Journal articles on the topic 'German language Study and teaching (Primary)'
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Solomakha, Anzhelika. "APPLICATION OF DIGITAL TECHNOLOGIES FOR FORMATION OF FOREIGN LANGUAGE GRAMMAR COMPETENCE IN THE PROCESS OF EARLY LEARNING FOREIGN LANGUAGES (IN THE EXAMPLE OF THE GERMAN LANGUAGE)." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 121–35. http://dx.doi.org/10.28925/2414-0325.2020.8.11.
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The methodology of teaching foreign languages is constantly looking for ways to effectively master foreign languages by primary school students. The article deals with the possibility of using digital and multimedia technologies in the process of forming foreign language grammar competence of younger students on the example of the German language. The analysis of foreign experience proved the relevance of the introduction of such technologies in the teaching process of educational institutions of all levels, but it also noted the lack of studying the method of using digital and multimedia tools in the process of forming foreign language competence of primary school students, in particular when learning grammar in German. It is considered that in modern educational development conditions it is important to take into account the features of modern students, who are digital native, and the use of digital and multimedia technologies in German lessons is a natural and understandable tool for them. Future teachers and those, who are practicing the early language teaching, need to overcome psychological barriers and doubts about the effectiveness of new tools to make digital and multimedia technology a daily practice. The article proposes digital and multimedia resources and programs that can be used in the process of forming a foreign grammar competence at different stages of grammar processing, while fully complying with the requirements of the program "Foreign Languages for General and Specialty Educational Institutions 1-4 classes" of Ukraine. The comparative analysis of online resources intended for the study of foreign languages, including German, with the existing foreign language program for the New Ukrainian School (2018), taking into account the level of foreign language communication competence at the time of graduation from 4th grade, allowed to systematize existing digital networks on the Internet and cartoon resources in accordance with vocabulary stock and vocabulary topics, which will help to apply them effectively in German lessons, to increase the motivation of younger students, to encourage an independent study of a foreign language
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J. Sosulski, Michael. "Workshop in German Drama." Scenario: A Journal of Performative Teaching, Learning, Research II, no. 1 (January 1, 2008): 7–16. http://dx.doi.org/10.33178/scenario.2.1.2.
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This article presents a model for teaching a true four-skills second language course in German using student drama performance as the primary vehicle of instruction. Students in this workshop-style course learn to closely read literary German drama while enacting key scenes using authentic period acting techniques. Both the study of literary drama and the historical acting techniques with which they were performed offer students special access to important elements of German culture during notable eras while sharpening their mastery of advanced vocabulary and linguistic structure in German. The value of teaching drama through active learning, as well as the use of reflection in assessment are among the topics explored in this article. This article presents a model for teaching a true four-skills second language course in German using student drama performance as the primary vehicle of instruction. Students in this workshop-style course learn to closely read literary German drama while enacting key scenes using authentic period acting techniques. Both the study of literary drama and the historical acting techniques with which they were performed offer students special access to important elements of German culture during notable eras while sharpening their mastery of advanced vocabulary and linguistic structure in German. The value of teaching drama through active learning, as well as the use of reflection in assessment are among the topics explored in this article.
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Kazak, Yuliia. "SPECIFIC FEATURES OF SMART-TECHNOLOGIES USE IN THE VOCATIONAL TRAINING OF WOULD-BE GERMAN TEACHERS TRAINING." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 73–78. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247595.
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The article deals with the study of specific features of smart-technologies use while studying the German language by would-be foreign languages teachers. It is stated that the use of Internet technologies promotes the higher education applicants’ motivation and cognitive activity, their desire to study foreign languages, provides studying intensification and individualization. Having analysed scientific literature and relying on the personal experience, the author analysed specific features, opportunities and prospects for smart-technologies use in the vocational training of would-be German teachers. Smart education is proved to provoke flexibility, a long list of literature, a variety of multimedia, the ability to perform a quick and easy adaptation to the student’s level and necessities. The education also causes active experience and idea-sharing, course personification, the time saving to modify the existing educational content instead of its primary formation. The fact that smart technologies are characterized by flexibility, individualization, interactivity, multimedia use of the educational process is predominated. It promotes the combined implementation of individual and group lessons. The article justifies the fact that smart-technologies use while studying the German language helps to solve a number of educational tasks: the formation of listening comprehension, reading, writing, advanced vocabulary skills and abilities. It also stimulates the higher education applicants’ formation of firm motivation to study the German language. The following educational sites are used by Uman State Pedagogical University applicants of the educational programme ‘Secondary education. The English language and literature, the German language and literature while studying the German language are analysed: Rosetta stone, Deutsche Welle, Deutschlernerblog, YouTube-channel “Easy German”, the online newspaper ‘Zeit online’. The methodology to work with the audio texts on the site “Deutsche Welle” is described. The main advantages of smart technologies implementation while the German language teaching are outlined.
Keywords: innovative educational technologies; smart technologies; smart education; online resources; foreign languages would-be teachers; the German language; Deutsche Welle; language environment
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Nijemčević Perović, Marija. "Using Social Strategies in Teaching German as a Foreign Language at Primary School Level." Филолог – часопис за језик књижевност и културу 22, no. 22 (December 30, 2020): 216–37. http://dx.doi.org/10.21618/fil2022216n.
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The major purpose of this quantitative research is to investigate the frequency of social learning strategies used in teaching German as a foreign language within the population of primary school students of the higher grade (corresponding to the age of 11 to 14). Furthermore, the aim of this study is to explore the statistically significant differences between pupil’s gender, age, second language performance assessment as predictors and social learning strategies as dependent variables. The research was done during the first semester of the school year 2019 / 2020 with 218 students. The modified questionnaire Strategy Inventory for Language Learning designed by Rebecca Oxford, Likert and Guttman scale were used for data collection. The Cronbach’s Alpha reliability coefficient of the modified scale was α = .89. The research data was analysed by a quantitative method with IBM SPSS 23 and the results revealed that the primary school learners employed social learning strategies with an average value of 3.30, which represents a medium frequency of use. Results have shown that female students tend to use social learning strategies more frequently than males (Mf = 11.05; Mm = 9.74) and their usage becomes less intense with age (М5 = 4.14, М6 = 3.69, М7 = 2.42, М8 = 2.39). Performance assessment is not contributing significantly to their frequency (rho = .18, p = .39). The Mann - Whitney U test is used to compare whether there is a statistically significant difference in the dependent variable for two independent groups: students in late childhood and students in early adolescence. Results have shown that the second group of students use rarer social learning strategies than the first. Therefore, older learners were exposed to the strategies input. The Wilcoxon signed - rank test was used to compare repeated measurements on a single sample to assess whether their population mean ranks differ. Results have shown that strategies input contributing statistically significant to the detected changes in a date caused by strategies input (z = - 5.24 , p = .01). The slight difference between arithmetic means (М1 = 3.22; М2 = 3.36) was explained with the Affective filter hypothesis Stephen Krashen developed in the 1980s. This paper points out the importance of using social strategies in teaching and learning German as a foreign language. Pedagogical implications refer to some important indicators of social learning strategies – symmetrical and complementary interpersonal communication and the use of cooperative learning principles in the classroom.
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Sebestyén, Krisztina. "Differences in Foreign Language Choice of Students from Different Social Backgrounds." Central European Journal of Educational Research 3, no. 2 (July 19, 2021): 78–86. http://dx.doi.org/10.37441/cejer/2021/3/2/9364.
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According to previous research (e.g. Bernstein, 1971; Gogolin, 2014; Hegedűs et al., 2019), family background plays a decisive role in an individual's mother tongue acquisition and in learning foreign languages. In another study, parents with a high social background (54.0%) chose German for their children, and parents with a low social background (56.9%) chose English in primary school (Sebestyén, 2021). Based on this, in the study I examine what difference can be detected in the foreign language choice of high school students from different social backgrounds. In the study, I analyze the student data (890 people) of my database entitled “German learning and teaching in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties” prepared in the 2018/2019 school year, during which I perform cross-tabulation and cluster analysis with the help of SPSS program. The database contains data on 11th grade high school and vocational high school students who studied German and / or English in high school. As the results, there are differences between the learned foreign languages among secondary school students according to family background. Among the clusters related to high school choice, those belonging to the “Higher Education Oriented Local” cluster are most interested in foreign languages, most German-speaking (74.0%) and English (89,0%) students tend to be in this cluster. Overall, the majority of respondents learn English, while students from higher social backgrounds (also) learn German.
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GAGARINA, NATALIA. "Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung." Applied Psycholinguistics 37, no. 1 (December 9, 2015): 91–122. http://dx.doi.org/10.1017/s0142716415000430.
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ABSTRACTThe goal of this study was to trace the dual language development of the narrative macrostructure in three age groups of Russian–German bilingual children and to compare the performance of simultaneous and sequential bilinguals. Fine-grained analyses of macrostructure included three components: story structure, story complexity, and internal state terms. Oral narratives were elicited via the Multilingual Assessment Instrument for Narratives. Fifty-eight Russian–German speaking bilingual children from three age groups participated: preschoolers (mean age = 45 months) and elementary school pupils (mean age first grade = 84 months, mean age third grade = 111 months); and there were 34 simultaneous and 24 sequential bilinguals. The results showed significant improvement for all three components of macrostructure between the preschool and first-grade period. Additional significant development from first to third graders was found only for story complexity in Russian. This is explained by the Russian curriculum explicitly teaching narrative skills during early literacy training. In the two older groups, simultaneous bilinguals showed advantages over sequential bilinguals, for story complexity only. This finding suggests considering bilingual type when evaluating narrative skills of bilinguals. The results indicate cross-language association of only some components of narrative score across languages. The findings support the examination of various constituents of macrostructure when evaluating its development as well as the progression of narrative skills.
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Wilden, Eva, and Raphaela Porsch. "Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education." Studies in Second Language Learning and Teaching 10, no. 3 (September 30, 2020): 631–55. http://dx.doi.org/10.14746/ssllt.2020.10.3.9.
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This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.
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Behrent, Sigrid, Sabine Doff, Nicole Marx, and Gudrun Ziegler. "Review of doctoral research in second language acquisition in Germany (2006–2009)." Language Teaching 44, no. 2 (February 22, 2011): 237–61. http://dx.doi.org/10.1017/s0261444810000455.
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Our overview of current dissertation work at German universities has identified four main strands of research interest within the field of second language acquisition (SLA). The 38 Ph.D. theses reviewed here were all read between 2006 and 2009 and fall into the subject areas of: foreign language (FL) teaching in primary school, Content and Language Integrated Learning (CLIL) and multilingual pedagogy, language learner autonomy, and multimedia and language learning. Research methods are mostly qualitative in nature, although method and instrument triangulation are common, and studies often involve smaller research groups. The focus of study tends to be quite practical, reflecting the need to adapt teaching curriculums and learning materials to changing learning situations and populations.
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Huber, Máté Imre. "The pluricentricity of English and German in four coursebook series." Acta Academiae Beregsasiensis, Philologica I, no. 2 (December 20, 2022): 180–218. http://dx.doi.org/10.58423/2786-6726/2022-2-180-218.
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The present study is part of a complex research project, which, situated at the interface of sociolinguistics and language pedagogy, investigates the role of the pluricentricity of English and German in the Hungarian educational system. The focus of this study is on textbook families that are widely used and market leaders in Hungary, both in public education and in higher as well as adult education. The international literature on the pluricentricity of these two languages is extensive, and within it, the role of these languages in language teaching is receiving increasing attention. The comparative analysis upon which this paper is based analyses four textbook families (two English and two German ones) which are market leaders in Hungary, and cover the full range of proficiency levels from A1 to C1 of the Common European Framework of Reference for Languages. Thus, a total of 20 complete volumes (textbook, workbook, as well as supplementary and audio materials) are included in the analysis. Based on the recommendations of the relevant literature, which advocates the representation of pluricentricity primarily in the case of receptive skills, this paper examines the pluricentricity in three areas in language textbooks: (1) vocabulary, (2) reading comprehension, and (3) listening comprehension. The primary aim of the paper is to identify general trends, but to illustrate these, a number of specific examples are also analysed. The most fundamental finding of the study is that, in line with previous research, pluricentricity plays a rather marginal role in the textbook families studied. However, there are systematic differences between the textbook families published by different publishers, which suggests that it is possible to incorporate more pluricentric content in these materials, given an appropriate theoretical background and a sufficient degree of openness to linguistic variability. Although the differences resulting from pluricentricity are manifest at all levels of language, the textbook families studied focus almost exclusively on vocabulary differences, in some cases complemented by pronunciation. This is true not only of content aimed directly at developing vocabulary, but also of texts aimed at developing reading or listening comprehension. The study also looks at the thematic distribution of the pluricentric content, discovering significant anomalies, such as a strong over-representation of topics dealing with culinary specialities, especially in the case of German. On the positive side, compared with the results of previous studies of older publications from the same publisher, there is a greater emphasis on pluricentricity in the materials used today, which is an encouraging insight. The relevance and practical utility of this research is that it provides textbook publishers and curriculum developers with concrete, scientifically based recommendations based on the criticisms formulated on the basis of the scholarly analysis of the textbook families under study, which, if implemented, can bring language teaching and real language use closer together, and thus make the process of language learning more successful.
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Sahin, Senem. "Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (April 25, 2020): 662–74. http://dx.doi.org/10.33258/birle.v3i2.895.
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AbstractThis study of 30 primary teachers of English in Germany used questionnaires to explore their critical reflections on coursebook usage in classrooms. The research questions were: What are primary school teachers’ perceptions of English language teaching materials? What materials are used by primary school English language teachers? What are their reasons for using certain materials? What characteristics define good language teaching materials for primary school English teachers? The participants mostly prefer implementing their own self-designed materials in combination with coursebooks. Given that preparing personal primary school teaching materials is quite time-consuming, the teachers’ arguments for their choice should be explored further to optimize English language teaching. Some argued that self-designed materials are more adjustable to the needs of their students and more authentic. The paper proposes some strategies for striking a balance between teaching English with and without a coursebook, such as making coursebook learning activities more interactive and raising awareness of effective coursebook selection. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers.
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Andronie, Melina, Sebastian Krzyzek, Lena Bien-Miller, and Anja Wildemann. "Theory and practice: from Delphi-study to pedagogical training." Qualitative Research Journal 20, no. 1 (November 19, 2019): 63–75. http://dx.doi.org/10.1108/qrj-03-2019-0031.
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Purpose The purpose of this paper is to focus on the combination of Delphi and focus group techniques and on the utilization of qualitative content analysis in this context. Moreover, it illustrates the potential of this hybridized methodology for gathering information from experts on multilingual practices in the primary school context in Germany in order to conceptualize a teacher training. Design/methodology/approach Based on a structured guideline, two group discussions with experts from the scientific community, schools and educational institutions (n=13; n=12) focused on language diversity in the school context, multilingualism, the heritage languages of children as well as on the role of language reflection and metalinguistic awareness in (second) language acquisition and development in primary school. Both group discussions were qualitatively analyzed, and inductive categories were framed. Findings The main aspects derived from the data were: teaching actors, their language awareness, their knowledge about multilingualism and attitudes toward it, characteristics of the materials and methods used in language lessons as well as students’ own experiences with both heritage and second language(s). Practical implications Following these domains derived from the analyses of the data, the authors developed a teacher training, systematically considering multilingual teaching practices and implications resulting from the modified Delphi-study. Originality/value Due to the fact that knowledge and experience of experts from research and school context had been taken into account, the teacher training measure achieved higher acceptance and efficacy.
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Kiyko, Svitlana, and Olena Kudriavtseva. "FORMATION OF STRATEGIC COMPETENCES OF STUDENTS IN GERMAN AS A SECOND FOREIGN LANGUAGE." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 841 (October 2022): 21–29. http://dx.doi.org/10.31861/gph2022.841.21-20.
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The article examines characteristic features of teaching strategic competence as a way to reduce the number of communicative failures. Strategic competence is one of the components of communicative competence and is defined as a set of verbal and non-verbal communication strategies that serve to compensate for gaps in communication. It involves planning further speech actions, including the ability to self-correct. The object of the study is the process of teaching foreign language strategic competence to students of primary courses. The subject of the research is the content, means, methods of forming communicative strategies of word use. The purpose of the study is to identify and select the most appropriate strategies of word use for educational purposes, as well as to develop a method of organizing the teaching of strategic competence in the initial courses of language faculties. The realization of this goal involves solving the following tasks: to determine the place and role of strategic competence in the structure of communication and to describe different approaches to its consideration; to analyze the peculiarities of the formation of foreign language strategic competence among elementary school students studying German as a second foreign language; to conduct experimental training in order to determine the dependence of the quantity and quality of communicative strategies on the organization of training; to develop a method of forming communicative strategies of word use and to reveal its effectiveness. Different types of communicative strategies are divided into reductive strategies (avoidance of the topic, avoidance of conveying the intended content), achievement strategies (compensatory strategies, switching to another code, verbatim retelling, replacement, paraphrase, explanation in other words, word creation, restructuring, direct or indirect question about help) and correction strategies (waiting, using the semantic field). After analyzing of the use dynamics of strategies by the students of the control and experimental groups, we found that the number of positive achievement strategies began to increase as students learned to use strategies. At the same time, the number of used reductive strategies decreased and reached minimum values in the last classes. The total number of used strategies first began to increase, then slightly decreased and stabilized at an average level (26.8 units), while the use of reductive strategies significantly decreased to minimum values, which is the result of teaching students the methodology of strategic competence and their application of strategies in practice when answering in lessons.
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Goriot, Claire, Eddie Denessen, Joep Bakker, and Mienke Droop. "Benefits of being bilingual? The relationship between pupils’ perceptions of teachers’ appreciation of their home language and executive functioning." International Journal of Bilingualism 20, no. 6 (July 27, 2016): 700–713. http://dx.doi.org/10.1177/1367006915586470.
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Aims: We aimed to investigate whether bilingual pupil’s perceptions of teachers’ appreciation of their home language were of influence on bilingual cognitive advantages. Design: We examined whether Dutch bilingual primary school pupils who speak either German or Turkish at home differed in perceptions of their teacher’s appreciation of their HL, and whether these differences could explain differences between the two groups in executive functioning. Data and analysis: Executive functioning was measured through computer tasks, and perceived home language appreciation through orally administered questionnaires. The relationship between the two was assessed with regression analyses. Findings: German-Dutch pupils perceived there to be more appreciation of their home language from their teacher than Turkish-Dutch pupils. This difference did partly explain differences in executive functioning. Besides, we replicated bilingual advantages in nonverbal working memory and switching, but not in verbal working memory or inhibition. Originality and significance: This study demonstrates that bilingual advantages cannot be dissociated from the influence of the sociolinguistic context of the classroom. Thereby, it stresses the importance of culturally responsive teaching.
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Bhatti, Natalia Viktorovna, Olga Aleksandrovna Gorbacheva, Natalia Anatolievna Ivanova, Elena Pavlovna Savchenko, and Elena Yurievna Kharitonova. "Lexical acquisition of foreign languages by Russian native speakers." SHS Web of Conferences 127 (2021): 02015. http://dx.doi.org/10.1051/shsconf/202112702015.
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Global situation requires fluency in more than two languages nowadays. Professionals knowing several languages and aware of the lingvo-cultural aspects of global communication are of high value in the modern world due to economic, political and social – factors. Vocabulary proficiency determines an individual’s mastery of the native or the second (third) language owing to the fact that lexical skills include understanding of semantics of language elements, their potential compatibility with other units and phonological characteristics of words in speech. The present research deals with the lexical characteristics of simultaneous English and German acquisition as L2 and L3 respectively by the senior students of linguistics department majoring in History and Culture of the Countries of the Studied Languages of the Institute of linguistics and cross-cultural communication of Moscow State Regional University. The authors explore the factors of mutual influence of lexical systems of both languages in the process of their study by Russian native speakers and evaluate the impact of the native language on L2 and L3 acquisition. Having analyzed the specifics of such polylingual learning environment the authors offer а method of teaching vocabulary to advanced students based on the primary importance of the native language in the second or third language acquisition. The experiment carried out within the scope of the survey proves the efficiency of the suggested technique.
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Köse, Neslihan, and Haluk Unsal. "Cross-country comparison of foreign language curriculum in Germany, Spain and Turkey." Global Journal of Foreign Language Teaching 11, no. 3 (August 13, 2021): 201–20. http://dx.doi.org/10.18844/gjflt.v11i3.5946.
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In an ever-increasing global world, foreign language teaching (FLT) has been in the agenda of many countries. The purpose of this study is to compare the FLT curriculum at compulsory education in Germany (Berlin) and Spain (Madrid) with the curriculum in Turkey. Qualitative in nature, the study is designed as a multiple (collective) case study. Maximum variation (heterogeneity) sampling, a purposeful sampling strategy, is used to compare the FLT curriculum in Germany and Spain with Turkey, aiming at capturing and describing common patterns accross a variety of cases. The results show that with the latest revisions in Turkey’s curriculum, the curriculum in three countries are similar to one another in terms of design, main philosophy, content, assessment and evaluation approach, as well as the language teaching approach. This paper concludes that the structural differences depending on the language family could be one of the reasons behind Turkey’s situation in FLT. Keywords: Comparative education, curriculum, foreign language teaching, primary education, cross-country.
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Wilden, Eva, and Raphaela Porsch. "The impact of teaching quality and learning time on primary EFL learners’receptive proficiency." AILA Review 32 (December 31, 2019): 160–77. http://dx.doi.org/10.1075/aila.00025.wil.
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Abstract This contribution presents the preliminary findings from the TEPS study (Teaching English in Primary Schools). The study is situated in Germany where primary foreign language (FL) education has been compulsory since 2004, with pupils beginning FL education – mostly English as a FL (EFL) – in either year 1 or 3. Generally, this introduction of primary FL education has not been empirically evaluated, in spite of various open research questions: (1) Does the receptive EFL proficiency of learners at the end of primary education in year 4 differ depending on their learning time (duration & age of onset)? (2) Is there a correlation between teaching quality (learners’ perspective) and learners’ receptive EFL proficiency as well as their attitudes towards learning EFL? Prior studies (e.g. Demircioglu, 2010) gave first indications that learners with an earlier start achieve better receptive skills. Yet, findings from these samples cannot be generalized and are altogether inconclusive (e.g. Jaekel, van Ackern, Schurig, & Ritter, 2017). Studies investigating correlations between teaching quality and learner achievements in primary school are mainly based in maths and science education (e.g. TIMSS-2015: see Rieser, Stahns, Walzebug, & Wendt, 2016). Thus, the TEPS study situated in both applied linguistics and educational science is addressing some of these research deficits by (a) testing pupils’ receptive EFL proficiency at the end of primary education in year 4 (n = 269) and (b) surveying teaching quality and learner attitudes towards EFL. The study has been conducted in two federal states with different ages of onset (year 1 vs. year 3). Aside from the theoretical background and context of the study this paper will present the complex research design followed by preliminary findings from the pilot study giving insights into the questions raised above (for the main study see Wilden, Porsch, & Schurig, 2020).
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Klevno, Vladimir A., and Yuri V. Nazarov. "Forensic medicine in germany: past and present." Russian Journal of Forensic Medicine 7, no. 2 (July 2, 2021): 68–76. http://dx.doi.org/10.17816/fm371.
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This article based on the unique English-language publication history of forensic medicine, edited by Doctor of Medical Sciences, Professor Burkhard Madea, continues the series of publications on the state of forensic medicine globally, its past, present, and future. The initial articles were devoted to the organization of forensic medical examination of the United States of America, England, and China. The current article details the development and structure of the forensic expert service in the Federal Republic of Germany (Germany) from its origin to the present state. Both the main stages of its development and the modern organizational structure have been discussed. The article also states the primary points of teaching forensics at German medical universities as well as the order of specialization and postgraduate education of specialists. In addition, publishing activities and the principles for the formation of professional communities of forensic experts are covered. The study concludes that forensic medicine in Germany has over a century-old history and has established the optimal ratio of science and practice in activities. These aspects position forensic medicine in Germany as the best forensic medical service in the world.
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Vyrsta, Nataliya B. "Didaktisierung der Pressetexte der Galiziendeutschen im DaF-Unterricht." Освітній вимір 54, no. 2 (June 25, 2020): 20–33. http://dx.doi.org/10.31812/educdim.v54i2.3852.
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This paper deals with the authentic press texts of the Galician Germans from the “Deutsches Volksblatt f¨ur Galizien”, which was published in Lviv in the period between 1907–1918. A total of 240 newspaper editions were examined and 20 texts were written out of them. The article focuses on the didactization and use of historical press texts in foreign language teaching in higher education. It deals with the tasks and exercises that probably can be created from the historical press texts and also be used in German lessons at different learning levels. By applying the texts on the subject “History of Germans in Ukraine” new linguistic and cultural skills will be acquired by learners. The historical press texts fulfill an informative function and thus contribute to conveying the important historical events of the country to the learners. Working with the authentic press texts in foreign language lessons enables the expansion of intercultural competence, promotes critical thinking and focuses on expanding language skills. In choosing the historical press texts following would be considered: the texts should be information-based, contain something new and be of interest to the students; the texts should pursue an achievable goal; the texts should be suitable for the student’s level of learning. In this paper information-based, not long texts from the fields of society, science or world politics were chosen. A total of 15 texts were didactized. At least 10 tasks were worked out for each text. They are right/wrong — exercises, multiple choice exercises, search exercises, fill-in-the-blanks-exercises, reproductive exercises, chain exercises, role playing, etc. The press texts of the Galician Germans proved to be a rich source of information about the life of the Germans in the region and can also be used in German lessons in addition to the main textbook. In this way, the Ukrainian learners learn about the history of Germans from the primary sources and thus acquire intercultural and regional study skills.
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Alkhanani, Badriah. "An Empirical Study of English Language Teachers' Methodology on the Career Growth of Saudi Students." International Journal of Language Education 6, no. 4 (December 31, 2022): 356. http://dx.doi.org/10.26858/ijole.v6i4.36411.
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The purpose of this study was to find the effect of English Language Teachers' Methodology (ELTM) on the Career Growth (CG) of the Saudi students. In order to provide a solid basis for this research study, a cross-sectional-descriptive research design was employed. For scale development and tool standardization, inter-class correlation coefficient, test-retest and inter-rater test were performed. Cronbach's Alpha, corrected item-total correlation and the Kaiser-Meyer-Olkin (KMO) values were checked for determining the reliability and validity of the data. A total of 310 participants were part of this study and the primary data were collected using a web-based survey questionnaire. The non-probability snowball sampling method was applied for the data generation. Correlation & regression technique (enter method) was applied for checking the cause-and-effect relationship. IBM-SPSS Ver. 23.0 program was used for all types of statistical analysis. The findings of this study concluded that there was a significant effect of the English language teachers' methodology on the career growth of Saudi students’ professional life. The current study is beneficial for students as well as teachers’ of English language in terms of adopting germane teaching methodology while teaching the English language that can be easily comprehend by students and facilitate their linguistic understanding, which can be exploited maximally at their future career.
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Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Journal of the Cameroon Academy of Sciences 18, no. 1 (August 16, 2022): 361–88. http://dx.doi.org/10.4314/jcas.v18i1.6.
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The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western model of LIEP giving primacy to ex-colonial languages as official languages and as languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, and have added more foreign languages (German, Spanish, Chinese, Italian, and Arabic) in secondary schools and universities, to the detriment of national languages. Most studies on language policy address the issue of language as a medium of instruction and neglect to critically evaluate the pertinence and relevance of the generalised teaching/learning of foreign languages in schools and universities in Cameroon. This study looks at the connection between the teaching of foreign languages and the transnational aspirations of Cameroonians. The data were collected from discussions on two Facebook threads questioning the topic, discussions with lecturers of foreign languages at universities, and a meta-synthesis analysis of existing statistics about international migration for educational purposes. The findings reveal that there inbound international migration flux is associated with language but is not the most crucial factor. As a result, the study suggests either suppressing the generalised teaching of foreign languages in the francophone subsystem of education and setting up a public-private partnership or at least suppressing the Spanish and Italian languages whose knowledge has not provided any direct benefit for the majority of the learner. The cost of running those languages is not equivalent to the return.
Le débat en cours sur la décolonisation de l’Afrique devrait mettre l’éducation au centre. En effet, les idéologies sur les langues sont reflétées, mises en oeuvre et reproduites dans la politique linguistique de l’éducation (LIEP) d’un pays. La plupart des pays africains ont hérité des politiques linguistiques donnant la primauté aux langues ex-coloniales comme langues officielles et comme langues de l’éducation, des médias et de l’administration. Certains pays, comme le Cameroun (regorgeant plus de 270 langues), sont allés au-delà. Préférant le français et l’anglais comme langue d’enseignement, le Cameroun a ajouté des langues étrangères (allemand, espagnol, chinois, italien et arabe) dans les établissements secondaires et les universités, au détriment des langues nationales. La plupart des études sur les politiques linguistiques abordent la question de la langue comme moyen d’enseignement et négligent d’évaluer de manière critique la pertinence de l’enseignement/apprentissage généralisé des langues étrangères dans les écoles et les universités au Cameroun. Cette étude s’intéresse au lien entre l’enseignement des langues étrangères et les aspirations transnationales des Camerounais. Les données ont été recueillies à partir de discussions sur deux fils de commentaires Facebook portant sur le sujet, des échanges avec des enseignants de langues étrangères dans des universités et d’une analyse méta-synthétique des statistiques existantes sur la migration internationale à des fins éducatives. Les résultats révèlent que le flux migratoire international entrant est associé à la langue mais la langue n’est pas le facteur le plus déterminant. En conséquence, l’étude suggère une réforme des curricula conduisant à la suppression de l’enseignement généralisé des langues étrangères dans le sous-système éducatif francophone. En revanche si cette option extrême n’est pas envisagée, il faut supprimer les langues espagnole et italienne dont la connaissance n’a apporté aucun bénéfice direct à la majorité des apprenants.
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Baloghné Nagy, Gizella, Réka Miskei-Szabó, and Teréz Radvai. "Experiences of the online teaching during the pandemic. A report by the German section of the Department of Foreign Languages and Literature, Eötvös Loránd University." Gyermeknevelés 9, no. 2 (October 19, 2021): 332–53. http://dx.doi.org/10.31074/gyntf.2021.2.332.353.
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The outbreak of the covid pandemic resulted in an upsurge of interest in research related to the investigation of its effects on education, including the functioning, conditions and efficiency of online or distance learning. Apart from reviewing the most recent research literature in the field, this study aims to give an account of the experiences gained and solutions applied by the German section of the Department of Foreign Languages and Literature (Faculty of Primary and Pre-School Education, Eötvös Loránd University) during the partial and full closure of universities and schools.
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Kutasi, Reka. "Teaching Romanian for medical foreign students with the help of Interactive methods." Bulletin of the Transilvania University of Brasov. Series IV: Philology and Cultural Studies 14 (63), no. 2 (January 2022): 191–202. http://dx.doi.org/10.31926/but.pcs.2021.63.14.2.13.
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The present study aims to highlight the importance of engaging in speaking activities as a primary method for teaching Romanian as a foreign language to overseas students. The results are strengthened by a questionnaire applied to students from the Faculty of Medicine and Dental Medicine in English. As a result of the COVID-19 pandemic, face-to-face classes were replaced by online ones which gave us, teachers, the possibility to use modern technology throughout our courses. The diversity of the topics included in the curriculum helped teachers to involve foreign students in different types of activities, such as speaking, interacting with their peers in order to develop elementary communication skills, but also new vocabulary learning. Even if students came from different countries and cultures, Germany, Spain, Italy, Sweden, the United Kingdom, Israel, Syria, or even Ghana, they all learned Romanian to be able to interact mainly with their colleagues or people they met in their day-to-day life.
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Suppan, Melanie, Loric Stuby, Stephan Harbarth, Christophe A. Fehlmann, Sophia Achab, Mohamed Abbas, and Laurent Suppan. "Nationwide Deployment of a Serious Game Designed to Improve COVID-19 Infection Prevention Practices in Switzerland: Prospective Web-Based Study." JMIR Serious Games 9, no. 4 (November 25, 2021): e33003. http://dx.doi.org/10.2196/33003.
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Background Lassitude and a rather high degree of mistrust toward the authorities can make regular or overly constraining COVID-19 infection prevention and control campaigns inefficient and even counterproductive. Serious games provide an original, engaging, and potentially effective way of disseminating COVID-19 infection prevention and control guidelines. Escape COVID-19 is a serious game for teaching COVID-19 infection prevention and control practices that has previously been validated in a population of nursing home personnel. Objective We aimed to identify factors learned from playing the serious game Escape COVID-19 that facilitate or impede intentions of changing infection prevention and control behavior in a large and heterogeneous Swiss population. Methods This fully automated, prospective web-based study, compliant with the Checklist for Reporting Results of Internet E-Surveys (CHERRIES), was conducted in all 3 main language regions of Switzerland. After creating an account on the platform, participants were asked to complete a short demographic questionnaire before accessing the serious game. The only incentive given to the potential participants was a course completion certificate, which participants obtained after completing the postgame questionnaire. The primary outcome was the proportion of participants who reported that they were willing to change their infection prevention and control behavior. Secondary outcomes were the infection prevention and control areas affected by this willingness and the presumed evolution in the use of specific personal protective equipment items. The elements associated with intention to change infection prevention and control behavior, or lack thereof, were also assessed. Other secondary outcomes were the subjective perceptions regarding length, difficulty, meaningfulness, and usefulness of the serious game; impression of engagement and boredom while playing the serious game; and willingness to recommend its use to friends or colleagues. Results From March 9 to June 9, 2021, a total of 3227 accounts were created on the platform, and 1104 participants (34.2%) completed the postgame questionnaire. Of the 1104 respondents, 509 respondents (46.1%) answered that they intended to change their infection prevention and control behavior after playing the game. Among the respondents who answered that they did not intend to change their behavior, 86.1% (512/595) answered that they already apply these guidelines. Participants who followed the German version were less likely to intend to change their infection prevention and control behavior (odds ratio [OR] 0.48, 95% CI 0.24-0.96; P=.04) and found the game less engaging (P<.001). Conversely, participants aged 53 years or older had stronger intentions of changing infection prevention and control behavior (OR 2.07, 95% CI 1.44-2.97; P<.001). Conclusions Escape COVID-19 is a useful tool to enhance correct infection prevention and control measures on a national scale, even after 2 COVID-19 pandemic waves; however, the serious game's impact was affected by language, age category, and previous educational training, and the game should be adapted to enhance its impact on specific populations.
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Drăghici, Maria-Gabriela. "THE STAGES OF ORGANIZING THE GERMAN LANGUAGE CLASS (L2)." International Journal of Research -GRANTHAALAYAH 8, no. 7 (July 28, 2020): 137–43. http://dx.doi.org/10.29121/granthaalayah.v8.i7.2020.622.
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Learning German L2 is a challenge for fresh teachers, as the aspects they encounter in teaching are related to psycho-pedagogical factors, often difficult to manage. Most teachers prefer high-school teaching, considering that pupils are calmer and understand the notions taught faster than middle school or primary school pupils. However, we can say that all pupils, regardless of age, need a teacher who knows how to capture their attention in an engaging style. Teachers need to know that regardless of age, pupils are driven by affectivity and the role models they have in front of the class can positively influence their lives. Therefore, the constant training of the teacher is importer in order to properly manage the scientific principles in harmony with the psycho-pedagogical ones in teaching, learning and assessment in the classroom. Starting from the method of observation, our article deals with an essential topic of teaching German (L2) in primary school. But to observe the behavioral importance of teachers, we considered a total of 98 pupils from three 5th forms.
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Kozak, Alla, and Lyudmyla Blyznyuk. "INTERCULTURAL COMMUNICATION IN A GERMAN LANGUAGE STUDY." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 143–46. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-143-146.
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The article deals with a study of intercultural communication formation problems in the process of learning German language. Foreign languages in a modern society are becoming increasingly important, as well as the growing need for a high level of proficiency, but it is impossible to fully communicate with other cultures without knowing anything about the characteristics of this people. A foreign language is an effective factor in the development of personality in a multicultural space. As a phenomenon of the spiritual life of mankind, it plays a major role, it promotes the process of communication, socialization, professionalization and social adaptation. At the present stage of development of teaching foreign languages methods, researchers identify three main goals of teaching a foreign language as a language of international communication and communication itself. It is noted that a foreign language should be studied in an inseparable unity with the world and culture of the peoples who speak these languages. The main components of foreign culture include the following elements: everyday behavior; traditional household culture; traditions, as well as rites that can be perceived as traditions; national pictures of the world that reflect the specifics of perception of the world around; artistic culture, which can also be attributed to the elements of ethnography and ethnology. It is emphasized that it is necessary to use authentic materials for its mastering when including aspects of intercultural communication in the content of foreign language teaching. We have identified the following ways to simultaneously study of German language and culture by the students who have proven themselves best during the learning process: role-playing games, preparation of individual messages, group messages or dialogues, presentations of the topics, home reading, contacts with other cultures, general discussion, homework on a given topic. Thus, the emphasis in the educational process on the features of intercultural communication make foreign language classes more diverse, interesting, which leads to the increased learning motivation and perception of the real picture of the world.
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Петрова and A. Petrova. "German Language Teaching Problems in Village Schools." Primary Education 4, no. 6 (December 20, 2016): 7–10. http://dx.doi.org/10.12737/23149.
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The article considers on the example of village schools of Sarapul Region of the Udmurt Republic the problem of increased attention to the study
of the German language as the first and second foreign language. The general causes which impel to learn German are characterized, the ways
of motivation formation by students to choose German as the first foreign language, as well as conditions for its successful teaching at schools are
considered.
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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.
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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.
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Parshykova, Olena, and Valeria Golub. "Tips for a german language teacher on game learning of primary school students." Scientific and methodological journal "Foreign Languages", no. 3 (September 30, 2021): 60–63. http://dx.doi.org/10.32589/1817-8510.2021.3.241164.
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The article provides guidelines for teachers of the German language on the game teaching of vocabulary of primary school students, demonstrates the method of using educational games and presents typical for its implementation in German lexical units, gives an example of a scenario of a lexical game in German. A selection of copyright vocabulary games is proposed that can be prepared by a teacher together with students and can provide easy, effective, motivated vocabulary learning.
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Oyedele, Olajumoke, and Waliyat Kola Aderoju. "The perception of Nigerian students of German about serious games: Using ‘Secret of the Sky Disc’ as a case study." Global Journal of Foreign Language Teaching 11, no. 3 (August 13, 2021): 188–200. http://dx.doi.org/10.18844/gjflt.v11i3.5864.
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The use of serious games is usually common, but digital games are not used in the teaching of German. This study aims to find out the attitude of students of German to the possible use of serious games in the teaching of German at the Obafemi Awolowo University (OAU) and their impression of the game ‘secret of the sky disc’ introduced by the Goethe Institute for the learning of German as a foreign language. Two different sets of questionnaires were administered to the students of German of OAU. The resulting data were analysed, discussed and conclusions were drawn. The results show the readiness of students of German for the use of digital games in teaching German at the university. The study adds to the limited literature on the use of serious games in teaching German as a foreign language Keywords: German, Nigeria, perception, serious games, Obafemi Awolowo University, students.
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Antonova, Liudmila Vitalievna, and Tamara Nikolaevna Grigoreva. "New forms and methods of teaching professional German language." Development of education, no. 1 (3) (March 18, 2019): 66–68. http://dx.doi.org/10.31483/r-22165.
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The article describes aims, structure, content and the results of the course of study «German for Profession and Carrier», its methodology. The authors explain the mechanisms of realization of the communicative and activity approach in teaching of professional German based on using the form of training firm, a characteristic feature of which is the use of one of the most effective innovative professionally oriented technologies – simulation modeling. The main attention is paid to competencies, which the students are developing during the course of study.
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Sekiziyivu, Samuel, and Christopher B. Mugimu. "Communicative Language Teaching Strategies for German as a Foreign Language in Uganda." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 8. http://dx.doi.org/10.17507/jltr.0801.02.
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The communicative language teaching (CLT) approach emphasizes the change in the role of the teacher from a transmitter of knowledge to a facilitator of language learning. Teachers must therefore, develop and utilize teaching strategies that enable learners to freely interact in a classroom environment to enhance the required communicative competences. However, in the Ugandan context where the curriculum is examination-driven, teacher competence is judged on the basis of students’ excellence in the final examinations. As such, teachers tend to focus on producing better grades, thereby neglecting learners’ acquisition of vital communicative competences. This paper spells out the teaching strategies teachers of German use to create a supportive environment for communicative language teaching and learning. A cross sectional survey research design was used in the study. Questionnaires, observations, and semi-structured interviews were used to gather data on teachers’ experiences regarding the teaching strategies used to support CLT approach. Findings revealed that the teaching strategies utilised by the teachers of German had very little bearing on the CLT approach. For instance, the classroom environment did not encourage free interaction among learners as required by the CLT approach. It was recommended that teachers be introduced to teaching strategies that are relevant to the CLT approach during their pre-and in-service training.
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Estrada-Chichon, Jose Luis, and Francisco Zayas-Martinez. "Dual Training in Language Didactics of Foreign Language/CLIL Pre-Service Primary Education Teachers in Spain." Journal of Language and Education 8, no. 1 (March 31, 2022): 69–83. http://dx.doi.org/10.17323/jle.2022.11520.
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Background: Classroom-based research in second language acquisition (SLA) has focused in the last decade on the pedagogical implications concerning the mental representation of language but has not considered the didactic training of pre-service teachers. Empirical analyses have been concerned almost exclusively with the linguistic development of foreign language learners, who do not receive specific training to become language teachers. Purpose: Due to the lack of literature regarding simultaneous linguistic and didactic training with pre-service foreign language teachers, this exploratory classroom-based research analyses a case of linguistic and didactic dual training for pre-service primary education teachers of German in Spain, both when being trained to work as foreign language teachers, or as CLIL (Content and Language Integrated Learning) teachers. The objective is to assess the effectiveness of the dual training by measuring the degree of the pre-service teachers’ (N=4) willingness to communicate (WTC) before and after each practice session (N=14). This is a mixed-methods research where data were collected through (i) a questionnaire answered by the pre-service teachers and (ii) the lecturer’s linguistic and didactic excursuses. Results: The results show a high degree of WTC among the pre-service teachers, mainly as result of the Instructed Foreign Language Acquisition (IFLA)-based teaching practice model implemented, including linguistic training in German and didactic training (e.g., excursuses) in Spanish (L1). Factors like grouping increase the pre-service teachers’ WTC, while factors like talking to someone they know little about decrease it. However, personal traits need to be considered when it comes to WTC, even with individuals who share similar language proficiency.Implication: The innovation of this teacher training methodology lies in the coordinated combination of linguistic (i.e., IFLA-based teaching model) and didactic training. IFLA-based teaching practices are evaluated positively by the pre-service teachers in terms of linguistic and didactic training and WTC. Final recommendations are suggested about teaching methodology.
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Kok, Foong Moi, and Manjet Kaur Mehar Singh. "The Importance of Teaching Culture in German as an International Language Classroom in Malaysia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 9 (September 29, 2022): e001763. http://dx.doi.org/10.47405/mjssh.v7i9.1763.
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This study aims to explore teachers’ perceptions of the importance of culture in teaching German as an international language in secondary schools in Malaysia based on the interrelationship between language and culture which are closely related. The quantitative method through questionnaires was conducted to collect data. A total of 66 Malaysian secondary school German teachers were involved in this study. The results show that teachers agreed on the involvement of German culture in the German language curriculum. They are generally aware of the importance of teaching and integrating culture in the foreign language classroom and they often conducted cultural language activities in their teaching practice. Based on the results, some implications are obtained from the study on the importance of integrating culture in the German language classroom and recommendations are made for future studies.
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Caruso, Celestine, Judith Hofmann, and Andreas Rohde. "Get ‘em While They’re Young: Complex Digitally-Mediated Tasks for EFL Learners in Primary Schools." Canadian Journal of Applied Linguistics 24, no. 2 (May 31, 2021): 156–76. http://dx.doi.org/10.37213/cjal.2021.31340.
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We suggest that complex tasks can be introduced to learners as early as primary school level with the help of digital media in the form of different apps. As a theoretical basis, we will first outline the principles of teaching English in (German) primary schools. Secondly, we will look at the framework of Task-Based Language Teaching (TBLT) according to Nunan (2004) and explore how digitally-mediated tasks can be connected to this framework. Then, we will look at complex tasks as outlined by Hallet (2011) and present an example of a complex digital task for young English as a Foreign Language (EFL) learners that we developed and tested in a German primary school classroom. It is suggested that TBLT at the primary level is a motivating alternative to playful teaching techniques traditionally championed at the primary level. Moreover, it may be a way of bridging the problematic gap between the primary and secondary levels as tasks can prepare young learners for the challenges they will face at the secondary level.
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Sh. M., Begasheva. "Use of interactive methods in German language lessons." International Journal on Integrated Education 3, no. 1 (January 12, 2020): 48–49. http://dx.doi.org/10.31149/ijie.v3i1.269.
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VYKHRUSHCH, N. "CONTENT AND METHODS OF TEACHING THE GERMAN LANGUAGE IN SECONDARY SCHOOLS OF WESTERN UKRAINE (SECOND HALF OF XIX – EARLY XX CENTURY)." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 50–53. http://dx.doi.org/10.33989/2075-146x.2021.27.247026.
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The article deals with the analisys of content and methods of teaching the German language in secondary schools of Western Ukraine in the second half of XIX – early XX century. It summarizes positive historical experience of Western Ukraine in teaching the German language, identifies distinctive features of content and methods of teaching the German language in secondary schools in this period and clarifies the importance of researches by Ukrainian scholars, educators and methodologists in order to improve school educational content in modern conditions. To make teaching of the German language more effective diferent tyres of exercises were used: explanatory reading, reading excerpts from prose and poetic works of the past with oral and written retelling, oral and written translation, copying from a texbook, explanatory dictations, memorizing poems and excerpts from prose and writing them from memory in class, grammar and lexical tests. It has been defined that the ideas about daily study of the German language is well worth noting. Grammatical material cannot underlie the study of the German language and should be used to explain complicated structures in the texts.
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Beck, G. "“INDICATION – QUALIFICATION – FRUSTRATION?”: TEACHING “GERMAN FOR HEALTHCARE PROFESSIONS”." Медична освіта, no. 2 (June 3, 2020): 167–72. http://dx.doi.org/10.11603/me.2414-5998.2020.2.11169.
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To meet the high demand for qualified staff within the German healthcare system, nurses are recruited from abroad. For taking up a nursing job, they must, among other things, pass a language test to demonstrate German language skills at the B2-level of the Common European Frame of Reference for Languages (CEFR). The preparation for the test takes place in vocational language training courses, usually entitled “German for healthcare professions”, taught by teachers of German as a Foreign/Second Language (GFL/GSL). Teaching these courses, however, means to be confronted with considerable difficulties due to the lack of an adequate background in nursing and medicine. Based on my own experiences, this article addresses some of these challenges for teachers, yet also attempts to outline ensuing consequences for the training of future teachers in these Languages for Specific Purposes (LSP) courses for the medical professions. I argue that already during the course of study an intensified and demand-orientated language teacher training is pivotal with a more closely interlinked interdisciplinary cooperation with medicine departments and professional nursing.
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Borysko, Nataliia, Alina Dolyna, Elvira Bondarenko, and Iryna Korniiko. "Learning German grammar after English: Let us give Ukrainian students a chance." Revista Amazonia Investiga 9, no. 29 (May 18, 2020): 516–29. http://dx.doi.org/10.34069/ai/2020.29.05.57.
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The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems. The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.
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Rosmaladewi, Rosmaladewi. "ENGLISH LANGUAGE TEACHING AT MAKASSAR PRIMARY SCHOOLS: A CASE STUDY." International Journal of Language Education 1, no. 2 (October 29, 2017): 29. http://dx.doi.org/10.26858/ijole.v1i2.4312.
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Watcharakaweesilp, Wassamill. "A COMPARATIVE STUDY BETWEEN ENGLISH AND GERMAN FOR NON-NATIVE SPEAKERS THROUGH DIGITAL LANGUAGE." International Journal of Humanities, Philosophy and Language 5, no. 20 (December 31, 2022): 15–24. http://dx.doi.org/10.35631/ijhpl.520002.
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The main purpose of this study is to shed light on the concept of how L2 and L3 can be enhanced. In this regard, digital language in English and German are examined in terms of a comparative study in the context of non-native speakers and the following research questions are focused: 1) What can German teachers consider when using digital language in the class?; 2) What kind of effective Teaching Materials and Tasks can be employed based on the efficient language teaching performance?; and 3) What practical recommendations can be provided to FL teachers concerning effective language pedagogy? It is suggested in this study that comparing the knowledge of German with what learners have learned previously, namely the knowledge of English, can enhance the competence of learners when learning German language. Regarding data analysis, the language functions of the two languages are analyzed qualitatively which will lead to some practical recommendations for FL teachers concerning effective language pedagogy in the context of L2 and L3. Additionally, the results of this study may be applied to develop the competence of students to their fullest potential and to enable them to compete with graduates from other institutions and other countries.
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Orhan, Arzu. "The Experiences of Students in English Language Teaching on Learning “German as a Foreign Language”." Journal of Education and Learning 8, no. 4 (July 12, 2019): 112. http://dx.doi.org/10.5539/jel.v8n4p112.
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The aim of this study is to illustrate the experiences of students who have taken the optional course “German as a Foreign Language” using the textbook “studio d A1” (Funk et al., 2010) at the Department for English Language Teaching at Bursa Uludağ University, and also their reasons for learning a second foreign language. To identify the thoughts and opinions of the students using the textbook, a questionnaire containing ten questions was used. In addition, four questions regarding demographic information were posed to 32 students at the department. The purpose of the study was to analyze the suitability of maintaining the set textbook for the optional course “German as a Foreign Language”. The results indicate that, in this optional course, there is a need to use textbooks that are designed according to the combination German after English or German with English. The students have also been given the opportunity to express their opinions concerning whether the hours offered in the curriculum of Bursa Uludağ University were sufficient for them to learn a language at a level that would facilitate their learning of yet another foreign language. The analysis of these data shows that students wished to increase the weekly quota of hours of this course.
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Coşkun, Hasan. "A Lesson Design on the Subject of Religion as a Course Unit in Language Teaching." Journal of Education Culture and Society 13, no. 2 (September 27, 2022): 263–84. http://dx.doi.org/10.15503/jecs2022.2.263.284.
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Aim. The purpose of this qualitative research is the preparation, implementation and evaluation of a sample lesson focused on the selection of the subject of religion for the German courses taught in universities. The second purpose of this research is to contribute to international understanding between peoples with different religious beliefs. Methods. This research pertaining to religion is qualitative in nature. In this research, the document analysis technique was used. The research on the subject of religion was taken up during the 2021/2022 academic year in my selective German courses at the Hacettepe University. Results. The successful contribution of the lesson planning model mentioned in this article was also observed in the teaching activities in primary and secondary schools conducted earlier. It was also seen that the students who attended the German courses in connection with education or work in Europe. Conclusions. It was observed that the participants talked about Islam, Christianity, Judaism, Buddhism and Hinduism. It is important to remark that the interest of the participants in German lessons still continues. Therefore, effective lesson planning models and unique methods should be further developed. Originality. German language courses are offered as a foreign language learning practice in Turkish schools, private institutions and universities as elective foreign language courses. Students from all the departments of the university may attend the elective German language classes. To conduct the German courses effectively, a suitable method should be developed which will help the participants who come from different countries and students with different levels of fluency.
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Attaviriyanupap, Korakoch. "The Integration of Lukthung Songs into the German Language Teaching and Learning Process of Thai Students." MANUSYA 17, no. 2 (2014): 17–28. http://dx.doi.org/10.1163/26659077-01702002.
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This academic article aims to share an experience of integrating German language teaching with the preservation of Thai art and culture. Thai country songs or “Phleng Lukthung” were used as a medium in different courses and projects of the Department of German, Faculty of Arts, Silpakorn University. Lukthung songs were translated into German in addition to German texts which were written to be sung with Thai Lukthung melodies. These texts can be used as teaching materials and study content. The skills necessary to translate and sing Lukthung songs in German were taught, both in classes and during rehearsals for public performances. The integration of German language Lukthung songs in different forms has contributed to the development of German language skills of these groups of learners while at the same time being supportive of the integration of their knowledge with other disciplines. This case study can therefore be considered as a model of good practice on how to integrate Thai art and culture in the process of foreign language teaching and learning.
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Hutagalung, Insenalia Sampe Roly. "The Development of Playstore-Based German Speaking Skills with German Conversation Practice Application Hallo." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 2 (February 23, 2022): 2253–59. http://dx.doi.org/10.31004/edukatif.v4i2.2496.
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This study aims to identify the need for German language teaching materials for class XII students at HKBP Pematangsiantar High School. The type of research used is qualitative with a qualitative descriptive approach. Data collection techniques used are interviews and questionnaires. Needs analysis in this study uses the theory of Briendley, Hutchinson and Waters, and the theory of Nation and Macalister by dividing the needs analysis into objective needs and subjective needs. Objective needs include the identification and background of students, while subjective needs include needs, deficiencies, and desires. The results of the study indicate that the teaching materials that have been used so far are not enough, but the need to look at the needs of students in improving the four abilities that lead to 21st century learning. The teaching materials expected by students are teaching materials that have text, images, animation, audio, audiovisuals as well as independent German speaking exercises. Students also want teaching materials that are easy to carry and accessible at any time.
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Khafizov, Gayrat. "ON TEACHING THE GERMAN PHRASEOLOGY IN LITERARY CRITICISM AND TRANSLATION STUDIES." Frontline Social Sciences and History Journal 02, no. 01 (January 1, 2022): 63–68. http://dx.doi.org/10.37547/social-fsshj-02-01-08.
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The science of phraseology is very important in literary criticism, as well as in the deep mastery of German and Uzbek, for the writer, it is one of the most complex areas, which is always needed for a lifetime for a specialist scholar. In particular, the correct use of phraseological words in the translation from German into Uzbek can preserve the idea, art, vitality, nationality of the work and, most importantly, raise the level of literature. In this regard this article discusses the importance of phraseology in the in-depth study of the German language. Therefore, in teaching students the German language in depth, it is important to teach them the basics of phraseology from the very beginning. Given the complexity of the German language, it is important that translators and specialists use phraseology correctly when translating German into Uzbek.
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Amelina, Svitlana. "GERMAN LANGUAGE FUTURE TEACHERS TRAINING IN HIGHER EDUCATIONAL INSTITUTIONS OF THE USA." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 27, 2022): 120–25. http://dx.doi.org/10.31499/2307-4906.4.2022.270389.
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The article deals with the issues of future German language teachers training in higher educational institutions of the United States of America. It is determined that the training of future German language teachers is carried out according to educational programs that consist of several compulsory courses (German, English, methods of teaching foreign languages) and a wide range of elective courses. The generalization of the content of German language teacher training programs is presented. Three main blocks of courses that are offered for study within these educational programs are identified. To improve the acquired language skills, a separate German language course is provided, which is detailed in various topics. In general, much attention is paid to the development of free speech through systematic conversations on civilization and various topical issues. At the same time, it is worth noting the individualization of training, as for this purpose morphological and phonetic exercises are often developed according to the needs and level of knowledge of each individual student. The methodological block of the program contains empirical studies of teaching foreign languages to children and adults. At the same time, theoretical foundations of foreign language teaching: approaches, methods, techniques are also mastered. Pedagogical practice is obligatory. Students can implement the acquired knowledge of German language teaching methods through practical application, including lesson planning, classroom observation, materials development and technology integration. The combination of the above mentioned blocks of the program is special topics in German, which include literature or literary criticism, linguistics, linguistic pedagogy. Elective courses are aimed not only at improving the level of German language proficiency, but also cover the study of literature, history and culture of German-speaking countries, as well as familiarization with their media. The importance of compulsory practice in teaching German and the possibility of studying and internships abroad is stated. It is found that the vast majority of future German language teachers in the United States have a bachelor's degree and only about a third – a master's degree. It is established that special attention is paid to the formation and development of speech skills and intercultural communication skills.
Keywords: future teachers training; program; university; students; higher education institutions; German language.
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Shovkovyi, Vyacheslav M., Tetiana P. Druzhchenko, Tetiana A. Shovkova, Olena H. Tkachenko, and Nataliia V. Semian. "Developing information search autonomy based on differentiated teaching of reading in undergraduates of Philology majors in German Language." Revista Tempos e Espaços em Educação 13, no. 32 (December 14, 2020): 1–19. http://dx.doi.org/10.20952/revtee.v13i32.14969.
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The purpose of the study is to identify how the differentiated teaching of reading used in teaching the German Language influences the development of information search autonomy in the tertiary students majoring in Philology. The study employed quasi-experimental research that used mixed-methods to collect qualitative and quantitative data. The study was of a one-group only type. German Language proficiency, reading skills, students' self-efficacy were the variables for the study. The study found that The differentiated teaching of reading used in teaching the German Language had positively influenced the development of information search autonomy in the tertiary students majoring in Philology which was measured at the pre-treatment and post-treatment stages through the variables such as German Language proficiency, reading skills, and students’ self-efficacy. Due to the approach used in the study, the sampled students experienced a statistically significant change in all the variables. The German Language proficiency level increased by 18,1 grades, test grades in reading skills improved by 21.00 grades, and students’ self-efficacy increased by 1.53 points. The values obtained through the calculation of correlations between the variables showed a statistically significant correlation between them. There was a positive relationship between GLPT and GLRST (r=.51,p> .05); between GLP and SSE (r=71,p< .01); and between GLRS and SSE (r=.53,p> .05).
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Niemiec-Knaś, Małgorzata. "German language teaching in Polish high school from the perspective of Hatties study." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 12 (2016): 157–66. http://dx.doi.org/10.16926/sn.2016.12.12.
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Alyaz, Yunus, Dorothea Spaniel-Weise, and Esim Gursoy. "A Study on Using Serious Games in Teaching German as a Foreign Language." Journal of Education and Learning 6, no. 3 (May 4, 2017): 250. http://dx.doi.org/10.5539/jel.v6n3p250.
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The interest in Digital Game-Based Language Learning (DGBLL) has increased considerably in recent years although being a relatively new approach. Despite the interest that DGBLL took, the studies in the context of German as a Foreign Language (FL) are quite limited. Moreover, DGBLL in the Turkish context is not prevalent. Due to this gap in the literature, a research project was launched at a big state university in Turkey in 2014 to explore the potentials and limitations of DGBLL. The study focuses specifically on serious games for FL teaching and learning. The aim of the project, in addition to the promotion of linguistic skills of the learners, is to contribute to the development of professional qualifications of the future FL teachers. The present research aims to report on the pilot study of the project. A one group pre-test post-test research design was used in the study. Quantitative data was collected via two opinion questionnaires implemented at the beginning and at the end of the process as well as a receptive vocabulary test. Qualitative data was collected via semi-structuted interviews and game diaries that participants kept. Two serious games for German was selected and used with traditional dictation, transcription and reading comprehension activities. The results of an 11-week gaming activity indicated significant differences between pre- and post-tests in vocabulary. Additionaly, age was found to be an important factor that affects participants’ attitudes towards serious games. The results indicate that the participants found game activities useful for the development of other language skills.
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Kang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo." Learning & Education 10, no. 2 (September 16, 2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.
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Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.