia as a foreign language, or we usually call as DAF (Deutsch als Fremdsprache). This language is taught in formal and non-formal institutions. In this context, it is very important, especially for the teacher to bring interactive and joyfull learning in the classroom, and it is challenging for the teacher. Thus, presenting interesting language in the class, full of innovativation in learning prosess of German language, must be done. One of the choices to get those situations in the classroom is to bring a good media. Film is one alternative that can be presented. This paper discusses how to bring movies in learning a foreign language (German). Further discussion is more about (a) Definition of film, (b) Film, as a medium in teaching learning process, and (c) How to teach German with didactic and methodic in learning German language.

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