scholarly journals Upotreba stripa u nastavnom materijalu nemačkog jezika za osnovnu školu

2019 ◽  
pp. 183-192
Author(s):  
Dragica Maksimovic
Keyword(s):  
Elementary School ◽  
New Media ◽  
Language Teaching ◽  
German Language ◽  
Learning Materials ◽  
Individual Work ◽  
Language Classes

Parallel with the invention of new media and devices, the problem of achieving and sustaining attention in the classrooms and during individual work of students, increases. Using comics is one approach to address this problem. In this paper the analysis of comics usage in learning materials for German language classes for fifth – eight grade of elementary school is given. The purpose of this paper is to investigate the usage of comics in presentation and practising. Forty textbooks and workbooks from different authors and publishers have been analysed. The appearance of comics with a single picture and with several pictures has been counted. It was established that the authors recognized the possibility of using comics in German language teaching. Single picture comics have been used more often than comics with multiple pictures. It was also noticed that the authors recognized the usefulness of comics in practice tasks.

scholarly journals Orthophonic exercises in Polish language teaching

2021 ◽  
Vol 18 ◽  
pp. 21-38
Author(s):  
Jolanta Fiszbak
Keyword(s):  
New Media ◽  
Personal Development ◽  
Language Teaching ◽  
Language Education ◽  
Polish People ◽  
Language Classes ◽  
Polish Language

The author argues that orthophonic exercises need to be urgently included in Polish language teaching. It is important not only because such exercises help to develop a student’s speech organs; they are generally beneficial in personal development, as well as supporting Polish language education. She also points to problems which many Polish people come across concerning correct articulation, and she presents the origins of such struggles: the influence of new media as well as the negligence of this matter at school. The article presents various orthophonic exercises, presents their aims and rules of employing them in Polish language teaching. Moreover, the author explains how to organise these exercises during Polish language classes.

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.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING

2018 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Desy Damayanti ◽  
Adin Fauzi ◽  
Azizatul Mahfida Inayati
Keyword(s):  
Language Teaching ◽  
Language Teachers ◽  
Learning Materials ◽  
Authentic Materials ◽  
Authentic Texts ◽  
Radio Broadcasting ◽  
Language Classroom ◽  
Level Of Understanding

Among some components of effective language classroom, learning materials indisputably play a focal role. They improve the quality of language teaching; facilitate teachers in doing their duties, and lead students to a higher level of understanding in learning. This research aims to discuss the notion of materials in language teaching. It made use of works of literature to outline the importance of materials in language teaching, and to analyze kinds of materials, which are relevant to language teaching. The analysis resulted in the classification of materials into two broad categories namely (1) created materials, which include course book, audio materials, and video materials; and (2) authentic materials, which cover authentic texts, movie/film, radio broadcasting, television program, graphs, maps, tables, and charts. This paper serves as an invaluable resource to facilitate language teachers in selecting appropriate materials for effective language teaching.

Reading in Modern Language Study

PMLA ◽  
1890 ◽  
Vol 5 (2) ◽  
pp. 33-46
Author(s):  
Edward S. Joynes
Keyword(s):  
Language Teaching ◽  
Professional Activity ◽  
Modern Language ◽  
Individual Work ◽  
Language Study

It is with extreme diffidence that I offer to read a paper before this Association. My own teaching is done under conditions of such disadvantage—with students so poorly prepared, and with results so unsatisfactory—that I cannot but feel how presumptuous it would be in me to attempt here to teach those who themselves teach under so much happier conditions and to so much better purpose than I can do. My sole apology might be an experience which, covering now three decades of language teaching, has passed through many phases both of our professional activity at large and of my own individual work. But these phases, for myself personally, have been rather renewals of effort and of disappointment than landmarks of progress or of triumph; and this experience, if I could recount it, might serve rather as a warning than as an example. So that it is as a seeker rather than as a giver that I come, to share my counsel with my more favored brethren; in order that by the confession of my own shortcomings, and especially by the criticism and discussion which this paper may elicit, I may be helped —and so perchance may help others—to find “the better way.”

FROM SOCIAL FORMS IN TEACHING GERMAN USE

2021 ◽  
Vol 02 (06) ◽  
pp. 73-77
Author(s):  
Anora Mamatova ◽  
Keyword(s):  
Language Teaching ◽  
German Language ◽  
Advantages And Disadvantages ◽  
Social Forms ◽  
The Social

The article analyzes the social forms used in German language teaching. Their types, advantages and disadvantages are shown.

scholarly journals Analysis of a didactic sequence for German language teaching in Kindergarten

2016 ◽  
Vol 19 (27) ◽  
pp. 203
Author(s):  
Josiete C. Queroz ◽  
Lidia Stutz
Keyword(s):  
Language Teaching ◽  
German Language

Embora a linguagem oral seja fundamental em nossas vidas, pois é por intermédio dela que expressamos nossos sentimentos, pensamentos, desejos, experiências e construímos conhecimento, pouco se fala sobre ela na educação infantil. Nesse sentido, amparados na teoria dos gêneros textuais, na perspectiva do interacionismo sociodiscursivo (ISD) (BRONCKART 2012; SCHNEUWLY/ DOLZ 2013), elaboramos uma sequência didática (SD) com base em dois contos de animais. Por meio dessa proposta intervencionista buscamos aprimorar a ordem do ensino e aprendizagem em um contexto escolar composto por crianças de faixa etária entre 03 e 04 anos de idade, os quais estão inseridos na rede particular de ensino. Para este artigo intentamos descrever e avaliar as configurações da SD elaborada, bem como analisar a presença de capacidades de linguagem. Além disso, apresentaremos resultados parciais das produções orais dos alunos. Ao analisarmos a SD, verificamos a predominância das capacidades de significação (15%) e das capacidades linguístico-discursivas (12,5%). Além disso, constatamos que a SD provê atividades para as produções orais das crianças, tendo em vista que os dois contos escolhidos e as atividades os envolvem emocionalmente, psicologicamente, bem como cognitivamente. Além de recontar a história, os alunos passaram a utilizar o vocabulário e até determinadas expressões em seu cotidiano

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