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Many students exhibit Attention Deficit/Hyperactivity Disorder (ADHD) symptoms. This makes ADHD relevant also for foreign language classrooms, especially because a connection between ADHD and foreign language competences is frequently assumed. However, L2-specific research on ADHD is still lacking. This article provides an overview on ADHD in school contexts, general language learning and L2-learning. It demonstrates that research has provided little evidence for (foreign) language-specific difficulties caused by ADHD, but that higher-order processes of reading and writing, which are particularly important for school success, can be affected by ADHD symptoms. However, they can be influenced by teaching. The special role of foreign language classrooms in the development of important competence dimensions for learners with ADHD and research desiderata are identified. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Angewandte Linguistik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Writing lab reports in the context of inquiry-based learning or experimentation offers the potential to link subject-specific learning with language learning in science subjects. However, studies show that writing experimental protocols poses significant challenges for all students, but especially for those with German as a second language. A key to understanding these challenges are the cognitive processes that are involved during writing. This exploratory case study uses the think-aloud method to elucidate the cognitive sub-processes (specified in Hayes’ writing process model) of five students during their writing of lab reports. The findings provide the ground for a discussion on the development of appropriate learning environments and support tools for successful language-sensitive science education. [ABSTRACT FROM AUTHOR]

Copyright of Glottodidactica is the property of Adam Mickiewicz University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bernhard König’s research project investigates the interactions between music and the climate and spans various disciplines. The planned book aims to sensitise music lovers and musicians to climate protection and to emphasise the socially transformative role of music. The writing process revealed many research gaps, particularly in the climate vulnerability of different musical cultures, the role of music as a driver of the Great Acceleration and the lack of theory on the interaction between inner-musical and societal transformation. The book is intended to be understandable for non-experts and introduces fundamental climate and music topics. Despite the challenges in the writing process, the author emphasises the urgency of his topic in the face of climate change. He is actively committed to the integration of culture into climate policy and is planning the practical musical realisation of his research findings. [ABSTRACT FROM AUTHOR]

The article tries to shed light on the work of Hans Jürgen von der Wense, a writer, translator, and cultural historian who left far more unpublished material than published works. It wants to approach his possible and announced books, which he worked on but never completed. It wants to show that one can find two strategies in his writing: one that tries to combine found material and make it coherent, and one that tries to diffuse it, which sometimes happens simultaneously. By borrowing thoughts on the seasonality of political organisation expressed by David Graeber and David Wengrow, the article aims to show that those strategies correspond with two ideas of literary work: one that prefers hierarchy and closure, and one that prefers equality and openness. At the end an attempt is made to show similarities and differences with Jean Paul and Novalis, who are points of reference for Wense. [ABSTRACT FROM AUTHOR]

Copyright of Hochschulwesen is the property of UVW UniversitaetsVerlagWebler and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The book "Writing in Contexts" by Sandra Reitbrecht presents selected contributions from a conference in Vienna in 2019. The first part of the book deals with the modeling of writing contexts, while the second part addresses the exploration of writing contexts. The authors discuss various theoretical approaches and models for investigating writing processes. It is emphasized that context plays an important role in the modeling and exploration of writing processes. The third part of the book, which deals with the design of writing contexts, is not covered in this review. The text addresses various methodological problems in the field of writing and language analysis. It is pointed out that in writing didactics, the promotion of discourse-related competencies is often lacking, especially in foreign languages. It is also discussed whether cognitive processes can be investigated through thinking aloud. Furthermore, the significance of the language act of comparison in written exams is analyzed, and it is noted that transparency and clear criteria are often lacking. Finally, the necessity of appropriately addressing variation and precision in the school context is emphasized in order to prepare for academic writing at the university level. [Extracted from the article]

Copyright of Jahrbuch der Deutschen Akademie für Sprache und Dichtung Darmstadt is the property of Wallstein Verlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Technisches Messen is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of German as a Foreign Language is the property of German as a Foreign Language and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The anthology "Interdisciplinary Writing Research. Practice - Process - Product" provides a diverse insight into the complex issue of writing from an interdisciplinary perspective. The book contains contributions from various disciplines such as literary studies, art studies, media studies, and cultural studies. Theoretical and methodological approaches to writing research are presented and their applicability in research and teaching practice is discussed. The volume is recommended for anyone interested in the writing process and the creation of different texts. [Extracted from the article]

Copyright of Lessing Yearbook is the property of Wallstein Verlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Neophilologica is the property of Acta Neophilologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Westfälische Forschungen is the property of Aschendorff Verlag GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article explores on the use of multilingual skills and resources in writing of students in early secondary school. Our study analyses writing processes, the writers´ reflection on them and writing strategies. We describe writing processes and strategies in the two languages, compare them, find interrelations and integrate them into a heuristic concept of writing awareness. Finally, we sum up potentials of multilingual skills for writing and show possible didactic consequences. [ABSTRACT FROM AUTHOR]

It is well known that linguistic variants play a key role in the acquisition of language skills in the first, second or foreign language as well as in writing and translation processes and in general in communicative interactions. Thus, a major research goal is the systematic investigation of intra- and interlinguistic variation. Due to its complexity, its qualitative-quantitative analysis continues to be a challenging issue, but it seems to become more and more feasible thanks to both the possibility of compiling very large corpora and the availability of high-performing corpus-linguistic tools. The paper discusses a corpus-linguistic pilot study concerning the use of besser, am besten and das Beste as pragmatic markers in a cross-linguistic perspective. In particular, the analysis focusses on selected superlative and comparative constructions on the left periphery used for expressing advice. The data basis consists mainly of German and Italian comparable very large web corpora and, to a lesser extent, of bilingual sentence pairs drawn from parallel corpora. As will be shown, even restricting the analysis to a very small segment of microvariation, in both languages the modal constructions appear to be characterized by the combination of numerous overlapping and interplaying variants and by different tendencies in language use. [ABSTRACT FROM AUTHOR]

The study takes on the role of the press, publishers, writers' associations for the German literary circles in Romania in the period 1949-1989. These institutions endeavored to support young authors by publishing their literary creation but only under certain conditions which are detailed in the article. Another focus is on how censorship and self-censorship worked. The examples given show different effects of censorship on writers and poets. When some authors dared to slip texts with a subversive message, other writers preferred to stay away from the literary scene because they thought it was better to write literature for the desk drawer (Schubladenliteratur) and wait for better times to publish it. The result of these constraints referring to the writing process finally determined the authors to encode criticism in their texts, readers being forced to read between the lines. [ABSTRACT FROM AUTHOR]

This article outlines approaches on how to support writing skills and text competence when teaching German as a foreign language. The main question is whether and how dealing in detail with one's own mistakes and actively analysing one's own writing process can contribute to improving writing skills in teaching German as a foreign language. Reflections which were written down during the 2013/14 winter and 2016 summer semester at the University of Graz by students studying German as a foreign language, level C1, serve as basis for this article. These reflections refer to texts gathered within one semester respectively. They address subjects relevant to the daily life of a translator in training, such as economics, law, culture, medicine and technology. During this period of reflection, students addressed the question of whether their approach to writing texts has changed in the course of one semester. In addition, they were asked to focus on which mistakes were made repeatedly and to which error category they belonged. Furthermore, they examined the areas in which they feel that they have personally improved and see their strengths. This article aims to demonstrate to what extent this teaching approach succeeded. [ABSTRACT FROM AUTHOR]

This paper introduces the results of a series of writing workshops about "Mehrsprachig Schreiben" [Multilingual Writing], which took place at the University of Vienna between 2015 and 2017. The article poses the question, how individual, multilingual potentials can be used productively and creatively for the development and enhancements of academic literacies in the tertiary education sector. First it focuses on the linguistic landscapes at Austrian Universities such as the handling of multilingualism in this context, as well as it concerns the framing conditions and challenges of academic writing per se, before it shows the terms of the writing workshops and the methodical and didactical approach in connection with the concept of a multilingual process orientated writing didactic. On the basis of an exercise example ("Meine Sprachen und ich" [My languages and I]) it is responding in the end to the concrete challenges of multilingual academic writing at "German speaking" universities. [ABSTRACT FROM AUTHOR]

Copyright of Beiträge zur Lehrerinnen - und Lehrerbildung is the property of Schweizerische Gesellschaft fur Lehrerinnen- und Lehrerbildung (SGL) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Goethe-Jahrbuch is the property of Wallstein Verlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The writing process consists of sub-processes which interact and are highly interwoven. If one of the processes does not work (well), this will have a negative impact on the other processes as well as on the product. In this paper, studies are presented which look at how the writing processes differ between the first (L1) and a foreign language (FS): Can FS writers use writing for generating ideas in the same way as do L1 writers? Do planning strategies work as well in the FS as they do in the L1? What impact do weaknesses in wording and grammar have on structure and content? Do differences between the writing systems become visible in the execution? What do writers focus on during revision in the L1 and in the FS? The majority of studies show that writing indeed works differently in the L1 and in the FS. Although many problems in writing are independent of linguistic capacities and are highly individual, it is thus necessary to both teach and train strategies and methods specifically for FS writing. [ABSTRACT FROM AUTHOR]

Instructors expect students to submit academic texts that do not contain any traces of the writing process and that conform to disciplinary and stylistic conventions. These conventions and the practices of student writers are at the core of writing center work. We work closely with faculty staff to understand professors' expectations concerning student work in particular and academic writing in general. The results of this collaborative effort can be used to improve the quality of instruction in and outside of the classroom, to develop new instructional formats, or to provide high-quality feedback on disciplinary writing. Here, we discuss three dimensions of this kind of writing: writing as a means to develop critical thinking and facilitate active learning; an understanding of writing processes and the ability to design the processes; and an understanding of conventions and the ability to apply this kind of knowledge. Discussing several successful approaches taken at German writing centers, we show that it is possible to work both across and within disciplines. Key elements are a close cooperation with faculty, individual consultations and workshops and peer tutor and writing fellows programs. All of these programs can, we suggest, be beneficial to universities.We conclude by discussing the potential contributions of writing centers to higher education. [ABSTRACT FROM AUTHOR]

Copyright of Lendemains is the property of Narr Francke Attempto Verlag GmbH & Co.KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Focusing Wilhelm Raabe's evolution in portraying ›lovely Jewish women‹, this essay discusses methodological problems and questions of philologic dealings with evaluations of ethic and aesthetic in literary texts representing intercultural interaction. Marking one of the most central stereotypes in literary antisemitism of the 19th century, the ›beautiful Jewish girl‹ turns out to be one of Raabe's favourite characters in prose. But especially in this case Raabe's texts Holunderblüte (1863), Frau Salome (1875) and Höxter und Corvey (1875) reveal a progress from simple and problematic plots to much more complex strategies of writing. This paper demonstrates the philological difficulties in deciding weather such texts should be critizised as examples of literary antisemitism or not. [ABSTRACT FROM AUTHOR]

Taking as its starting point Jean Paul's notoriously compressed way of writing, this article addresses the question to what extent Jean Paul's excerpt notebooks, which he kept for decades, can help in understanding his literary texts. While thematic correspondences are obvious, the complex organization of the excerpts, including the bits and pieces of knowledge they contain, resists any further genetic derivation. It also displays a textual dynamic of its own. The specific features of each form of representation appear in precisely those places where literature makes direct reference to knowledge from the excerpts and where there are no simple transfers but different formations of objects: the epistemology of the literary aims at the context of narration, subject, and the creation of (non-)forms, and it brings the mediality of each and every configuration of knowledge into view. The knowledge of the excerpts is organized in the form of constellations that (differently in each instance) delimit discursive materials and the subject positions that correspond to them. These constellations thus make the constitutive fragmentariness of our knowledge of the human being visible. In engaging Jean Paul's literary combinatorics, this article develops the figure of the constellation as a procedure of reading and representation that is critical of knowledge and refers knowledge back to the principles of its production and, thereby, to other forms of knowledge. [ABSTRACT FROM AUTHOR]

The following paper presents the 11th volume of the Studies on German Language and Literature - Kronstädter Beiträge zur germanistischen Forschung 2009. The theme of the volume is „Remembering and Forgetting” On the Contribution of German Writing in the Process of Identity Construction in Central and Eastern Europe. Thus, each article aims at analyzing various aspects regarding the role of writing within identity construction. [ABSTRACT FROM AUTHOR]

The following paper presents the 12th volume of the Studies on German Language and Literature - Kronstädter Beiträge zur germanistischen Forschung 2010. The theme of the volume is humor, so that each article aims at analyzing various aspects in rendering humor in language and literature. [ABSTRACT FROM AUTHOR]