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

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.

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Culture and the Common European Framework for Languages: A Comparative Corpus Analysis of 2001, 2018 and 2020 Texts

European Journal of Educational Sciences ◽

10.19044/ejes.v8no4a15 ◽

2021 ◽

Vol 8 (4) ◽

pp. 15-27

Author(s):

Mustafa Dolmaci ◽

Hatice Sezgin

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

Language Education ◽

Foreign Language Education ◽

Corpus Analysis ◽

Target Language ◽

Common Basis ◽

Curriculum Guidelines ◽

The Common ◽

N Gram

In order to provide “a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe”, The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign language proficiency levels are defined all around the world. The CEFR adopts an intercultural approach to foreign language, and the main purpose is to protect cultural diversity and to give importance to cultural activities rather than being a part of foreign language education. For this reason, culture is at the very core of the CEFR. In 2018 and 2020, two Companion Volumes were published to complement the CEFR. The present paper offers a comparative corpus analysis of these three texts focusing on the occurrences of culture-related items using n-gram tool of Sketch Engine (Lexical Computing, n. d.), which creates frequency lists of sequences of tokens. Based on the findings, it is suggested according to the CEFR that rather than focusing on the national culture of the native speakers of the target language, foreign language education should focus more on the “new culture” formed by the encounters of people coming from different cultures.

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Definition af kompetenceniveauer i fremmedsprog inden for en fælles europæisk referenceramme

HERMES - Journal of Language and Communication in Business ◽

10.7146/hjlcb.v16i30.25715 ◽

2017 ◽

Vol 16 (30) ◽

pp. 39

Author(s):

Karen Lauridsen

Keyword(s):

Foreign Language ◽

Diagnostic Testing ◽

Testing System ◽

Council Of Europe ◽

Language Competence ◽

Web Based ◽

The Common ◽

Definition Of ◽

Different Levels

The definition of levels of foreign language competence is anything but unambiguous. There is thus a need for a more fine-tuned framework of reference, within which the different levels of competence may be described. In this article the Common European Framework of Reference, developed under the auspices of the Council of Europe, will be briefly described as will DIALANG, a web-based diagnostic testing system developed in accordance with the common European framework. Finally, the strengths and weak-nesses as well as the perspectives for future use of these new tools will be discussed.

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KOMPETENCJA RÓŻNOJĘZYCZNA W POCZĄTKOWYM KSZTAŁCENIU NAUCZYCIELI

Neofilolog ◽

10.14746/n.2015.45.1.05 ◽

2019 ◽

pp. 73-86 ◽

Cited By ~ 1

Author(s):

Krystyna Szymankiewicz ◽

Radosław Kucharczyk

Keyword(s):

Foreign Language ◽

Native Speaker ◽

Language Teachers ◽

Target Language ◽

Romance Languages ◽

Council Of Europe ◽

Modern Language ◽

Multilingual Communication ◽

The Common

Modern language policy in Europe has put forward the concept of multilingualism,and with this plurilingual competence. The definitions of both phenomenacan be found in numerous documents of the Council of Europe, especiallyin the Common European Framework of Reference for Languages.The authors of this document describe multilingual communication in somedetail, where the native speaker user is beyond the scale. A lot of attention iscurrently being given to issues of multilingualism in education, with numerousarticles, suggestions for teaching activities and tools to develop related skills.This article raises the question of the preparation of future teachers of languageswhich will be taught as the second foreign language (L3) and how plurilingualcompetence can be developed in the classroom. The study, conductedamong students of Romance languages answers the following questions.Are students, who are future L3 language teachers, adequately preparedto develop plurilingual competence in their students? Do they have theappropriate knowledge and practical skills to do this? What are their beliefsregarding the role of different languages when teaching the L3 target language?

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FORMATION OF QUALITATIVE CHARACTERISTICS OF FOREIGN LANGUAGE VOCABULARY IN THE CONDITIONS OF CHECHEN-RUSSIAN BILINGUALISM

Collection of works of the XI International Scientific and Practical Conference ◽

10.21672/978-5-9926-1237-0-005-009 ◽

2020 ◽

Author(s):

T.T. ABDUKADYROVA ◽

Keyword(s):

Foreign Language ◽

Effective Means ◽

Foreign Languages ◽

German Language ◽

Bilingual Students ◽

Lexical Competence ◽

Qualitative Characteristics

This article examines the problem of teaching foreign language vocabulary in bilingual conditions. The importance of this article is due to the fact that the emphasis is placed on the study of qualitative characteristics of foreign language vocabulary in the conditions of chechen-russian bilingualism, which can affect communication in the study of native, russian and foreign languages. In the process of teaching foreign language vocabulary in the conditions of chechen-russian bilingualism, it is accompanied by additional difficulties, which are manifested due to the interaction of different lexical systems of the contacting languages. It should be noted that the difficulties of mastering the spelling features of lexical units are due to the peculiarities of german spelling, which is characterized by numerous rules for combining letters when writing and exceptions. The result of the research is the conclusion that the proposed classification of the development of lexical units of the german language, as practice shows, is an effective means for bilingual students to overcome difficulties in the process of forming a foreign language lexical competence.

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Deutsch im Vergleich. Sprachliche Strukturen im Kontrast zum Italienischen

Linguistik Online ◽

10.13092/lo.111.8249 ◽

2021 ◽

Vol 111 (6) ◽

pp. 3-10

Author(s):

Peggy Katelhön ◽

Marina Brambilla ◽

Albana Muco

Keyword(s):

Foreign Language ◽

Translation Studies ◽

German Language ◽

Fine Grained ◽

The Common ◽

Contrastive Linguistics ◽

Points Of View ◽

Linguistic Structures ◽

Oriented Approach ◽

Language Pair

This thematic issue of Linguistik online is dedicated to Contrastive linguistics for the language pair Italian-German. The contributions collected here deal with Italian-German language comparison from different points of view. The common feature of all of them is a corpus-oriented approach. Using authentic attestations from different linguistic sources, the linguistic structures of both languages are analysed and compared with each other. The granular and fine-grained comparison enabled the authors to work out interesting results not only in the fields of morphology and syntax, but also for pragmatics, and text and discourse linguistics for both languages, which can be profitably used in foreign language didactics, theoretical linguistics and translation studies.

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Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment

Linguistica ◽

10.4312/linguistica.54.1.61-75 ◽

2014 ◽

Vol 54 (1) ◽

pp. 61-75

Author(s):

Andreja Retelj

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Communicative Competence ◽

Teaching Assessment ◽

Language Communication ◽

Teachers And Students ◽

The Common ◽

Language Textbooks ◽

Lexical Competence ◽

Different Levels

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has since its inception in 2001 served as a guideline not only for teachers and students, but also for curriculum writers, test developers, and textbook authors. CEFR was only translated into Slovenian in 2011. The key principle of CEFR is an action-oriented approach that defines the communicative competence of an individual on the basis of the language activities of reception (listening, reading), production (spoken and written), interaction (spoken), and mediation. Each individual skill is defined by descriptors for levels A1-C2. The aim is to ensure more transparency in the process of language teaching and learning and at the same time to enable students to develop their foreign-language communication competence in an efficient way. Given that foreign language textbooks greatly influence the way a foreign language is taught, the article tries to determine how the students’ lexical competence at different levels (as defined by CEFR) is developed with the aid of some of the most commonly used German language textbooks.

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Les apprenants prennent la parole : analyse des procedes de cohesion utilises dans le cadre d’une interview avec des locuteurs natifs

Neofilolog ◽

10.14746/n.2021.56.1.7 ◽

2021 ◽

pp. 91-105

Author(s):

Freiderikos Valetopoulos

Keyword(s):

Foreign Language ◽

Native Speakers ◽

Discourse Markers ◽

Structured Interview ◽

Corpus Analysis ◽

Professional Field ◽

The Common

The aim of this paper is to explore the strategies used by B1 learners of French as a Foreign Language to construct their discourse and achieve cohesion during an interview with native speakers. The results of this analysis will highlight the characteristics of the development of oral competences. According to the Common European Framework of Reference for Languages, B1 learners can communicate with some confidence on familiar routine and non-routine matters related to their interests and professional field. In an interview task, learners are able to take some initiatives but are very dependent on the interviewer in the interaction. Learners should also be able to use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions. The corpus analysis indicated certain strategies expressing inter-sentential and inter-sequential cohesion, such as use of discourse markers (et, donc) or markers of agreement (d’accord).

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

Glottodidactica An International Journal of Applied Linguistics ◽

10.14746/gl.2019.46.2.07 ◽

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

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Zum Bekanntheitsgrad erwerbsrelevanter Phraseme des Deutschen. Eine Untersuchung bei Germanistik-Studierenden an der Nationalen Kapodistrias-Universität Athen

Linguistik Online ◽

10.13092/lo.89.4272 ◽

2018 ◽

Vol 89 (2) ◽

Author(s):

Marios Chrissou ◽

Evangelos Makos

Keyword(s):

Foreign Language ◽

Questionnaire Survey ◽

High Frequency ◽

Negative Impact ◽

German Language ◽

Language Fluency ◽

Formulaic Language ◽

Learning Materials ◽

Language And Literature ◽

The Common

It is a common place in the phraseodidactic research that collocational fluency is a significant factor of language fluency. Nevertheless, formulaic language is not focused systematically in the Common European Framework of Reference for Languages and in learning materials for German as a foreign language. The lack of transparency and fragmentary treatment of set phrases have a negative impact over the development of collocational fluency.The present paper focuses on the extent that students of German Language and Literature at the National Kapodistrian University of Athens master high-frequency and common set phrases of German based on a questionnaire survey conducted. The results of the survey are discussed in terms of the deficiencies of institutional guidelines and learning materials. In line with this, proposals are formulated for the improvement of the institutional framework and the teaching of set phrases.

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KSZTAŁCENIE INTERKULTUROWE W DYDAKTYCE JĘZYKA NIEMIECKIEGO W POLSCE I W BADANIACH GERMANISTÓW. ANALIZA PORÓWNAWCZA WYBRANYCH DOKUMENTÓW I MATERIAŁÓW GLOTTODYDAKTYCZNYCH

Neofilolog ◽

10.14746/n.2019.52.2.6 ◽

2019 ◽

pp. 281-297

Author(s):

Sylwia Adamczak-Krysztofowicz ◽

Krystyna Mihułka

Keyword(s):

Intercultural Competence ◽

Core Curriculum ◽

Language Teaching ◽

German Language ◽

Council Of Europe ◽

Teaching Assessment ◽

The Common ◽

Critical Overview ◽

Different Levels ◽

Academic Debate

This article is intended to contribute to the academic debate on inter-cultural German language teaching and the relevant research in Poland. The authors present a critical overview and analysis of selected constitu-ent aspects of intercultural education and keywords which are im-portant for the evaluation of goals and content within the framework of interculturally-oriented teaching of German in Poland. The authors also discuss the form of presentation of intercultural aspects of educa-tion in The Common European Framework of Reference for Languages: Learning, teaching, assessment (Council of Europe, 2001), in the Polish core curriculum and in selected German language teaching materials which are meant to shape the intercultural competence of Polish learn-ers at different levels of proficiency and in different types of schools.

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