German langugage and teaching

The goals of teaching language (second, foreign, or other) have evolved beyond the formal study of a given linguistic construct for its own sake. Foreign language teaching increasingly revolves around a specific outcome: facilitating the ability to communicate competently within and across linguistic and cultural boundaries, a skill commonly referred to as intercultural competence. Whenever we access information through the lens of a language other than our first, whenever we communicate with people, texts, or particular cultural, political, or historical discourses through a language other than our first, then we are engaged in the delicate task of processing and negotiating information across boundaries delineated by the respective languages and cultures involved. The Modern Language Association (MLA) recently underscored the importance of teaching towards informed negotiation of this process. In a widely cited report, the central goals for language instruction are framed in terms of translingual and transcultural competence:

Translation process is an irreplaceable activity which brings societies and individuals together and which helps them have dialogue and communicate with each other. It dates back as far as the beginning of the history of mankind. Through this historical period inter-communal communication has gradually grown and translation process has developed and become a field of science. As translation science is based on a broad historical process, we need to mention quite a lot of factors when defining the term of translation process. Translation science is a discipline which studies the translation process and the text produced as a result of this process with all its details. According to Anton Popovic (1987), translation theory is a science which studies the systemic examination of translation and its task is to structure the translation process and the text. Similarly, Peter Newmark (1981) defines translation theory as a body of information related to translation process. By the second half of the 20th century the prevailing opinion was that morphological properties of texts should be given particular attention and artistic influences of written texts may not be conveyed to the target recipient with full correctness and therefore source text oriented linguistic approaches were adopted. In this approach the criteria is the source text. With this understanding, translator makes translation depending on the source text, which means depending only on the words without looking to the general text. In source text oriented translation, target culture reader is not expected to be as much influenced as the source culture reader. Translator depending on the source text deals with the text within the discourse facilities in his own language or may present the text with a different form of expression which is unfamiliar to the reader of his mother tongue. Given the fast growing globalization and accordingly, rapidly increasing communication facilities, international relations, increasing interest of men in other cultures, source language oriented approaches were replaced with target language oriented approaches. In this new approach the general text is of more importance than the words. The goal is not translating the words but being able to convey the main idea of the text in the source language to the target recipient. In target language oriented approach, target culture reader is expected to get influenced from the text as much as the source culture reader. The studies up to now examine various aspects of translation process. Quite a number of dignified scientists in this field mention that translation is a very complicated process and it has pragmatic and communicational dimensions. In our study we are 

In response to discussions on the use of commercial games as L2 learning resources, we developed a project to explore game-enhanced, literacies-informed instruction in a college-level, fifth-semester L2 German classroom. Faced with an already highly effective genre-based curriculum, we were led to consider where game literacies and genre approaches might coincide theoretically and pedagogically. This resulted in the development of a two-week unit on gaming where games were treated as both text and practice, an approach that aligns with a New Literacies Design metaphor (New London Group, 1996; Kern, 2000), with the dual objective of raising genre awareness and developing game literacies (Kringiel, 2012; Squire, 2008b; Zimmerman, 2007). The pilot implementation, reported here, had mixed reactions from learners: while some embraced gaming as a new, effective, and even pleasurable way of learning, others demonstrated resistance or skepticism, because of what we interpret as a clash between expectations about language learning, play, and the constraints of the classroom and the chosen games.

Ural, N. (2020). ALMANCA ÖĞRETİMİNDE KULLANILAN İKİ DERS KİTABININ ATASÖZÜ VE DEYİM VARLIĞI AÇISINDAN KARŞILAŞTIRILMASI. H. Asutay (Der.) Alman Dili ve Edebiyatı Araştırmaları - Almancanın İzdüşümleri (S. 152-180) içinde. Edirne: Trakya Üniversitesi Yayınları. ISBN: 978-975-374-259-7

Vgl. dazu inr Deutschrnagazin u a Dautei 4,/C7 und Hcppe. Ukert 3z'*6 2 Zunr grundsätrlichen Vorgehen vgl. auch Alnrut 3cppe, Selbst-i,nd fremdbewert,rng mit dem Kcrr*kturhr:gen im *eutsrh-*nterjcht, !n: D!es. u. a. ii-lrsg.J, Bewerten als Preaess. Dlal+g zr&rischen 5elbstr: nd Fr*rndeir":schäuung, 2001, 5. BB-.l05 3 fv,rar glbt es inanis:hen rahlreiche Unterrrchtsrnodeile, die §eo0acr rungen an lremcen lbxt*n für den Kcmpetenzerwerb rü*bar m*chen {r,gl. zuletzt Kaspar ir. Soinner Was gehörr zu einer gulen §rgum*ntation? Vom fremden Text zirm eige*en Schreiben, in: Praxis §eutsch, Mai 2007, 5 21-241, allerdings enthalten diese Änsätze stels immer noch ernen Croßieil deduktiver V*rgaben, die den §cha]lern Erkenntnisrnögiichkeiten und eigene Refiexionsprozesse vorenthalten. 4 Dies gilt selbsirerständ!ich nicht nur für das Unterrirhten von Schrerblcrmerrdass kei,re l\,laterie sc gul eria:sl-wi:C wie aus der Ferspektive des §r!äutein:, bildet die Crundidee des Konzepts Lsrnen durch Lehren gen. Als Berufsanfänger haben wir (im Optimalfall) im Studium eigene Schreibkompetenz erworben, haben also das irnplizite Wissen, wie man einen guten Text herstellt. Vor dem Unterricht ist dieses Wissen aber auch explizit zu machen. fe öfter man dann eine Aufsatzform unterrichtet, umso umfassender wird dieses explizite Strul<turwissen,4 u. a. weil wir beim wiederholten Sichten von Schüleraufsätzen klassische F ehler sehen und fortan von vornherein berücksichtigen können. So wächst (ob nun bewusst oder unbewusst) ein Kriterienfundus ftir jedes neuerliche Unterrichten, Bewerten und Erläutern einer Schreibform. Insofern ist es nicht übertrieben, in genau dieser Arbeit auch eine Steigerung der Kompetenz zu sehen. 'Warum aberso ist zu fragensollten sich nur Lehrkräfte auf diesem Wege Schrei bformen sukzessive immer genauer erarbeiten?'Warum nicht auch die Schülerl Vorausgesetzt wird dabei, dass Schüler ohne Vorkenntnisse sehr wohl entscheiden können, welcher Text gelungen ist und welcher nichtsie können nur zunächst (meist) nicht sagen, warum. Es fehlen ihnen buchstäblich die V/orte, wenn sie Merkmale zur Beurteilung, also Kriterien benennen sollen. 20 Deutschmagazin 2lO8 M 1c © 2008 Oldenbourg Schulbuchverlag GmbH Seite 5 Deutschmagazin 2|08 • Wenn der Platz durch Losverfahren vergeben wird, können Jungen und Mädchen nebeneinander sitzen, ohne dass dies etwas Besonderes ist. (2) • Durch das Plätzelosen können Zusammensetzungen entstehen, die für die Disziplin ungünstig sind. Dadurch könnte das Lernen aller behindert werden. (1) Übung und Lösung zur Makrostruktur: Leserführung-Funktionen und Termini M 1d

Kollokationen oder ´typische Wortverbindungen´ (z.B. Ersatz leisten) werden in der Wortschatzareit, wenn überhautpt, nur ganz am Rande behandelt. Die verbreitetsten Lehrwerke für Deutsch als Fremdsprache thematisieren diesen wichtigen Aspekt kaum. Im Beitrag werden zuerst wichtige theoretische Begriffe definiert und die Darstellung von Kollokationen in einsprachigen Deutsch-als-Fremdsprache-Wörterbüchern analysiert. Anschließend werden verschiedene Übungen vorgestellt, die zum Einsatz mit Anfängern und Fortgeschrittenen geeignet sind.

The aim of this article as a part of a bigger research is to systematize the typical errors in seconadary school students' compositions at schools with intensive German teaching as a first foreign language. The article also aims to show if the most of the errors of competence concern the German constructions differing most from the Bulgarian ones according to the contrastive analysis.
Key words: foreign language teaching, errors of competente, error analysis, contrastive analysis, interlaguage

Den Wortschatz einer Fremdsprache anzueignen und zu beherrschen, stellt für viele Fremdsprachenlerner einen mühsamen Weg dar. Wörter – vorausgesetzt man hat sie auch gelernt – geraten schnell in Vergessenheit, vor allem dann, wenn sie nicht in regelmäßigen Abständen zu Hause oder im Unterricht wiederholt werden. Erst eine tiefe Verarbeitung ermöglicht nämlich, dass der Wortschatz produktiv zur Verfügung steht. Neben den zahlreichen modernen Wortschatzübungen in Lehrwerken und der Vermittlung von geeigneten Strategien gehören auch spielerische Wiederholungen dazu, damit der Wortschatz ins Langzeitgedächtnis gelangt. Diese spielerischen Wiederholungen sind Gegenstand des vorliegenden Beitrages. Ziel ist es, den KursleiterInnen (KL) drei mitreißende Wort(schatz)spiele vorzustellen, die ohne große Mühe und Aufwand im Unterricht eingesetzt werden können.

Translation process is an irreplaceable activity which brings
societies and individuals together and ensures all kinds of dialogues or
communication among them in our day. In view of improving the quality
of translation, the importance of translation criticism is an undisputable
fact.
Ahmet Hamdi Tanpınar takes his place among the leading figures
of Turkish Literature over the recent era not only with his works but also
with his personality, life style and his rich cultural background lying
behind. In our study we examined “Seelenfrieden”, which is the German
translation by Christoph K. Neumann of the novel “Huzur” which is
defined as his first long prose writing and which displays his poetic
character best. German translation of ”Huzur” written by Ahmet Hamdi
Tanpınar has been analysed by a comparative and descriptive method in
line with the principles of literary work criticism, and discussed in the
light of scientific literature, which is the subject of our study.
This study attempts to achieve a description of how an original
literary product in Turkish is transferred into German language and an
assessment of such transfer approaches, in addition, efforts have been
made to explain to what extent knowledge of field, of the subject matter
and language could be blended with creativity and then used, which are
the qualities that every translator needs to have.
At the end of our study, we observed that the translator we
examined adopted a target language-oriented approach in general and
while translating from the source language to the target language, he
primarily grounded on the culture of the target language. As the work of
art we have examined here is a literary work, we highlighted that the
content and the form are integrated in the translation of such literary
works and the translation should be made without preferring one to
another.

Öz Bu çalışmanın amacı Nobel ödüllü ünlü Alman yazar Heinrich Böll'ün 1959 yı-lında yayımladığı "Dokuz Buçukta Bilardo (Billard um halb zehn) " adlı romanı ile farklı çevirmenler tarafından farklı tarihlerde çevirisi yapılmış olan üç ayrı çevirinin karşılaş-tırmalı olarak incelenmesidir. Eserler incelenirken ilk olarak süreç öncesi normları, çevi-rinin hangi dilden yapılacağı, hangi yazarın hangi metninin çeviri için seçileceği, dışsal görünümleri, kapak sayfaları, metin içi bölümleri vb. ölçütler göz önünde bulunduru-lup, sonra çalışmanın amacı kaynak metinden rastlantısal seçilmiş cümle çevirileri ele alınıp, eşdeğerleri bulunmuştur. Kaynak metindeki metinler ile çevrilen metindeki eşde-ğerleri arasındaki ilişki Gideon Toury'nin erek odaklı çeviri kuramına göre incelenmiştir. Çeviri normlarının incelenmesinde, süreç öncesi normlar ve çeviri süreci normlarına yer verilmiştir. Sonra eserin çözümlenmesine yer verilmiştir. Sonuç olarak Gideon Toury'nin erek odaklı kuramına göre incelenen üç çeviri eserde kullanılan çeviri stratejileri aynı ol-* This article was submitted verbally at Alanya International 4th Asos Congress (Philology Symposium) held on May 3-5, 2018.

The key aim of this article is to presents some exemplary LSP (languages for specific purpose) teaching techniques and exercises on the academic level. Firstly, the paper gives an overview of the challenges of the present-day job market situation and corporate environment on the market for modern business services in Poland and Łódź. Secondly, it presents examples of specialised languages teaching techniques, which are especially focused on the didactisation of authentic special texts in case study exercises.

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This paper deals with the teaching approach of critical media literacy in communicative language teaching in the classroom of Elementary German at the University of Massachusetts, Amherst. The first part of this paper will state the basic definitions and concepts of critical media literacy in the context of communicative language teaching, including the notion of a student-centered classroom. In order to extend the student's use of the language beyond the classroom environment, media is a central resource to create a cultural context in everyday-language use and the understanding of cultural identities. The second part of this paper contains a transcript of a classroom activity to exemplify the usage of a video clip in the classroom in combination with
feedback on an internet platform to challenge and discuss language as part of cultural and historical identity that is performed through media. Moreover, the used film clip exemplify the constructed character of media because it is a fake commercial that consists of characteristics of a real one.

This paper aims to presents some exemplary LSP (languages for specific purpose) teaching techniques on the university level in order to meet the challenges of the present-day job market situation and corporate environment. First, the article provides an overview of the current situation and demands for candidates with foreign languages skills on the market for modern business services in Poland and the local job market of Łódź. Then, it presents examples of specialised languages teaching techniques, which focus on the training of the textual sub-competence in corporate environment.

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