scholarly journals KEY COMPETENCIES IN GERMAN LANGUAGE TEXTBOOKS FOR REFUGEES: A NEED OR A DEMAND?

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Sonya P. Suganda
Keyword(s):  
Foreign Language ◽  
German Society ◽  
Foreign Languages ◽  
German Language ◽  
Social Changes ◽  
German Government ◽  
Angela Merkel ◽  
Key Competencies ◽  
Muslim Majority ◽  
Discussion Topic

Refugee crisis particularly from Muslim-majority countries has been a heated discussion topic nowadays. Compared to other European countries, Germany receives the most refugees. Entering 2018, Chancellor Angela Merkel was forced to implement new regulation by setting a quota for refugees. The presence of refugees in Germany appears real and striking, which in turn can lead to social problems, if both parties are not prepared to deal with this situation. To anticipate this, both the guests and the hosts must be educated to know each other and accept their situation.One of the ways taken by the German government, especially in preparing refugees to adapt well is through education for refugees. Therefore, teaching German as a foreign language is important as it can be a learning medium that is not only aimed at mastering the language but also to achieve a harmonious atmosphere that is increasingly coveted by a pluralistic society. This paper raises the issue of teaching foreign languages as an effect arising from social changes in German society. The results of the study show that the textbook entitled Perspektive Deutsch (Klett, 2014) considers that key competencies are an inseparable part of foreign language skills.

scholarly journals Morphological Characteristics of English Borrowings in the German Language in the Globalization Era

2020 ◽  
Vol 22 (2) ◽  
pp. 525-532
Author(s):  
E. V. Lobanovskaya ◽  
S. V. Muratova
Keyword(s):  
Foreign Language ◽  
European Community ◽  
Morphological Characteristics ◽  
German Society ◽  
Foreign Languages ◽  
German Language ◽  
Special Role ◽  
European Languages ◽  
Current Attitude

The article reveals the role of a foreign language / languages in the context of linguistic globalization and multiculturalism. The research featured the current attitude of German society to foreign languages and cultures. The authors believe that there is no contradiction between the modern multilingualism requirements and the promotion of German in the European community as a wholesome and stable language. As borders between languages become transparent, the development of linguistic consciousness acquires a special role. The research objective was to identify the motives behind borrowing that result from the needs of modern European community. The authors also explained the cases of incomplete or impossible assimilation of borrowings in German. They revealed some characteristics of English borrowings in German. For instance, hyphenation refers to the spelling of nouns borrowed from English. English verbs acquire German forms of weak verbs and their conjugation endings. Most borrowed nouns proved to have an unstable grammatical gender, while some of them are likened to German nouns and receive inflections. The syntagmatics of English adjectives is determined by English phonetics. The authors believe that the study of linguistic globalization will be useful to those interested in the development of European languages.

scholarly journals SCIENTIFIC-METHODICAL ASPECTS OF FORMATION OF READINESS FOR GERMAN-LANGUAGE PROFESSIONALLY ORIENTED COMMUNICATION OF FUTURE AGRICULTURISTS

2021 ◽  
Author(s):  
Tetyana Pakhomova ◽  
◽  
Olga Piddubtseva ◽  
Keyword(s):  
Foreign Language ◽  
Agricultural Sector ◽  
Foreign Languages ◽  
German Language ◽  
Language Training ◽  
Linguistic Features ◽  
Professional Activities ◽  
Joint Activities ◽  
Language Communication ◽  
German Speaking

Active European integration processes in the state, education and business determine relevance of the study. They pay special attention to the discipline «Foreign language for specific purposes» in the training of agricultural specialists. The purpose of this study is to consider the scientific and methodical aspects of formation of readiness for German-language professionally oriented communication among future agriculturists. Theoretical (analysis, systematization, generalization, modeling) and empirical methods were used to achieve this goal. They allowed to analyze the latest scientific research in the field of foreign language training, problems of readiness for foreign language communication, features of foreign language professionally oriented communication of agro-industrial enterprises` specialists. The analysis of the professional requirements for future farmers, scientific approaches to interpretation of the concept «readiness», modern concepts of foreign language teaching methods gave grounds to specify the concept of readiness for German-speaking professionally oriented communication of agriculturists, which is seen as the competence to use acquired knowledge, ability and skills for successful German-speaking professionally oriented communication. Analysis of the national experience of foreign language training of agricultural sector specialists shows that the main purpose of foreign languages studying in higher educational establishments is the training a specialist who can use the German language as a tool of professional activity and professional knowledge. In order to achieve this goal it is necessary to develop the linguistic, social-cultural, educational and professional components of German-speaking professionally oriented communicative competence. Communication is an integral part of the professional activities of specialists. It is based on general social and psychological patterns and focuses on the successful and effective implementation of professional duties, and includes the exchange of proposals, requirements, views, motives to solve specific problems, sign agreements or establish other relations between the subjects of joint activities. German-language professionally oriented communication has its linguistic features, namely: lexical (terms, scientific and technical phraseology, professionalism, jargon, abbreviations and acronyms), grammatical (nominal style, modal verbs, passive voice, sentence length) and stylistic (metaphor, comparison and epithets). According to the fundamental bases of foreign language training the model of formation of readiness for German-language professionally oriented communication among future agriculturists is proposed, based on the peculiarities of teaching foreign languages in agricultural universities and the specificity of professionally oriented communication of specialists in the agricultural sector. It consists of the following blocks: motivational-target, theoretical-methodological, content-technological and productive-estimated. The effectiveness of the model depends on such factors as: the organization of the appropriate language environment, modeling of professional situations in the classroom and increase motivation for professionally oriented communication. The results of the study are to determine the place of formation of readiness for foreign language communication in the professional education of future farmers, to determine the linguistic features of German-language communication of agronomists, to substantiate the organizational and pedagogical conditions of German-language training and create an appropriate model. The formation of readiness for professionally oriented communication in a foreign language is a systematic, long-term process that involves the development of traditional professional ideas, professional thinking and professional behavior.

scholarly journals Development of the Phonetic Skills in German as the Second Foreign Language on the Basis of the English Language

2016 ◽  
Vol 70 ◽  
pp. 62-69
Author(s):  
Liliya Ponomaryova ◽  
Elena Osadcha
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
English Language ◽  
Foreign Languages ◽  
German Language ◽  
Introductory Course ◽  
The Given

The problems of forming phonetic skills of the German language which is studied on the basis of the English language have been considered. The aim of this research is to make the comparative analysis of the phonetic aspects of the foreign languages that are taught one after another. There has been the attempt to analyze, generalize and systematize the material on the given topic which is presented in works in German, English, Ukrainian and Russian on the main theoretical questions connected with the process of teaching the second foreign language. It was shown that while forming phonetic skills in German, it is necessary to give the characteristics to the phonetic, rhythmic and intonation peculiarities of both German and English; to point out the difficulties of mastering the pronunciation system of German, to develop the introductory course and the material for phonetic warming-up and to work out the algorithm of introducing a new sound.

scholarly journals USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING

2020 ◽  
Vol 6 (1) ◽  
pp. 167-184
Author(s):  
HASAN COŞKUN
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
German Language ◽  
Teaching Materials ◽  
Teachers And Students ◽  
Education In Turkey

The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of  Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc. The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages ​​in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught.  The Board for Higher Education in Turkey, has introduced second foreign language lessons in  foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages.  Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.

THE PRESENT POSITION AND FUTURE PROSPECTS OF THE GERMAN LANGUAGE IN CROATIAN TOURISM

2007 ◽  
Vol 13 (3) ◽  
pp. 693-700
Author(s):  
Nevenka Blazević ◽  
Maja Blazević
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Tourism Industry ◽  
Foreign Languages ◽  
Educational Institutions ◽  
German Language ◽  
Global Competition ◽  
Tourist Industry ◽  
German Speaking ◽  
Communication Needs

The global competition on the tourist market and the internationalization of the tourist industry intensify the need for language learning. Knowledge of foreign languages is the most important prerequisite of the quality service in the tourist industry. The structure of foreign guests in Croatia classified by emitting countries proves that the part of the German speaking guests in comparison with other language communities is the most prominent one, so that German is the most important foreign language for the communication in Croatian tourism. Although its learning in Croatian educational institutions compared to English has been neglected, it has been learnt by all pupils in vocational schools for hotel and tourism industry. In Croatian tourism English as the language of the global communication can not satisfy all communication needs in tourism.

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

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.

scholarly journals Literary Texts in Teaching German as a Foreign Language

2019 ◽  
Vol 2 (3) ◽  
pp. 7
Author(s):  
Brunilda Vërçani ◽  
Enkela Bezati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Literary Text ◽  
Foreign Languages ◽  
Literary Texts ◽  
German Language ◽  
Language Abilities ◽  
Text Selection ◽  
Selection Principles

For years into the teaching of foreign languages, the main focus has been the communication in real situations with the aim of comprehension and using of language abilities. But the teaching of foreign language, in our case the german language, cannot be understood on only one function: the communication in real situations. Learning foreign languages means that the learner have to know the history, the culture and the spirit of a nation. A way to achive that, is the literary text inclusion on the foreign language learning whose functions are more than mentioned. Literary texts can motivate the learners to arouse their curiousity and interest. This help them to understand the culture of the foreign country and to stimulate their abilities to make comparisons. The use of literary text, into the teaching of foreign languages in based on several steps, that are related to the phase before, during and after textanalysing. An important role play the criteria of the text selection, principles, learning objectives and working methods with literary text into the teaching of foreign languages.

scholarly journals Language education: communicative tolerance as a component of communicative competence

Litera ◽  
2021 ◽  
pp. 1-8
Author(s):  
Evgeniya Anatol'evna Baldanova ◽  
Nataliya Bal'zhinimaevna Dondokova
Keyword(s):  
Foreign Language ◽  
Social Roles ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Languages ◽  
Language Form ◽  
Interaction Partners ◽  
Key Competencies ◽  
The Subject

The subject of this research is language education as teaching a foreign language; the object of this research is the concepts "competency" and "competence". The authors consider the views of foreign and domestic scientists and researchers on the content of the categories "competency" and "competence", and conduct comparative analysis. Particular attention is paid to the elements of the key competencies, namely communication competence. Analysis is conducted on aspects as "communicative competence" and "communicative tolerance". Communicative competence includes not only the command of languages, but also mastering various social roles in the team and the ability to communicate. The author emphasizes the role of the "Foreign languages" discipline in the formation of communicative competence and communicative tolerance of students . The conclusion is made that communicative tolerance is the component of communicative competence. It is necessary to purposefully cultivate communicative competence in students, as the communicative readiness for tolerant communication with the interaction partners. Teaching students a foreign language form communicative competence aimed at mastering the ability of students to communicate tolerantly. The scientific novelty lies in the statement that communicative competence includes not only the command of languages, but also mastering various social roles in the team and students' skill of tolerate communication. The proposed analysis will be of interest to the scientists dealing with the nature of the categories "competency" and "competence".

IMPORTANCE OF GERMAN LANGUAGE IN CROATIAN TOURISM

2017 ◽  
Vol 8 (1-2) ◽  
pp. 149-158
Author(s):  
Nevenka Blažević ◽  
Brigita Bosnar-Valković
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Tourism Industry ◽  
Foreign Languages ◽  
Main Topic ◽  
German Language ◽  
Quality Service ◽  
Important Prerequisite ◽  
German Speaking

Communication skills present one of the most important components of the quality service in the tourism industry. They are based on the knowledge of foreign languages which is the most important prerequisite for satisfying the guests’ needs. The structure of foreign guests in Croatia classified by emitting countries proves that the part o f the German speaking guests in comparison with other language communities is the most prominent one, so that we can conclude that German is the foreign language number one in Croatian tourism. Within our research the questionnaire was carried out among German guests on holiday in Opatija with the main topic: quality service referring to the communication in German with hotel staff. The results of the performed questionnaire provide very important guidelines for the special appreciation of German language and of course its further improvement which is at the same time a very important contribution to the quality of the tourist product.

scholarly journals DISTANCE LEARNING OF FUTURE DOCTORS IN FOREIGN LANGUAGE: CHALLENGES OF TIME

2020 ◽  
pp. 32-39
Author(s):  
N. O. Fedchyshyn ◽  
N. I. Yelahina ◽  
O. H. Permyakova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Educational System ◽  
Foreign Languages ◽  
Educational Institutions ◽  
German Language ◽  
Motivational Factor ◽  
Normative Documents ◽  
External Resources ◽  
Advantages And Disadvantages

The article deals with the problem of the use of foreign (English, German) language distance learning for the training of future doctors. It has been analyzed the advantages and disadvantages of modern distance learning for students, teachers and higher educational institutions (oriented learning, personalization and differentiation of pedagogical activity). The main normative documents that regulate the development of distance learning in Ukraine are proposed. Great attention is paid to the problems and methods of distance learning, peculiarities of learning a foreign language by means of distance learning, some issues in the practice of teaching a foreign (English, German) language in the distance educational system for students of non-linguistic specialties on the basis of educational platform Moodle (types of activities offered by the platform, external resources useful for the use of distance learning in foreign languages). The concept of an adaptive approach to distance learning as a motivational factor in learning foreign languages ​​is characterized.

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