FORMATION OF COMMUNICATIVE LANGUAGE SKILLS IN GERMAN LANGUAGE LESSONS AS A LESSON OBJECTIVE

2021 ◽  
Author(s):  
Shaxnoza Xudanova ◽  
Fotima Umirzakova
Keyword(s):  
Language Skills ◽  
German Language ◽  
Lesson Objective

Ушбу мақолада немис тили ўқитишда коммуникатив тил кўникмаларини шакллантириш дарс мақсади сифатида танлаб олиниб, кўзланган мақсадга эришиш учун айрим дарсликлардан фойдаланишда ўрганувчилар тасаввурида юзага келадиган баъзи тушунчалар билан боғлиқ бўлган англашдаги қийинчиликлар ва уларни бартараф этишда ижобий фойда берадиган ижодий ёндашувлар хақида амалий изланишлар баён этилади. Шунингдек, бундай ёндашувларнинг коммуникатив кўникмалар шаклланишидаги муҳим аҳамияти хусусидаги амалий тажрибанинг ўрни тўғрисида ҳам сўз боради.

scholarly journals Skriftsprogskompetence og skriftsprogsvalg hos to kommandanter på Kronborg i 2. halvdel af 1600-tallet

2016 ◽  
Vol 52 ◽  
Author(s):  
Birgit Christensen
Keyword(s):  
Empirical Study ◽  
Language Skills ◽  
Written Language ◽  
German Language ◽  
Construction Work ◽  
Command Language ◽  
Vital Importance ◽  
The Subject ◽  
Professional Writers ◽  
Selection Of

It is a rule of thumb that the army’s command language was German until 1773 andafter that Danish. But along with the language of the army, the army’s administrationalso had a written language, and that is the subject of this brief empirical study. Thestudy will discuss the written language skills and the choice of written language by twocommandants of the same age at Kronborg, who were otherwise very different people,each holding the position of commandant at the fortress for a number of years in thesecond half of 17th century, in a selection of letters from them to the king and thecentral administration. The letters are often about the construction work, which tookplace at Kronborg at the time. The following questions are asked: Which language wasused when writing to whom? And what language did they allow to be written to whom,when they used professional writers? In what situations did they use professional writers?Was the choice of language determined by the recipient? The first is the Danishnobleman Eiller Holck (1627–1696). The letters examined are from 1660–1664. EillerHolck, who was quite well-educated, was skilled at writing in both Danish and German,but mostly used a writer, and when writing himself, he seldomly wrote more than ashort text near his signature. When he himself wrote to the king, he wrote Danish,but when writing to the king using a writer, the writer used German. This was also thecase when writing to the Danish/Norwegian nobleman Jørgen Bielke. This is perhapslinked with the language skills of the writer that was available. Holck took into accountthe fact that his superior, Danish Field Marshall Hans Schack, preferred German. BothHans Schack and Eiller Holck used translations in communications with their troops.The second is Jacob Geueke, son of a commoner from Burg on the German island ofFemern (1617–1699). The letters examined are from 1688–1692. He used German language writers, only wrote amendments on the letters himself and only in Germanand was not satisfied with his own standard of writing. Perhaps he understood Danish.It is of vital importance that many of the recipients of the letters in the central administrationwere from Holsten. Perhaps the delivered correspondence would have beenin Danish to a greater extent had Jørgen Bielke been more involved in the administration?

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 Deutsch als Fremdsprache in Rumänien am Beispiel der Polytechnischen Universität Temeswar

2021 ◽  
Vol 47 (1) ◽  
pp. 260-272
Author(s):  
Ana-Maria Dascălu-Romiţan
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Language Skills ◽  
Scientific Field ◽  
German Language ◽  
Language And Culture ◽  
The World ◽  
Foreign Language Skills

Abstract In the phenomenon of globalization, the foreign language skills are part of both scientific field and everyday life. Though the number of learners of German decreased in the last twenty years, German seems to be again in greater demand as a foreign language all over the world. In the Romanian universities, the study of the German language continues to arouse great interest in the recent years. The following article deals with the role that German language plays in our country, and it tries to find answers regarding the Banat region/area, by using the example of the Polytechnic University of Timișoara. Another topic that the author emphasizes is the contribution of German as a foreign language - lessons in promoting the German language and culture in the Banat region.

The German Integration Panel: how to measure the influence of integration courses on migrants integration?

2014 ◽  
Vol 7 (1) ◽  
pp. 43-55
Author(s):  
Nina Rother
Keyword(s):  
Language Proficiency ◽  
Large Scale ◽  
Language Skills ◽  
German Society ◽  
German Language ◽  
Control Group ◽  
Key Issues ◽  
Large Scale Survey ◽  
The Right ◽  
The Impact

In 2005, Germany’s Federal Government introduced integration courses in order to enable migrants to improve their German language skills and thereby also their general integration into German society. From 2005 to 2007, about 500,000 migrants were granted the right to take part in an integration course. Several methodological challenges had to be overcome when establishing the German Integration Panel, a longitudinal survey aimed at analysing the efficiency and sustainability of integration courses and the impact they have on general integration processes. Among the key issues of this large-scale survey was its global design, especially the composition and accessibility of a control group of non-course participants as well as the assessment of German language proficiency. 

Konzeptualisierung bildungssprachlicher Kompetenzen. Anregungen aus der pragmatischen und funktionalen Linguistik und Sprachdidaktik

2019 ◽  
Vol 71 (1) ◽  
pp. 327-352 ◽  
Author(s):  
Torsten Steinhoff
Keyword(s):  
Present Article ◽  
Academic Language ◽  
Language Skills ◽  
German Language ◽  
Heuristic Model ◽  
Functional Perspective ◽  
Cultural Conditions ◽  
Language Discourse ◽  
The Subject ◽  
Linguistic Functions

Abstract Academic language has been the subject of much interdisciplinary discourse. However, a major problem arises when attempting to operationalize the construct of academic language. A common approach is to determine typical grammatical and lexical features. However, such compilations are not suitable for describing and explaining linguistic functions and actions in academic language. They are thus also not suitable for investigating academic language skills, since they neglect a central aspect of language. This problem is addressed in the present article, which considers academic language skills from a pragmatic and functional perspective. First, transdisciplinary aspects concerning structure, diagnosis, acquisition, teaching and standards of academic language skills are considered. On the basis of these findings, a heuristic model for representing different aspects of academic language skills is presented. The three fields of the model consider relevant cultural conditions (domains, functions, fields of knowledge, tasks, interactions and media), academic language actions (modes, units) and relevant individual resources (cognitive, motivational, volitional). These are then discussed with reference to three central concepts in the German-language discourse on academic language: „Alltägliche Wissenschaftssprache“, „Diskurspraktiken“ and „Textprozeduren“.

Self-concept and Anxiety in Immigrant Children

1999 ◽  
Vol 23 (1) ◽  
pp. 125-147 ◽  
Author(s):  
Claudia M. Roebers ◽  
Wolfgang Schneider
Keyword(s):  
Peer Relations ◽  
Language Skills ◽  
Total Sample ◽  
Immigrant Children ◽  
Self Concept ◽  
German Language ◽  
Eastern Region ◽  
General Anxiety ◽  
German Speaking ◽  
Former Ussr

In a longitudinal study of acculturation in Germany, a total sample ( N 364) of immigrant and nonimmigrant elementary schoolchildren were tested in regard to achievement related personality variables, such as self-concept, anxiety, and peer relations. The participants belonged to one of four subgroups: (1) nonimmigrants from the Western region of Germany; (2) nonimmigrants from the Eastern region; (3) German-speaking immigrants from the former German Democratic Republic; and (4) immigrants with poor German language skills from the former USSR. Migration did not seem to lead to a global decrease of self-concept or to an increase of general anxiety. However, the immigrant children did differ in their self-concept in the German language and in test anxiety from the nonimmigrant children. The chosen parameters proved to be fairly stable over time in the German-speaking groups and in the immigrant group with poor German language skills, the self-concept was more stable with a longer stay in Germany. Overall, comparing the immigrants with the nonimmigrants: (a) an acceleration in the development of self-evaluations; and (b) an interruption in the gradual stabilisation of the personality became apparent.

Wage Performance of Immigrants in Germany

2019 ◽  
Vol 20 (4) ◽  
pp. e141-e169 ◽  
Author(s):  
Robert C. M. Beyer
Keyword(s):  
Wage Gap ◽  
Language Skills ◽  
Immigrant Workers ◽  
German Language ◽  
Native Workers ◽  
Over Time

Abstract This paper updates and deepens our understanding of the wage performance of immigrants in Germany. Using the German Socio-Economic Panel, it documents that immigrant workers initially earn on average 20% less than native workers with otherwise identical characteristics. The gap is smaller for immigrants from advanced countries, with good German language skills, and with a German degree, and larger for others. The gap declines gradually over time but at a decreasing rate and much faster for more recent cohorts. Less success in obtaining jobs with higher occupational autonomy explains half of the wage gap.

scholarly journals Mental Health in Children of Immigrants in Germany: The Role of Socio-Demographic and Immigration-Related Characteristics

2021 ◽  
Author(s):  
Ronja A. Runge ◽  
Heide Glaesmer ◽  
Julian Schmitz ◽  
Yuriy Nesterko
Keyword(s):  
Mental Health ◽  
Socioeconomic Status ◽  
Health Status ◽  
Health Outcomes ◽  
Behavioral Problems ◽  
Language Skills ◽  
Children Of Immigrants ◽  
Mental Health Outcomes ◽  
Emotional And Behavioral Problems ◽  
German Language

AbstractOver the last decades, the number of immigrants in Germany has been rising steadily. One result of this is that currently, around 40% of children in the country have immigrant parents. Existing studies report rather mixed results concerning their mental health outcomes. The present study provides some insight into factors that affect the mental health of this population. We compared emotional and behavioral problems (assessed via the SOEP-SDQ) in 5- to 10- year-old children of immigrants and their native German peers (N = 2441). We considered socioeconomic status as well as immigration-related characteristics of parents (age at immigration, country of origin, perceived discrimination, host country language skills, and immigrant generation). We examined the mental health status of the parents as a possible mediator between these characteristics and the children’s mental health outcomes. We did not find a difference in emotional and behavioral problems between immigrant and native children living in Germany. Low socioeconomic status was associated with more emotional and behavioral problems in both immigrant and native German children. Younger age at immigration to Germany in fathers and poorer German language skills among mothers were found to be directly associated with poorer mental health in children of immigrants. Mothers’ mental health status mediated the effects of perceived discrimination and mothers’ German language skills. The results underline the urgent need for a more detailed examination of immigration-related characteristics in immigrants living in Germany in order to better understand and prevent possible mental health-related disadvantages among their children.

scholarly journals THEORETICAL AND PRACTICAL USE OF TV ADS IN GERMAN LANGUAGE EDUCATION

2020 ◽  
Vol 9 (71) ◽  
Keyword(s):  
Teacher Candidates ◽  
Language Skills ◽  
Group Discussion ◽  
Language Education ◽  
Target Language ◽  
German Language ◽  
School Students ◽  
Language And Culture ◽  
9Th Grade ◽  
Turkish Language

In the present study, the role of TV advertisements, which are prepared by blending the cultural, social, and linguistic elements, in language education, how to transform them into course material, and the results obtained by using the transformed material in language education are discussed. For this purpose, a qualitative research pattern consisting of two steps was employed in the situation analysis. In the first step, the teacher candidates who have been theoretically informed were asked to prepare 5 exercises on the Toyota car advertisement to be used in language education. Among 140 exercises obtained from the experimental study, the similar ones were eliminated using the content analysis method, classified within the fundamental language skills, and 37 sample exercises were obtained. In the second step, the same advertisement was used in the course for 9th-grade secondary school students and the course was videotaped in order to objectively analyze the course. Watched twice in the class, the advertisement was discussed in German language and, in case of expressional deficiency problems, in Turkish language. Among the exercises addressing different skills and prepared by the teacher candidates, 10 exercises were first implemented individually first and then together with class. At the end of course, 5 structured questions prepared for the focus group discussion were conducted with students and their opinions were assessed by taking voice records. It was determined that the TV advertisements can be easily transformed into course materials, that they can be used at every level and in developing 4 fundamental language skills, that they increased the students’ motivation since they are fun and pleasant to use, that they successfully teach the speaking-body language and culture of the target language, and that they make it easier to teach the words. For these reasons, it was concluded that TV advertisements should be used in foreign language education gradually more widely. Keywords: advertisements, language education, use of advertisements in language education

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