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Tytuł:
Zwischen den Welten: Digitale Kompetenzen und Tools in der Fremdsprachendidaktik am Beispiel des Polnischen und Russischen
Between the worlds: Digital competences and tools in foreign language didactic on the example of Polish and Russian
Autorzy:
Mróz, Anna
Powiązania:
https://bibliotekanauki.pl/articles/28408454.pdf
Data publikacji:
2023
Wydawca:
Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
digital tools
foreign language didactic
media in didactic
teacher media training
Game-Based-Learning
Opis:
The article aims to present the results of the Interreg project “DPL digital” at the Department of Slavonic Studies at the University of Greifswald and the implementation of digital tools in foreign language pedagogy on the example of Polish and Russian. The project was carried out in the seminar “Media Use in Foreign Language Teaching Didactics”. The essence of the project was to familiarize students with selected online tools that can be used in teaching foreign languages. It was conducted as part of the seminar “Use of media in foreign language teaching”, whose didactic assumption was strengthening the digital competences of future teachers through project work. Nowadays, practice-oriented media pedagogy is an integral component of teacher training and an essential prerequisite for modern teaching in schools (Bäsler 2021:431). DPL digital follows the Game-Based-Learning approach when presenting or assessing linguistic content in a playful way. Recent analyses of the use of online tools in teaching Polish as a foreign language indicate that the effectiveness of learning process in the treatment group increases by 17% (Kaźmierczak 2020:46).
Źródło:
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft; 2023, 12; 203-215
2299-4122
2657-4799
Pojawia się w:
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Forschungsbericht zum Profil eines „guten“ Fremdsprachenlehrers an der Hochschule
Autorzy:
Mihułka, Krystyna
Chojnacka-Gärtner, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/911965.pdf
Data publikacji:
2019-07-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teacher education
personality traits
didactic characteristics
glottodidactic characteristics
Opis:
The aim of this article is to present the profile of a ‘good’ foreign language teacher,which has been created on the basis of the comments made by about 230 students of modern languages at Polish institutions of higher education (colleges and universities) in two voivodeships of Poland, namely Podkarpackie Voivodeship and Wielkopolska Voivodeship. In this image, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities, which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. This study is part of a larger research project covering all types of schools in Poland (from primary schools, through middle and secondary schools, to colleges and universities)
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 1; 89-108
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sprachliche Fehler und deren Auffassung im Wandel der Geschichte des Fremdsprachenunterrichts
Language Errors in Different Foreign Language Teaching Perspectives
Autorzy:
Pawłowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/917075.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
didactic process
language error
language teaching methods
learner autonomy
Opis:
The article focuses on the problem of language errors that – more often than not – still tends to be regarded as a marginal phenomenon which does not deserve any particular attention. An attempt is made at analyzing the concept of a language error and tracking the approach to it adopted in selected language teaching methods, arriving finally at the language error theory in modern language teaching.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 165-177
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Didaktisierung der Phraseologie am Beispiel der gewählten deutschen Phraseologismen mit Tiernamen
Autorzy:
Lidzba, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/458689.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
phraseology
phraseologism
didactic
phraseodidactic
learning
Phraseologie
Phraseologismus
Didaktik
Phraseodidaktik
Lernen
Opis:
Teaching Methodology of Phraseology on the Example of Chosen Phraseologisms with Animal Names The phraseologisms are used very often in our everyday life. They are present in our talks, although we don’t even thik about the using oft hem. The basis for my work is the Kühn‘s deffinition of phraseodidactics (Kühn 1993:58). The aim of this article is to pay attention to the shortcomings in the syllabus program in Poland. I decided to try to write a few exercises to remedy that lack of merial.
Die Phraseologismen werden sehr oft im alltäglichen Leben benutzt. Sie kommen in unseren Gesprächen oft vor, obwohl wir an die Nutzung von diesen Formen gar nicht denken. Hinzu kommt auch die Tatsache, dass sie in den Schulen auf der Primär- und Sekundärstufe kaum unterrichtet werden, da sie auch im Rahmenlehrplänen nicht berücksichtigt werden. Das Ziel der Studie ist, auf diese Lücken im Lehrprogramm in Polen hinzuweisen. Deswegen versuche ich in verschiedene Übungen zu entwerfen, um diesem Mangel abzuhelfen. Dem Beitrag liegt der Begriff Phraseodidaktik, der von Kühn (1993:58) definiert wurde.
Źródło:
Linguistische Treffen in Wrocław; 2018, 14; 339-349
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Podcasts im glottodidaktischen Medienverbund. Versuch einer vergleichenden Analyse
Autorzy:
Adamczak-Krysztofowicz, Sylwia
Stork, Antje
Powiązania:
https://bibliotekanauki.pl/articles/916968.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
listening comprehension
Podcasts
didactic listening materials
integrative training of listening comprehension
Opis:
There is no doubt that the development of listening comprehension skills in foreign language learning is one of the least understood, least researched and yet, most important areas of foreign language teaching. In the light of this, the article aims to examine the usage and role of Podcasts in comparison with other didactic listening materials. The paper concludes with the discussion of possible technical and learning potential of podcasts for designing integrative training of listening comprehension.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2009, 35, 1; 117-123
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Der Lehrer und seine didaktische Kompetenz
Teacher and his didactic competence
Autorzy:
Stancekova, Svetlana
Powiązania:
https://bibliotekanauki.pl/articles/428472.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
teacher
didactic competence
foreign languages
classes
Lehrer
didaktische Kompetenz
Fremdsprachen
Unterricht
Opis:
Competence means the ability to perform a certain activity. At the present, the teaching profession is at the center of interest both among the professional public and the general public. One asks how the teacher should be and what skills he should have. There will be a lot of discussion on the subject of teaching skills, with the goal of improving the education proces as much as possible and making it more effective. The didactic competence is described in the paper, because it occurs in our research. In the competency system, this represents the relationship of the teacher to the way he teaches,which strategies he should master with regard to the teaching process.
Die Kompetenz bedeutet die Fähigkeit, eine bestimmte Tätigkeit auszuüben. In der Gegenwart befindet sich der Lehrerberuf im Mittelpunkt des Interesses sowohl bei der Fachöffentlichkeit, als auch bei dem breiten Publikum. Man fragt sich dabei, wie der Lehrer sein sollte und welche Kompetenzen er besitzen sollte. Es werden zahlreiche Diskussionen zum Thema der Lehrerkompetenzen geführt, die das Ziel folgen, so viel wie möglich den Bildungsprozess zu verbessern und effektiver zu gestalten. Im Beitrag wird dann die didaktische Kompetenz beigebracht, weil diese in unserer Forschung vorkommt. Im Kompetenzsystem stellt diese die Beziehung des Lehrers zur Art und Weise, wie er unterrichtet, welche Strategien er beherrschen soll im Hinsicht auf den Unterrichtsprozess dar.
Źródło:
Studia z Teorii Wychowania; 2018, 3 (24); 45-56
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Forschungsbericht zum Profil eines „guten” Fremdsprachenlehrers am Gymnasium
Profil „dobrego” nauczyciela języka obcego w szkole gimnazjalnej – raport z badań
Profile of a ‘good’ foreign language teacher in a junior high school – research report
Autorzy:
Mihułka, Krystyna
Chojnacka-Gärtner, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/956219.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
didactic characteristics
personality traits
glottodidactic characteristics
cechy osobowościowe
cechy dydaktyczne
cechy glottodydaktyczne
Opis:
Celem artykułu jest ukazanie profilu „dobrego” nauczyciela języka obcego w szkole gimnazjalnej na podstawie wyników badań przeprowadzonych wśród uczniów wybranych szkół dwóch województw Polski (woj. podkarpackiego, woj. wielkopolskiego). Badanie to jest częścią większego projektu badawczego obejmującego wszystkie typy szkół w Polsce (oprócz wspomnianych gimnazjów, szkoły podstawowe, średnie i wyższe – kierunki neofilologiczne, głównie o specjalizacji nauczycielskiej).
The aim of this article is to present the profile of a ‘good’ foreign language teacher in junior high schools based on the results of the study conducted among pupils of selected junior high schools in two voivodeships of Poland, namely Podkarpackie Voivodeship and Wielkopolska Voivodeship. This study is part of a larger research project covering all types of schools in Poland. Apart from the above-mentioned junior high schools, primary schools, secondary schools as well as universities (neophilological degree courses, in particular those with teaching specialisation) are also included in this study.
Źródło:
Linguodidactica; 2017, 21; 205-219
1731-6332
Pojawia się w:
Linguodidactica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LISST: Fremdsprachenlehren und -lernen mit IT
Autorzy:
Grucza, Sambor
Szerszeń, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/915281.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
e-learning
learn platform
German as a foreign language
glottodidactics
didactic interaction
Opis:
The Internet didactic modules for the purposes of teaching languages and translation have been marked by a low degree of interactivity so far. Tests have been proofed and assessed automatically by an operating system, solely according to the answers entered to the system beforehand. Unlike the previous systems, the aim of the preparation of the Linguistically Smart Software System for Glottodidactics and Translation Didactics is to enable an automatic assessment of all full sentences written by the students themselves. The main goal of the text is to describe a new linguistically smart software, which was developed for Polish and German universities on a largescale in order to teach a given language and translation effectively.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2014, 41, 1; 35-51
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Logovisuelle Didaktik im Fremdsprachenunterricht
Logovisual didactic in a foreign language lesson
Dydaktyka logowizualna na lekcji języka obcego
Autorzy:
Sierak, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/16467901.pdf
Data publikacji:
2022-04-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
multimodal texts
text-image-combinations
logovisual didactic
teksty multimodalne
kombinacje tekstowo-obrazowe
dydaktyka logowizualna
Opis:
Die multimodalen Texte in Form von Text-Bild-Kombinationen sind aus dem Alltag nicht mehr wegzudenken. Sie treten uns überall entgegen und die Zeitschriften, Plakate oder Internet-Einträge können als die besten Beispiele dafür dienen. Ihre Allgegenwärtigkeit, die allen voran aus der rasanten Entwicklung sowie Verbreitung der Neuen Medien resultiert, trägt dazu bei, dass man sie ebenfalls im Falle des Fremdsprachenunterrichts nicht mehr übersehen kann. Ihr riesiges didaktisches Potenzial, das aus der semiotischen Arbeitsteilung von Sprache-Bild-Verknüpfungen folgt, kann nicht nur neue Möglichkeiten zur Förderung unterschiedlicher sprach- und nicht-sprachbezogener Kompetenzen von Fremdsprachenlernenden schaffen, sondern auch die Effektivität des Fremdsprachenlehr- und Lernprozesses erhöhen. Voraussetzung ist jedoch, dass die Lernenden solche Text-Bild-Kombinationen angemessen analysieren und begreifen können. Das Hauptziel des Beitrages besteht darin, einen Überblick über die Formen und Funktionen unterschiedlicher Text-Bild-Kombinationen im DaF-Unterricht zu verschaffen sowie die Annahmen der sich neu entwickelnden logovisuellen Didaktik, die zur Konfrontation mit Text-Bild-Kombinationen die Entwicklung der sog. Sehlesekompetenz annimmt, näherzubringen.
The multimodal texts in the form of text-image combinations have become an integral part of everyday life. We can notice them at every turn, and the best examples of it are the magazines, posters or the internet. Their omnipresence, which is primarily the result of the rapid development and spread of the new media, contributes to the fact that they can no longer be overlooked in the case of foreign language lessons either. Its huge didactic potential, which is the result of the semiotic division of labour of language-image connections, can not only create new opportunities to promote different language-related and non-language-related skills in foreign language learners but also increase the effectiveness of the process of teaching and learning foreign languages. The prerequisite, however, is that the learner can adequately analyze and understand them. The aim of this article is to make an overview of the forms and functions of different text-image combinations in the foreign language lesson and bring closer the assumptions of logovisual didactic, which assumes the development of special visual-reading literacy to confrontation with them.  
Źródło:
Neofilolog; 2022, 58/1; 133-150
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zum Einsatz von authentischem Quellenmaterial im Fremdsprachenunterricht am Beispiel von Fernsehnachrichten
Autorzy:
Mac, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/917751.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Authentic materials in foreign language teaching
Media
Methodic-didactic considerations on the work with TV news
Opis:
This article attempts to qualify the work with authentic source material such as TV news in foreign language teaching. At first, the role of authentic materials in foreign language teaching shall be discussed. Afterwards, TV news will be briefly examined and characterized from the point of view of media theory. Methodic-didactic considerations on the work with TV news in class round up the article.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 37, 1; 73-84
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Schüler/innen- und Lebensweltorientierung einschließlich ökonomischer Kompetenzentwicklung im Unterrichtsgegenstand „Geographie und Wirtschaftskunde” an österreichischen Schulen
Autorzy:
Fridrich, Christian
Powiązania:
https://bibliotekanauki.pl/articles/471368.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
kompetencje
model dydaktyczny
edukacja ekonomiczna
geografia w Austrii
upodmiotowienie
competencies
didactic model
Economic Education
Geography in Austria
empowerment
Opis:
The main focus of the curriculum of the subject area “Geography and Economic Education” in Austria is the action of humans in natural space, economy and society. This includes various aspects and consequences of these human actions in our world. Moreover, humans are also in the focus of didactics and teaching in the classroom. That means an orientation towards pupils and their ideas, previous knowledge, everyday life, interim competences etc. Since the great change of the Austrian curriculum in 1962, Economic Education became an equal part of the subject area “Geography.” During the first years many teachers fought against this change, namely the integration of Economic Education with Geography, instead of identifying the chances and opportunities. A good instruction from the didactic point of view is the combination of geographic and economic contents and aims. Even now, more than 50 years later, many teachers and also their pupils like Geography much more than Economic Education. What is Economic Education? The main aim of Economic Education is to empower kids and youths in their lives within the society penetrated by economy. The detailed areas and aims are discussed within this study. As a first approach to this complex topic a number of aspects is discussed in this article. The curriculum of “Geography and Economic Education” shows that most of the topics concern both areas (Geography and Economic Education). Those include globalization, implications of tourism on space and economy, the European Union and its consequences for countries, people(s) and economy etc. Previous studies show that the level of economic knowledge of pupils is low or very low. Also adults as teachers, politicians and in some aspects even economists show low economic knowledge. The question is if in order to improve their life situation economic competences of pupils are more important than just knowledge. What seems to be more alarming is the low interest of pupils in Economic Education, which is proved by studies. One main aim of the present empiric study of the author was to find out the reasons for the low interest of pupils in Economic Education. Therefore a cluster of research questions are developed: (1) How do teachers assess the importance of the main topics of the curriculum at the lower secondary level? (2) What are the types of teachers when we consider their opinion of economy in general and of Economic Education? (3) What are the detailed aspects which reduce the interest of pupils in Economic Education? (4) For which target groups and purposes can a didactic model of Economic Education help to improve this situation? The empiric study was conducted at all schools at the lower secondary level (grade 4–8) in Vienna with ample time for them to take part in this survey. The return rate of the questionnaires was 65,7%, the total number of participating teachers of Geography and Economic Education was N=527. Because of the mostly closed questions of the questionnaire quantitative methods were applied for this part of the study, such as: variance analysis, Wilcoxon-test, contingence analysis, cluster analysis, factor analysis, and correlation analysis. According to the research questions there were three main findings. The assessment of the importance of economically dominated curriculum topics by teachers was significantly bad and the author’s previous observations and experiences were proved. Four types of teachers concerning their interest in economy in general and Economic Education could be identified. The group with the worst attitudes state that also their pupils have a bad attitude towards Economic Education. One reason is the transfer of bad attitudes from teachers to their pupils. Another reason could be the statement of teachers who ascribe a low interest to their pupils in order to reduce their instruction of Economic Education. The discussion and interpretation shows that Economic Education must be more oriented towards the everyday life of pupils to meet their interest. Their ideas, experiences and concepts must be in the centre of the instruction. This means that their lives that are filled with economy-based issues must be the starting point of instruction at the lower secondary level – in other words: the approaches must be drawn from life. The main aim of Economic Education must be to enable young people to take mature actions in our society. Mature in this context means self-determined, responsible and competent. Entrepreneurship education is only a small part of Economic Education, therefore should not be confused with Economic Education. Finally, the discussion of results leads to a didactic model of “everyday-oriented Economic Education” in which kids and young adults are situated in the centre. As they are surrounded by economy every step of the way, they need a competent Economic Education which prepares them for mature actions in four big economic areas of our society: private households, consumption, working world and society. Three main competence levels are regarded as essential in this context: a) remembering and understanding, b) applying and analysing, c) evaluating and creating. Economic Education does not guarantee mature actions, it only enables them. For all that a human can also act inadequately (irrationally, as if unadopted to a special situation, irresponsibly etc.). Furthermore, actions are influenced by internal aspects, such as motives, codes, and values, as well as external factors, such as actions of other humans, constraints and restrictions. Having acquired those competences young people can play a vital role in shaping their “environments of life,” which are also affected by unintended consequences of actions. Nevertheless, these shaped “environments of life” are again the starting point for the process of instruction (see graphic chart on the next page). This didactic model of Economic Education can help to improve the initial as well as the in-service teacher training by showing clearly the process, aims, areas, and influences of Economic Education. It may help to sensibilise future teachers and teachers in schools for adequate approaches to Economic Education which is part of a modern instruction of “Geography and Economic Education” and part of a profound general education of every human in our complex society.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica; 2014, 6 Innowacje w kształceniu geograficznym i przyrodniczym; 33-52
2084-5456
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Deutsch und seine didaktische Anziehungskraft
The German Language and Its Didactic Attraction
Autorzy:
Brunner, Richard
Brunner, Astrid
Bilous, Oleksandr
Powiązania:
https://bibliotekanauki.pl/articles/458637.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
didaktische Anziehungskraft
Deutsch
Globalisierung
kultureller Einfluss
Verständigung
europäischer Kontext
didactic attraction
German language
globalisation
cultural impact
mutual understanding
European context
Opis:
Die deutsche Sprache ist vor allem eine europäische Sprache; ihre Zukunft entscheidet sich in Europa, denn hier hat sie ihren Schwerpunkt. Sie wurde nicht durch Kolonialismus in der Welt verbreitet. Doch übertrifft sie in Europa nach der Zahl der Muttersprachler (95 Mio. in Europa, 120 Mio. erdeweit) und der Zahl der Staaten (7), in denen sie Amtssprache ist. Wenn wir über die deutsche Sprache im europäischen Kontext reden, fällt uns der mittlerweile auf der ganzen Welt gebräuchliche Ausdruck Globalisierung ein. Wir denken dabei in der Regel an Prozesse ökonomischer und ökologischer Verflechtungen, wir denken an die Öffnung von Märkten und Grenzen, an die wachsende Integration von Nationalstaaten durch den wirtschaftlichen und wissenschaftlichen Austausch, wir denken an politische Konfigurationen, an den technologischen Fortschritt und die kulturellen Einflüsse, aber auch an die globale Verbreitung von Ideen und Überzeugungen auf Deutsch und an seine Anziehungskraft bei seinem Erlernen.
German is a European language whose future will be determined primarily in Europe, because it is here where this language is used most of all. Although the German language’s usage wasn’t expanded due to colonial achievements the number of the speakers who consider it their mother tongue makes nearly 95 million people in Europe and 120 million throughout the world. Seven European nations provide German language with official status. When they speak about this language in European context globalisation issues come forth at once. First of all it designates not only the intertwined economical and environmental development processes, but also discovery of new sales markets and borders opening, deeper integration of new nations due to scientific and economical exchange between them and “Old Europe” countries, technological progress, cultural impact and didactic attraction of the German language as well as the exchange and dissemination of ideas, thoughts, and views leading to mutual understanding between nations.
Źródło:
Linguistische Treffen in Wrocław; 2019, 15; 49-58
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Literatur als Freiraum: Literaturdidaktik und literarizitätsorientierter DaF-Unterricht in Italien – Entwurf eines Forschungsprojekts
Literature as an open space. Didactics of literature and literariness-oriented lesson in DaF-context – draft of a research project
Autorzy:
Regni, Cecilia
Powiązania:
https://bibliotekanauki.pl/articles/30098204.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
Tematy:
Literaturdidaktik
Deutsch als Fremdsprache
Literarizität
Didactic of Literature
German as a foreign language
literariness
dydaktyka literatury
język niemiecki jako język obcy
literackość
Opis:
Sprache und Literatur bzw. sprachliche und literarische Bildung sind in der Geschichte der Fremdsprachendidaktik in Italien sehr eng verbunden. Wenn man den Schulkontext am Beispiel von Deutsch als Fremdsprache in den staatlichen italienischen Schulen näher betrachtet, findet man eine komplexe und vielseitige Situation vor. Worin besteht das Spezifische eines fremdsprachlichen literaturorientierten Unterrichts im DaF-Unterricht und wie lässt es sich wissenschaftstheoretisch fundieren? Diese Frage, die in den 1970er- und 1980er-Jahren in der wissenschaftlichen Debatte von vielen Sprach- und Literaturwissenschaftlern gestellt wurde, scheint heute im italienischen Schulsystem noch sehr aktuell und unbeantwortet zu sein. Obwohl sich mit dem im Jahr 2020 neu erschienenen Begleitband des Europäischen Referenzrahmens für Sprachen neue Perspektiven eröffneten, bleibt die Diskussion zur Rolle der literarischen Bildung und der Bedeutung eines literaturorientierten Unterrichts noch offen. Dies regt zur Entdeckung neuer Forschungswege an. Der Beitrag gibt einen Überblick über das italienische Schulsystem im DaF-Bereich, fokussiert dabei auf die Richtlinien für den Einsatz literarischer Texte im Unterricht. Es werden dann in groben Umrissen die Ergebnisse der bisher durchgeführten Studien zur Rolle der Literatur im DaF-Kontext präsentiert und ein Forschungsprojekt zum Thema Literarizität im DaF-Unterricht in Italien vorgestellt.
Język i literatura, czyli edukacja lingwistyczna i literacka, są ze sobą bardzo ściśle powiązane w historii nauczania języków obcych we Włoszech. Jeśli przyjrzeć się kontekstowi szkolnemu na przykładzie języka niemieckiego jako języka obcego we włoskich szkołach państwowych, można zauważyć złożoną i zróżnicowaną sytuację. Na czym polega specyfika lekcji języka niemieckiego jako języka obcego (DaF), zorientowanej na literaturę w języku niemieckim i jak można ją naukowo uzasadnić? To pytanie, zadawane przez wielu lingwistów i literaturoznawców w debacie naukowej w latach 1970. i 1980., nadal wydaje się być bardzo aktualne we włoskim systemie nauczania. Chociaż wydany w 2020 roku tom Europejskiego Systemu Opisu Kształcenia Językowego otworzył nowe perspektywy, dyskusja na temat roli edukacji literackiej i znaczenia nauczania zorientowanego na literaturę pozostaje wciąż otwarta, co stymuluje odkrywanie nowych ścieżek badawczych. Artykuł prezentuje przegląd włoskiego systemu nauczania w obszarze DaF, skupiając się na wskazówkach dotyczących wykorzystania tekstów literackich podczas lekcji. Następnie omówiono w zarysie wyniki przeprowadzonych dotychczas badań nad rolą literatury w kontekście nauczania języka niemieckiego jako języka obcego oraz przedstawiono projekt badawczy dotyczący aspektów literackości tekstów wykorzystywanych w nauce języka niemieckiego jako języka obcego na lekcjach we Włoszech.
Language and literature, or linguistics and literary education, in the Italian context, in the history of foreign language didactics, are very closely linked. If one takes a closer look at the Italian school system, using the example of German as a foreign language, a complex and varied situation can be observed. What is specific about a literature-oriented lesson in German as a foreign language and how can it be scientifically founded? This is a question, which was asked in the scientific debate in the German-speaking world, by many linguists and literary scholars in the 1970s and 1980s and it still seems to be unanswered in the Italian school context today. Although new perspectives have been opened up with the volume accompanying the European Framework of Reference for Languages, published in 2020, the discussion on the role of literary education and the importance of literatureoriented teaching still remains an open question and encourages the discovery of new research paths.
Źródło:
Colloquia Germanica Stetinensia; 2023, 32; 291-306
2450-8543
2353-317X
Pojawia się w:
Colloquia Germanica Stetinensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Forschungsbericht zum Profil eines „guten“ Fremdsprachenlehrers in der Oberschule
Autorzy:
Mihułka, Krystyna
Chojnacka-Gärtner, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/559856.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
profile of ‘good’ foreign language teacher
personality traits
didactic characteristics
glottodidactic characteristics
profil „dobrego” nauczyciela języka obcego
cechy osobowościowe
cechy dydaktyczne
cechy glottodydaktyczne
Opis:
Profile of a ‘good’ foreign language teacher in a high school – research report The aim of this article is to present the profile of a ‘good’ foreign language teacher in high schools based on the results of the study conducted among pupils of selected high schools in two voivodeships of Poland, namely Podkarpackie Voivodeship and Wielkopolska Voivodeship. This study is part of a larger research project covering all types of schools in Poland. Apart from the above-mentioned junior high schools, primary schools, secondary schools as well as universities (neophilological degree courses, in particular those with teaching specialisation) are also included in this study.
Źródło:
Orbis Linguarum; 2018, 51; 647-660
1426-7241
Pojawia się w:
Orbis Linguarum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WAS HEIßT, MUSIK ZU VERSTEHEN? THEORETISCHE EINSICHTEN UND PRAKTISCHE EMPFEHLUNGEN EINER LEBENSWELTORIENTIERTEN ÄSTHETISCHEN HERMENEUTIK
WHAT IS THE MEANING OF MUSIC? THEORETICAL INSIGHTS AND PRACTICAL RECOMMENDATIONS WORLD BASED ON AESTHETIC HERMENEUTICS
Autorzy:
Heinrich Ehrenforth, Karl
Powiązania:
https://bibliotekanauki.pl/articles/566552.pdf
Data publikacji:
2014
Wydawca:
Akademia Pomorska w Słupsku
Tematy:
musikalische Hermeneutik didaktische Interpretation Musikverstehen
lebensweltorientierte
ästhetische Hermeneutik musikalische Bildung
musical hermeneutics
didactic interpretation
music understanding
life-world oriented
aesthetic hermeneutics
music education
Opis:
The author argues that music should not be mediated as a scientifically reduced object to amateurs and students, but as a message for the listener. Music is not a kind of strange “thing”, but a “virtually-you”, and looks for a dialogue with everybody who listens to it. Music claims: “I mean you! I’m talking about you! I want to talk to you”! Not only is music sound and structure, but a life lived as a reflection of sounds. It is the shape in which the dialogue with music finds its sustenance. The author examines one of the time-honored musical forms – the rondo – to demonstrate his view. From a historical perspective, the rondo is a round-song, which plays an important role in our daily lives. With its typical contrast between what is already known (chorus) and new elements (couplet), the rondo reflects our different experiences of time: time as a line (time of day) and time as a circle (circle of celebration). This article offers an insight into the the
Źródło:
Ars inter Culturas; 2014, 3; 43-51
2083-1226
Pojawia się w:
Ars inter Culturas
Dostawca treści:
Biblioteka Nauki
Artykuł
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