Search

Copyright of European Journal of Applied Linguistics 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.)

The article is a personal account about staying committed and describes how the author completed her book. She draws parallels between her experiences in creating, improving the world, and writing, emphasizing the importance of perseverance and motivation. The text discusses the significance of beginnings and sharing creative ideas and approaches to problem-solving. It emphasizes that the world would be a better place if more people shared their ideas. The text also addresses the phenomenon of negativity dominance and the importance of dealing with self-doubt in order to keep going. The author describes often procrastinating tasks and being afraid to start or continue. She recommends creating a concrete to-do list with small, achievable steps and deadlines to tackle tasks. Additionally, she emphasizes that one's own work is still relevant and impressive despite other impressive works. The author also shares her experiences with publishing her book and how she learned to overcome internal obstacles. She encourages enjoying the process and being proud of the completed work, regardless of whether one would do something differently. [Extracted from the article]

The communicative approach moved linguistic interaction into the focus of foreign language teaching. In this context, oral communication was and remains the main conceptual focus. However, the usefulness of this emphasis is questionable for the development of written language. Following a theoretical discussion, I carry out an exemplary, critical analysis of writing tasks in new German as a foreign language (DaF) textbooks and argue for a reconsideration of goals for writing instruction. [ABSTRACT FROM AUTHOR]

Der Beitrag untersucht am Beispiel von vier kanonischen Gedichten, was das Schreibprogramm ChatGPT leistet, wenn man es zum Verfassen analytischer Texte auffordert. Er fragt, inwiefern künstliche Intelligenz Schreibaufgaben im Bereich der Lyrikanalyse meistern kann, welche in der Schule vorkommen, und was für Rückschlüsse dies bezüglich Software und schulischer Anforderungen erlaubt. Nach einer Erläuterung der Voraussetzungen der Untersuchung werden schriftliche Ergebnisse von ChatGPT vorgestellt, die die Bereiche Thema, Form, Sprachbildlichkeit und Perspektive betreffen. Die Qualität der Ergebnisse ist sehr unterschiedlich. Sie ist am besten, wo vergleichsweise allgemeine Formulierungsmuster als Beschreibung des individuellen Textes verstanden werden können, nämlich im Bereich von Themenbestimmung oder inhaltlicher Interpretation. Sie ist am schwächsten, wo diffizile analytische Fragen zu bewältigen sind, also Formfragen oder solche der literarischen Bildlichkeit. Abschließend diskutiert der Beitrag, was ‚Schreiben‘ in Anbetracht von Digitalität und neuen Textgeneratoren meint und was dies für den Literaturunterricht bedeutet. Abstract (english): Writing through Artificial Intelligence. ChatGPT and automated poetry analyses By using four canonical poems, the paper investigates the performance of writing program ChatGPT when asked to write analytical texts. The paper examines to what extent artificial intelligence can master writing tasks in the field of poetry analysis that occurs in school, and what conclusions can be drawn with regard to software and school requirements. After an explanation of the preconditions of the study, written results from ChatGPT are presented. They concern topic, form, imagery and perspective of the poems. The quality of the results varies widely. It is best where comparatively general formulation patterns can be perceived as describing the individual text, namely in the area of determining topics or interpreting content. It is weakest where difficult analytical questions have to be dealt with, i.e., questions of form or those of literary imagery. Finally, the article discusses what ‚writing‘ means in the age of digitalization and new text generators and what this implies for the teaching of literature.

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.)

Modern language education should foster 21st century skills like critical thinking, learning how to learn, and interpersonal skills. Such skills can be developed with portfolio work due to its focus on the learner, the teacher as a facilitator, and learner autonomy. At the same time, one must not forget that educational contexts are restricted by multiple factors such as time, curricula, tests, available resources, expertise and beliefs of the staff, etc. If those are not considered properly, the implementation of a portfolio is prone to failure. A university in Tokyo has implemented a writing portfolio in its German language communication classes with consideration of these various restrictions. The result was a writing portfolio with a limited range and potential for fostering autonomous learning, but functioning well within its context. As such, it was widely accepted by the students for a variety of reasons (alignment to personal interests, time flexibility, individual feedback, deepening understanding of strengths and weaknesses, regular practice, exchange with peers), having thus catered to their individual learning needs. [ABSTRACT FROM AUTHOR]

In Präsentationsprozessen stehen Schüler:innen vor der komplexen Aufgabe, medial gefasste Wissensbestände zu rezipieren, unter Einsatz digitaler Tools sprachlich und visuell aufzubereiten und situativ in eine kohärente multimodale Präsentationsperformanz zu integrieren. Trotz umfänglicher Kritik (Tufte 2003; Kjeldsen et al. 2019 u.a.) kommt dabei typischerweise PowerPoint als Schreib- und Präsentationssoftware zum Einsatz. Der vorliegende Beitrag stellt der Kritik die Ergebnisse einer qualitativen Fallstudie gegenüber und fragt, inwiefern PowerPoint das Lösungsverhalten von Schüler:innen beim Schreiben von Präsentationsfolien beeinflusst. Die Datenbasis bildet dabei ein Korpus videographierter Präsentationsprozesse, die von Schü-ler:innen-Tandems der Sekundarstufe II in den Fächern Deutsch und Biologie durchgeführt wurden. Abstract (english): On the influence of software on school writing. A process- and product-related approach taking PowerPoint as an example. In presentation processes, students are faced with the complex task of receiving media-based knowledge, preparing it linguistically and visually using digital tools, and integrating it into a coherent multimodal presentation performance. Despite extensive criticism (Tufte 2003; Kjeldsen et al. 2019 etc.), PowerPoint is widely used as writing and presentation software. The article contrasts the criticism with the results of a qualitative case study and asks to what extent PowerPoint influences the solution behavior of students in writing presentation slides. The data basis is a corpus of videographed presentation processes, which were carried out by student tandems of the 11th and 12th grade in the subjects German and Biology.

Copyright of Zeitschrift für Psychodrama und Soziometrie is the property of Springer Nature 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.)

Die Corona-Pandemie hat den Präsenzunterricht vielerorts unmöglich gemacht und Lehrende und Lernende dazu bewegt, neue Möglichkeiten für einen Unterricht im Online-Format zu erkunden. Die Heterogenität der Lernenden an den Kursen der Casa de Cultura Alemã der Universidade Federal do Ceará (CCA) und der ab August 2020 durchgeführte Onlineunterricht haben uns zudem dazu bewegt, neue Unterrichtsverfahren zu ermitteln. Wir konnten feststellen, dass die schon vor der Pandemie große Heterogenität in den Deutschkursen der CCA in der Pandemie durch das neue Unterrichtssetting noch größer wurde, einerseits durch ein erhöhtes Maß an Selbstorganisation und aufzubringende -motivation, und andererseits durch die technischen Gegebenheiten der einzelnen Teilnehmer*innen. Um dieser Heterogenität gerecht zu werden, stellten wir uns die Frage, wie sich binnendifferenzierende Maßnahmen im Onlineunterricht, gestützt durch Online-Tools, umsetzen lassen. Besonders große Unterschiede finden sich im Hinblick auf die Schreibkompetenz der Teilnehmer*innen. Im vorliegenden Beitrag werden daher binnendifferenzierende Maßnahmen für das Training der Fertigkeit Schreiben im Online-Format vorgestellt.

In the course of digitization, the social role and value of writing is changing. This article discusses how literacy practices are differentiated along the two modes of text-oriented writing and interaction-oriented writing (Storrer 2018) and why and how this process can be observed in particular in the everyday life of adolescents. Finally, in order to argue that adolescents make use of different registers of writing, which are grounded in metacommunicative awareness, depending on the communicative context the paper provides insight into the results of a recently published study on adolescents' digital texting. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Psychodrama und Soziometrie is the property of Springer Nature 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.)

Erkan Osmanović rezensiert Brotjobs & Literatur. Darin schreiben 19 Schriftstellerinnen und Schriftsteller über das Verhältnis zwischen Erwerbs- und Schreibarbeit, den prekären Zugang zum Literaturbetrieb und die künstlerische Unabhängigkeit.

Artificial Intelligence (AI) as a disruptive technology is not only changing our everyday life and the business world, but also the way we learn and generate new knowledge. Such breakthrough disruptions by new technologies are also taking place in the fields of foreign language learning. The focus of this paper is on AI-based applications that have an impact on the writing skill. This paper is structured to guide from general concepts to concrete ones. In the first section, a short overview of the possible applications of artificial intelligence in foreign language teaching is given. The second section focuses on writing with the help of AI-based applications for text generation. In the third section didactical-methodical considerations are formulated for the use of AI-based applications for text generation in GFL teaching. The paper finishes with a reflection which outlines conclusions. [ABSTRACT FROM AUTHOR]

ABSTRACT: Writing skills are of particular importance in interaction in German as a foreign language lessons. Against this background, the aim is to deal with the teaching of the skill of writing in foreign language German lessons. The teaching of writing will be examined from different perspectives. Among other things, the various approaches to the didactics of writing as well as the phases and process of writing will be discussed. An overview of the role of digital media in the didactics of writing is also presented. Furthermore, the handling of error correction in written work is discussed. This article aims to provide an insight into the teaching of writing and thus contribute to the didactics of writing in foreign language German classes. ZUSAMMENFASSUNG: Bei der Interaktion im DaF-Unterricht genießt die Schreibfertigkeit einen besonderen Stellenwert. Vor diesem Hintergrund wird angestrebt, mit der Vermittlung der Fertigkeit Schreiben im fremdsprachigen Deutschunterricht auseinander zu setzen. Hierbei wird die Vermittlung des Schreibens aus verschiedenen Perspektiven beleuchtet. Es geht u.a. um die diversen Ansätze der Schreibdidaktik sowie die Phasen bzw. Prozess des Schreibens. Ein Überblick über die Rolle der digitalen Medien zur Schreibdidaktik wird hier ferner aufgezeigt. Des Weiteren wurde der Umgang mit der Fehlerkorrektur schriftlicher Arbeiten thematisiert. Dieser Artikel soll einen Einblick in die Vermittlung des Schreibens liefern und somit einen Beitrag zur Schreibdidaktik im fremdsprachigen Deutschunterricht leisten.

Copyright of Ethnologie Française is the property of Presses Universitaires de France 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 Diyalog Interkulturelle Zeitschrift für Germanistik is the property of Diyalog Interkulturelle Zeitschrift fur Germanistik 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.)

Dieser Essay beschreibt die ambivalenten und teilweise widersprüchlichen Emotionen, die Schreibende im Schreiben erleben können: von Versagensängsten, Konkurrenzdenken, Schreibstörungen und Schreibblockaden bis hin zur Lust am Schreiben als befreiende, kreative Technik. In Form eines Gedankenspiels geht der Essay der Frage nach, wie ein Ich als Ort beschaffen sein müsste, um diese Ambivalenzen und Widersprüche auszugleichen, damit Schreiben als persönlicher Erfolg wahrgenommen wird. Dieses Ich wird als Austragungsort gedeutet, an dem unterschiedliche Emotionen und Erfahrungen verarbeitet und in Einklang gebracht werden. Dabei wird es zum Ort der Kontrolle über das Selbst (Michel Foucault), an dem sich das (Schreib-)Ich eigenen Regeln unterwirft und sich in einem aufwendigen Akt selbst reguliert.

Copyright of Journal of College of Languages is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

Im Licht von Deleuze’ und Guattaris Philosophie wird alles Seiende, menschliche Subjekte inklusive, unter der Perspektive dessen betrachtet, dass sie Teil der Natur sind. Daraus folgt eine Philosophie der radikalen Immanenz sowie der Ausgang für ein Denken körperlichen Mitseins. Der Körper wird in dieser Perspektive zu etwas, das nicht mit sich selbst ident, sondern offen ist. Körper werden somit zu Bewegungen oder Akten. Können Prozesse des Schreibens beschrieben werden als immanente Bewegungen von Körpern?