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The present work by Matthias Schwendemann, titled "The Development of Syntactic Structures," examines the syntactic development of adult German learners with Arabic as their first language. The author focuses on theoretical and methodological approaches to the empirical modeling of second language acquisition. The study is based on a longitudinal study using written language data from 62 German learners and employs various learner corpus linguistic methods. The results show a high variance in syntactic development and no significant effects of course type on language production. The work provides interesting insights into learner language variation and offers important points of reference for discussing the methods used. [Extracted from the article]

The book "German as a Foreign Language: An Introduction" by Dietmar Rösler has been published in a revised edition. The new edition takes into account changes in the areas of technology, immigration, and online learning that have affected the field of German as a foreign and second language. The book covers topics such as the use of digital media in the process of learning German, the gender debate, and the needs of specific learner groups. It also emphasizes the importance of research methodology and the selection of teaching content in the context of globalization and migration. Various aspects of the field of German as a foreign language are presented, with particular emphasis on clear language. It is emphasized that there is no universal teaching method and that decisions in the classroom should be tailored to the needs of the learners. Other relevant aspects of language learning and teaching are also addressed, such as teaching and learning methods, skills, error treatment, and the integration of literary texts. It is emphasized that learning a foreign language is closely related to engaging with a foreign culture. It is noted that the integration of digital learning is not yet sufficiently discussed in this introduction and that the integration of artificial intelligence and natural language processing brings opportunities and challenges for foreign language teaching. [Extracted from the article]

The book "Of Humans and Human*beings" by Fabian Payr deals with the topic of gendering. The author argues against gendering and presents 20 reasons why one should stop doing it. He primarily addresses people who fight against gendering on social media. The book criticizes the use of the generic masculine and emphasizes the importance of gender-neutral language in German as a foreign and second language instruction. It also mentions studies on gender roles and stereotypes in textbooks. However, the author ignores the perspectives of trans* and intersex people and limits the debate to purely linguistic aspects. [Extracted from the article]

The book "The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching" by Hossein Nassaji and Eva Kartchava is a comprehensive work that addresses various aspects of error correction in second language learning and teaching. It provides an overview of research findings and presents studies from different perspectives. The book also includes chapters that deal with error correction in mobile technology contexts, although the results of these studies are often not very informative. The overall conclusion of the book is mixed, as it contains important contributions but also exhibits an uncritical selection of content. [Extracted from the article]

The commemorative publication "Didactica, Cultura, Lingua - Perspectives of German" is a collection of contributions dedicated to Ulrich Steinmüller on his 80th birthday. The first part of the commemorative publication honors Steinmüller's contribution to the development of German language teaching in China. The second part deals with various topics in the field of culture and language, such as the significance of debating in German as a foreign language instruction and the role of media in learning. The third part addresses linguistic topics, such as the acquisition of spatial expressions in children with German as a second language and vocabulary in narrative texts by students with German as a mother tongue, second language, and foreign language. The fourth part presents contributions from the academic junior sector. The commemorative publication is a significant contribution to German-Chinese scientific cooperation. [Extracted from the article]

The commemorative publication "German as a second and foreign language in school and profession" contains 25 contributions on the topics of language and language education in school, professionalization of teachers, specialized and occupational language, as well as testing and examination. The book was published in honor of Gabriele Kniffka, who has made significant contributions to the development of these areas. One example contribution deals with the use of poems in phonetics instruction. Another contribution discusses the training and professionalization of German as a second language/foreign language teachers. The third section of the book deals with specialized and occupational language and addresses the shortage of skilled workers in Germany and the development of a competency model for occupational and work-related language skills. The article concludes with a section on testing and examination, presenting insights into coaching and standardized exams. The commemorative publication provides an overview of the current state of research in the field of German as a second language/foreign language and contains innovative concepts for teachers and exam creators. [Extracted from the article]

The anthology "Feedback in Teaching and Learning Foreign and Second Languages" provides a comprehensive overview of various forms and functions of feedback in German language teaching. The contributions address both the school and university context and emphasize the growing importance of the topic. It is pointed out that feedback not only has a corrective function, but also includes process-oriented procedures. The authors discuss various forms and functions of feedback and emphasize the need for a stronger process orientation and timely provision of feedback. However, it is noted that further research on long-term effects and computer-mediated feedback is necessary. [Extracted from the article]

The book "Cultural Studies. An Introduction for the Subject German as a Foreign and Second Language" by Claus Altmayer deals with the paradigm shift in the field of German as a Foreign and Second Language, which deals with cultural learning. The book is aimed at students, teachers, and researchers and summarizes problem areas and solution approaches that have already been developed in previous publications. Discourse-theoretical considerations and discourse-analytical methods are introduced, and the concept of discursive competence is defined. The book is divided into five chapters that address various topics in cultural studies. However, it is pointed out that implementation in teaching practice is only possible to a limited extent. [Extracted from the article]

The 68th edition of the magazine "Fremdsprache Deutsch - Journal for the Practice of German Teaching" is dedicated to the topic of sustainability. The issue contains contributions on teaching practice, specialized vocabulary, further literature, and links. Authors Klänhardt and Simon discuss the terminology, concepts, and dimensions of sustainability in foreign and second language teaching. Sacharowa shows how teachers can link sustainability with curricular content. Other contributions deal with anti-racist education, sustainable learning through games, sustainable teaching beyond reusable bottles and lunch boxes, international online communities for ESD, vocabulary acquisition on the topic of consumption, lesson plans on sustainability and storytelling in foreign language teaching, as well as cross-border learning with CLIL. The issue provides practical suggestions for integrating the topic of sustainability into German as a Foreign Language/Second Language teaching. [Extracted from the article]

The anthology "New Perspectives on Willingness to Communicate in a Second Language" by Zarrinabadi and Pawlak addresses the issue of willingness to speak in a foreign language. The volume presents 12 scholarly articles that deal with various aspects of willingness to speak. The authors examine, among other things, the influence of cultural and personal factors, the role of the teacher, and the significance of a flipped classroom approach. The contributions show that willingness to speak depends on various factors and that there are no simple solutions. The volume offers a well-founded examination of the topic and can be recommended to both experts and beginners in this field. [Extracted from the article]

The anthology "German Studies and German as a Foreign Language in Multilingual Contexts" contains seven contributions that deal with the topic of multilingualism from a language didactic, intercultural, and system-oriented perspective. One essay examines how plurilingual societies deal with communicative challenges, while another analyzes the situation of the German language in Morocco. An empirical study investigates the influence of French on the acquisition of German among Moroccan German studies students. Another contribution deals with the gual-intercultural and contrastive perspective foreign language teaching based on a textbook. The conference proceedings address various aspects of multilingualism from a linguistic, foreign language and literature didactic, intercultural, and language policy perspective. The authors emphasize the importance of literariness in foreign language teaching and suggest paying more attention to multilingualism and interculturality. Concepts for promoting literary-aesthetic learning in German as a Foreign Language/German as a Second Language studies are also presented. The conference proceedings provide important impulses for the discussion on multilingualism in the context of German studies and German as a Foreign Language/German as a Second Language studies. [Extracted from the article]

The book "German as a Second Language - DaZ" by Angela Grimm and Valentina Cristante is a brief introduction to German linguistics and is specifically aimed at students studying to become teachers. It covers second language acquisition, language proficiency assessment, language support, and distinguishes language development disorders from language acquisition. The authors emphasize the importance of multilingualism in society and point out that the German education system has not yet overcome the effects of social inequality. The book provides a solid foundation for teachers and support staff in preschool and primary school settings and refers to current research. [Extracted from the article]

The anthology "Inclusion and German as a Second Language as cross-sectional tasks in teacher education" deals with the connection between German as a second language and inclusion in teacher training. Various approaches and approaches are discussed to reduce participation barriers in structures and organizations. The volume contains theoretical and empirical research results as well as case studies from inclusive teaching. Subject-specific and interdisciplinary perspectives on diversity-sensitive didactics are also presented. Criticism of casuistic approaches is also discussed. [Extracted from the article]

The book "Neurodidaktik aktuell" by Marion Grein, Arne Nagels, and Miriam Riedinger is an introduction to the field of neurodidactics for language teachers in the field of German as a foreign and second language. It explains the connection between neuroscience and foreign language didactics and discusses research methods such as electroencephalography (EEG), eye-tracking, and functional magnetic resonance imaging (fMRI). The book offers theoretical depth but may be undesirable for some readers. It includes chapters on various topics such as multilingualism, learning styles, digital media in the classroom, and neurobiological backgrounds. It also presents empirical evidence for repeated vocabulary learning and other teaching methods. The book is recommended for anyone working in language teaching or knowledge transfer. [Extracted from the article]

The book "Semantics for Teachers" by Christian Efing and Thorsten Roelcke is aimed at aspiring and already working teachers, as well as teachers of German as a foreign language (DaF) or German as a second language (DaZ). It provides an introduction to semantics from a didactic perspective and conveys theory, models, methods, and results of semantics. The book covers various aspects of semantics, including lexicology, lexicography, and dictionaries, as well as vocabulary acquisition in children and second language vocabulary acquisition. It emphasizes the importance of culturally sensitive vocabulary work in DaF and DaZ teaching. The book is more designed for university teaching and less suitable for self-study by teachers. It lacks instructions for implementing the theory into practice and information on the migration-related heterogeneity of students in Germany. [Extracted from the article]

The manual "Word Formation - Principles and Problems" by Elke Donalies deals with the fundamental processes of word formation in German. It provides a comprehensive insight into various aspects and basic concepts of word formation, including affixes, confixes, derivation, composition, and conversion. The manual contains alphabetically sorted chapters with examples, principles, and problems of the respective types of word formation. It also includes colored tables and overviews that facilitate understanding. The manual is a valuable resource for German learners and teachers to quickly and comprehensively familiarize themselves with word formation in German. [Extracted from the article]

The anthology "A Look Backward to Move Forward" presents personal perspectives of scientists who have contributed to research in the field of German as a second language in Germany. The authors reflect on their experiences and findings in biographical sketches and address topics such as language acquisition situations of workers and their children, the Heidelberg project Pidgin-German, bilingualism, and heritage language instruction. It is emphasized that today's interest in the academic success of multilingual children partially overlooks the societal engagement of the scientists of the past. The text describes various projects and approaches to language support for immigrants in Germany and emphasizes the importance of authenticity, oral colloquial language, and visualization in textbooks for German as a second language. The role of mediators between the majority society and immigrants, as well as the significance of interdisciplinary cooperation in language support, are also emphasized. [Extracted from the article]

The present publication is the dissertation of Zhang Ningjie, which deals with the development of the images of Germany by Chinese students studying German in China. Zhang examines how Chinese students studying German stereotype and evaluate Germans. For her study, she created a questionnaire in which 407 students participated. In addition, she conducted interviews with 16 selected students. The results show that the image of Germany in China is generally very positive and that stereotypes consist of social and private aspects. The publication makes a valuable contribution to stereotype research and is particularly relevant for teachers in the field of German as a foreign or second language. [Extracted from the article]

The article summarizes the content of the book "Deutsch weltweit - Grenzüberschreitende Perspektiven auf die Schnittstellen von Forschung und Vermittlung" (German Worldwide - Cross-Border Perspectives on the Interfaces of Research and Teaching), which contains selected contributions from the 45th annual conference of the Association for German as a Foreign and Second Language. The book addresses various thematic focuses such as research and critique of teaching materials, vocabulary and its teaching, as well as the significance of learning German and the position of the German language. It provides a platform for the exchange of teaching materials and concepts, as well as for professional qualification for German as a Second Language (DaZ) and German as a Foreign Language (DaF) teachers and researchers. The volume is aimed at scholars, students, and educators in educational institutions both domestically and abroad. [Extracted from the article]

The book "Literaturdidaktik Deutsch als Fremd- und Zweitsprache" by Almut Hille and Simone Schiedermair discusses the significance of literature didactics in foreign language teaching. There is currently no comprehensive study on this topic that takes into account newer scientific perspectives. This handbook aims to address this deficit and provide new impulses for research as well as the training and further education of German as a Foreign Language (DaF) teachers. It is divided into four parts, which cover theoretical, established, new, and didactic perspectives. The handbook offers students a systematic introduction to the field of science and provides teachers with inspiration for their teaching practice. It also offers researchers a comprehensive overview of scientific positions on literature didactics in DaF/DaZ (German as a Second Language) teaching. The handbook can provide essential new impulses for the training of DaF/DaZ teachers. [Extracted from the article]

The book "The Handbook of Technology and Second Language Teaching and Learning" by Carol A. Chapelle and Shannon Sauro is a comprehensive work that deals with the use of technology in foreign language teaching. It contains over 28 contributions on various topics such as grammar and vocabulary learning, reading, writing, listening comprehension, speaking, intercultural competence, and pragmatics. It also covers innovative approaches such as distance learning, blended learning, telecollaboration, virtual worlds, digital gaming, mobile learning, and task-based language learning. The book also includes contributions on the assessment of technology in foreign language teaching and on the research and development of technology for language learning. It is noted that the book is more suitable for researchers than for teachers and should be found in university libraries. [Extracted from the article]

The present anthology "Affective-Emotional Dimensions in Teaching and Learning Foreign and Second Languages" publishes statements from participants of the 40th Spring Conference on Research in Foreign Language Teaching on the topic of the importance of emotions for teaching and learning second and foreign languages. The volume comprises 19 contributions from various authors, who address different aspects of affective-emotional dimensions in language teaching. The contributions cover topics such as the role of emotions in foreign language literature teaching, language learning motivation, the emotions of teachers, and the connection between emotions and language acquisition. The anthology shows that research on affective-emotional dimensions in foreign language teaching is not yet sufficiently developed and further research in this area is necessary. [Extracted from the article]

The anthology "Oral Language Use between Norm Orientation and Pragmatic Leeway" by Georg Albert and Sabine Diao-Klaeger brings together 15 essays based on presentations from the conference on Oral Language Use. The volume addresses various aspects of oral language use, including norm orientation, orality in foreign and second language, orality in German didactics, usage norms and interactional linguistics, as well as notions of appropriateness. The authors demonstrate that norms of written language cannot simply be transferred to spoken language, and that speakers adapt their language to communicative situations and conversation partners. The anthology provides teachers with guidance in teaching spoken language and presents initial approaches towards a standard for spoken language. [Extracted from the article]

The article deals with various aspects of evaluation, testing, examining, and assessing in the field of German as a foreign language (DaF) and German as a second language (DaZ). Various studies and contributions are presented that deal with the evaluation of digital teaching formats, virtual language courses, language learning apps, aptitude tests for social and personal skills, as well as the specialist language examination for foreign doctors. The authors discuss the effectiveness and satisfaction of the various teaching and examination formats and find that digital teaching formats and language learning apps are increasingly being used in the current pandemic time. Problems and dissatisfaction with the specialist language examination for foreign doctors are also pointed out, particularly the lack of expertise of language experts in the examination committees. The book "Testing and Assessing Foreign Language Competencies" is recommended as a helpful introduction to the topic and offers "can-do" descriptions according to the CEFR, tasks, discussion questions, and references. It demonstrates the diversity of desiderata in the field of testing, examining, and assessing. [Extracted from the article]