- Lexical Semantics, Kollokationen, Lexikalische Semantik, Wortschatz, Wortschatzkompetenz, Vocabulary Acquisition, and 25 moreWortschatzerwerb, Wortschatzlernen, Wortbildung, Wortbildung DaF, Fremdsprachendidaktik, Fremdsprachenforschung, Metodologia Badań Pedagogicznych, Interakcja, Interaktionsanalyse, Übersetzung, Słownictwo, Sprachmittlung, Collocations, Kollokationskompetenz, Collocational Cometence, Pedeutologia, Wortschatzübungen, Vocabulary Learning, Vocabulary Learning Strategies, kompetencja leksykalna, kompetencja kolokacyjna, Frazeologia, Phraseologie, Wissenschaftssprache, and Deutsch als fremde Wissenschaftsspracheedit
Research Interests: Vocabulary, Digital Media & Learning, Didaktik der Mehrsprachigkeit, Soft Skills, Deutsch als Fremdsprache, and 9 morebilingualer Unterricht, Geschichtsdidaktik, Kollokationen, SFU Studienbegleitender Fremdsprachenunterricht, Kreatives Schreiben, Didaktik und Methodik im Bereich Deutsch als Fremdsprache, Schreibkompetenz, Wortschatzkompetenz, and DaF-Lehrerausbildung,
Das Corona-Virus hatte nicht nur auf die Gesundheit, die Politik, die Wirtschaft, die Bildung, die Berufswelt und das gesellschaftliche Leben Einfluss, sondern prägte auch die Sprachen der ganzen Welt, denn die Pandemie führte zur... more
Das Corona-Virus hatte nicht nur auf die Gesundheit, die Politik, die Wirtschaft, die Bildung, die Berufswelt und das gesellschaftliche Leben Einfluss, sondern prägte auch die Sprachen der ganzen Welt, denn die Pandemie führte zur Entstehung neuer Wörter und Begriffe. Im Fokus des Beitrags stehen die im Corona-Diskurs oft gebrauchten und neu geschaffenen Personenbezeichnungen. Es wird analysiert, welche Begriffe im Hinblick auf Menschen neu kreiert wurden, welche Bedeutung sie haben, wie sie konnotiert sind und welche personalen Benennungen eine semantische Verengung bzw. Erweiterung erfahren haben. Es wird dabei gezeigt, dass sich diese Neubildungen nicht nur auf die vom Coronavirus Betroffenen und medizinische Fachkräfte beziehen, die gegen die Auswirkungen des Coronavirus kämpften, sondern auch den Menschen im Alltag erfassen und ihn benennen. Dem Beitrag kann entnommen werden, welche Einstellungen und Verhaltensweisen der Bürger in coronabedingten Personenbezeichnungen widergesp...
Research Interests: Neologisms and Menschen
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This paper is devoted to the topic of developing collocation competence via implicit and explicit teacher intervention. First, the notion of collocation and collocation competence are presented. Possible implicit and explicit teacher... more
This paper is devoted to the topic of developing collocation competence via implicit and explicit teacher intervention. First, the notion of collocation and collocation competence are presented. Possible implicit and explicit teacher interventions which foster the development of collocation competence in foreign language learners are identified, and the results of empirical studies of their effectiveness are given. Next, the empirical part of the paper, focuses on the results of a longitudinal study, which investigated the development of collocation competence through form-focused instructions drawing attention of Polish learners of German as a foreign language to different lexical units, including collocations. The study, which took two years and involved questionnaires, analyzed the use of verb-noun collocations in lexical tests and in short written assignments.
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Die in den 1990er Jahren postulierte Phraseodidaktik wurde ursprünglich für idiomatische Phraseme konzipiert. Mit Ausdehnung des Forschungsgegenstandes auf teil-und nicht-idiomatische Phraseme (z. B. Kollokationen) erschien die damals... more
Die in den 1990er Jahren postulierte Phraseodidaktik wurde ursprünglich für idiomatische Phraseme konzipiert. Mit Ausdehnung des Forschungsgegenstandes auf teil-und nicht-idiomatische Phraseme (z. B. Kollokationen) erschien die damals konzipierte Phraseodidaktik auch für die Förderung und den Erwerb der Kollokationskompetenz nicht mehr ausreichend. Der Beitrag stellt verschiedene Konzeptionen der Phraseodidaktik vor. Aufgezeigt werden hier die sich bisher vollzogenen Änderungen und Ziele der einzelnen Phasen des phraseologischen Drei-und Vier-Schritts sowie die von der Lehrkraft und den Fremdsprachenlernenden zu bewältigenden Aufgaben. Der Hauptteil des Beitrags befasst sich mit der Darlegung einer Kollokationsdidaktik, die von Texten ausgehen und mit der Produktion von Texten (d. h. kommunikativen Aufgaben) enden sollte. Neben der Rolle des Lehrwerks in der Kollokationsdidaktik werden konkrete Vorschläge für seinen Einsatz zur Förderung der Kollokationskompetenz beschrieben.
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Although phrasemes comprise a group of multi-word lexical units, nearly 50 years ago it was postulated that one-word phrases (such as compounds) should also be included, which continues to be a subject of dispute in phraseology. In... more
Although phrasemes comprise a group of multi-word lexical units, nearly
50 years ago it was postulated that one-word phrases (such as compounds) should also be included, which continues to be a subject of dispute in phraseology. In German, such one-word phrases are referred to as Einwortphraseme or Einwortidiome, the terms being used synonymously. This paper points to the heterogeneity of the group of oneword phrases, which results from the fact that not only idioms are the basis for their formation, but so are collocations and other non-idiomatic phrases. This paper proposes a broader approach to the concept of Einwortphraseme, identifies new one-word phrases, not described thus far, and suggests their new classification
Mimo iż frazeologizmy obejmują grupę związków wielowyrazowych, to już blisko 50 lat temu postulowano włączenie do niej również frazeologizmów jednowyrazowych (w formie wyrazów złożonych), które nadal stanowią punkt sporny frazeologii. W języku niemieckim określane są one jako Einwortphraseme albo Einwortidiome, przy czym pojęcia te są używane synonimicznie. W niniejszym artykule wskazano na heterogeniczność grupy frazemów jednowyrazowych, która wynika stąd, że podstawę do ich powstania stanowią nie tylko idiomy, lecz również kolokacje i inne nie idiomatyczne frazemy. W niniejszej pracy zaproponowano szersze ujęcie pojęcia Einwortphraseme, wskazano na nowe jeszcze nie opisywane frazeologizmy jednowyrazowe oraz przedstawiono propozycję ich nowej klasyfikacji.
50 years ago it was postulated that one-word phrases (such as compounds) should also be included, which continues to be a subject of dispute in phraseology. In German, such one-word phrases are referred to as Einwortphraseme or Einwortidiome, the terms being used synonymously. This paper points to the heterogeneity of the group of oneword phrases, which results from the fact that not only idioms are the basis for their formation, but so are collocations and other non-idiomatic phrases. This paper proposes a broader approach to the concept of Einwortphraseme, identifies new one-word phrases, not described thus far, and suggests their new classification
Mimo iż frazeologizmy obejmują grupę związków wielowyrazowych, to już blisko 50 lat temu postulowano włączenie do niej również frazeologizmów jednowyrazowych (w formie wyrazów złożonych), które nadal stanowią punkt sporny frazeologii. W języku niemieckim określane są one jako Einwortphraseme albo Einwortidiome, przy czym pojęcia te są używane synonimicznie. W niniejszym artykule wskazano na heterogeniczność grupy frazemów jednowyrazowych, która wynika stąd, że podstawę do ich powstania stanowią nie tylko idiomy, lecz również kolokacje i inne nie idiomatyczne frazemy. W niniejszej pracy zaproponowano szersze ujęcie pojęcia Einwortphraseme, wskazano na nowe jeszcze nie opisywane frazeologizmy jednowyrazowe oraz przedstawiono propozycję ich nowej klasyfikacji.
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Niniejszy artykuł poświęcony jest frazeologiczności niemieckiego języka naukowego. Jegocelem jest zbadanie oraz opisanie użycia frazemów z komponentem Blick w niemieckichtekstach naukowych z zakresu humanistyki oraz medycyny. W oparciu o... more
Niniejszy artykuł poświęcony jest frazeologiczności niemieckiego języka naukowego. Jegocelem jest zbadanie oraz opisanie użycia frazemów z komponentem Blick w niemieckichtekstach naukowych z zakresu humanistyki oraz medycyny. W oparciu o badanie korpusowewskazano, jakie rodzaje frazemów z tym komponentem występują w tekstachnaukowych, które z nich stanowią element ogólnego języka naukowego i występująw tekstach z różnych dyscyplin naukowych. Opisano tu znaczenie wybranych frazeologizmóww języku naukowym oraz ich potencjał pragmatyczny. Analizie poddano słownikiogólne i frazeologiczne pod kątem ich odnotowania i opisu oraz wskazano na konieczneuzupełnienia lub zmiany w zapisie leksykograficznym.
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Collocations are undoubtedly a very important and frequent linguistic phenomenon. A large part of the vocabulary in every language is furnished by word combinations, in which only concrete words can be used (this is dependent on the... more
Collocations are undoubtedly a very important and frequent linguistic phenomenon. A large part of the vocabulary in every language is furnished by word combinations, in which only concrete words can be used (this is dependent on the linguistic norm, and not on a rule), or in which particular words are associated with each other in a syntagm, taking on a new meaning. For this reason they are also known as conventional syntagms. Although the notion of collocation was current from the 50s of the 20th century, it is possible to find earlier works which refer to the collocation phenomenon. In this article an attempt has been made to show how, over the past 100 years of linguistic study, the collocation phenomenon has been indicated implicitly or explicitly. The aim of this article is to show how the concept of collocation developed and changed, allowing us to understand how it is that in modern literature a two-way understanding of the notion of collocation can be met (narrower and broader).
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This paper focuses on theoretical considerations of how the notion of collocation is treated in handbooks for teaching German as a foreign language. First, the notion of collocation was presented and then the reasons for its relevance... more
This paper focuses on theoretical considerations of how the notion of collocation
is treated in handbooks for teaching German as a foreign language. First, the notion
of collocation was presented and then the reasons for its relevance in FLT handbooks
were given. Next, the form in which collocations should be incorporated into foreign
language teaching and learning materials was discussed. The author assumes that
handbooks should present collocations in a form facilitating development of collocational knowledge, collocational awareness, as well as receptive and productive knowledge of collocations. The main part of the paper demonstrates examples of exercises, which stimulate development of all components of collocational competence.
Tematem niniejszego artykułu są rozważania teoretyczne dotyczące ujęcia kolokacji w podręcznikach do nauki języka niemieckiego jako obcego. Przedstawiono tu pojęcie kolokacji a następnie podano powody konieczności ich uwzględnienia w podręcznikach do nauki języków obcych. Następnie omówiona została koncepcja, w jakiej formie kolokacje powinny być uwzględniane w materiach do nauki i nauczania języka obcego. Autorka wychodzi z założenia, że kolokacje powinny być w podręcznikach ujęte w formie, która umożliwiałaby rozwój kompetencji kolokacyjnej, poprzez rozwijanie wiedzy kolokacyjnej, świadomości kolokacyjnej oraz receptywnej i produktywnej znajomości nowych kolokacji. W głównej części artykułu omówiono konkretne przykłady ćwiczeń, dzięki którym można rozwijać wszystkie elementy/składowe kompetencji kolokacyjnej.
is treated in handbooks for teaching German as a foreign language. First, the notion
of collocation was presented and then the reasons for its relevance in FLT handbooks
were given. Next, the form in which collocations should be incorporated into foreign
language teaching and learning materials was discussed. The author assumes that
handbooks should present collocations in a form facilitating development of collocational knowledge, collocational awareness, as well as receptive and productive knowledge of collocations. The main part of the paper demonstrates examples of exercises, which stimulate development of all components of collocational competence.
Tematem niniejszego artykułu są rozważania teoretyczne dotyczące ujęcia kolokacji w podręcznikach do nauki języka niemieckiego jako obcego. Przedstawiono tu pojęcie kolokacji a następnie podano powody konieczności ich uwzględnienia w podręcznikach do nauki języków obcych. Następnie omówiona została koncepcja, w jakiej formie kolokacje powinny być uwzględniane w materiach do nauki i nauczania języka obcego. Autorka wychodzi z założenia, że kolokacje powinny być w podręcznikach ujęte w formie, która umożliwiałaby rozwój kompetencji kolokacyjnej, poprzez rozwijanie wiedzy kolokacyjnej, świadomości kolokacyjnej oraz receptywnej i produktywnej znajomości nowych kolokacji. W głównej części artykułu omówiono konkretne przykłady ćwiczeń, dzięki którym można rozwijać wszystkie elementy/składowe kompetencji kolokacyjnej.
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Celem niniejszego artykułu jest wskazanie na rolę frazeodydaktyki w rozwijaniu kompetencji leksykalnej uczących się języka obcego. W pierwszej części artykułu omówiono słownictwo z perspektywy uczenia się języka obcego oraz wskazano na... more
Celem niniejszego artykułu jest wskazanie na rolę frazeodydaktyki w rozwijaniu kompetencji leksykalnej uczących się języka obcego. W pierwszej części artykułu omówiono słownictwo z perspektywy uczenia się języka obcego oraz wskazano na frazeologizmy jako ważny element słownictwa obcojęzycznego. Druga część poświęcona została kompetencji leksykalnej. Opisano tu nowe ujęcie tejże kompetencji, która składa się z kilku podkompetencji, w tym kompetencji frazeologicznej, którą również nieco szerzej opisano. W trzeciej części przedstawiono cele i metodykę pracy z frazeologizmami na lekcji języka obcego, wskazując na zmiany, jakie się w niej w ostatnich dziesięcioleciach dokonały. Artykuł pokazuje, dlaczego ważna jest frazeodydaktyka w nauczaniu języków obcych i jaką rolę odgrywa nauczyciel w rozwijaniu kompetencji frazeologicznej, czyli ważnego elementu kompetencji leksykalnej.
The objective of this paper is to investigate the role of set phrases teaching in the development of lexical competence of foreign language learners. In the first part of the paper we address the issue of vocabulary from the point of view of LL2 and point to set phrases as an important element of a foreign language vocabulary. The second part of the paper is devoted to lexical competence. A new approach to this competence is proposed. This competence is seen as consisting of several subcompetences with phraseological competence, elaborated on in this paper, as one of them. The third part presents aims and methodology of set phrases teaching during LL2 courses and focuses on changes that took place over last decades. The paper underscores the importance of set phrases teaching in foreign language instruction and the role in developing phraseological competence as an important element of lexical competence.
The objective of this paper is to investigate the role of set phrases teaching in the development of lexical competence of foreign language learners. In the first part of the paper we address the issue of vocabulary from the point of view of LL2 and point to set phrases as an important element of a foreign language vocabulary. The second part of the paper is devoted to lexical competence. A new approach to this competence is proposed. This competence is seen as consisting of several subcompetences with phraseological competence, elaborated on in this paper, as one of them. The third part presents aims and methodology of set phrases teaching during LL2 courses and focuses on changes that took place over last decades. The paper underscores the importance of set phrases teaching in foreign language instruction and the role in developing phraseological competence as an important element of lexical competence.
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Classwork based on dictionary definitions has not been fully appreciated in the methodology of teaching a foreign language, perhaps due to the fact that the potential such definitions offer for a variety of classroom activities has not... more
Classwork based on dictionary definitions has not been fully appreciated in the methodology of teaching a foreign language, perhaps due to the fact that the potential such definitions offer for a variety of classroom activities has not been as yet recognized. Additionally, one has to note a very strong belief among teachers that incorporating definitions into one’s teaching methods can only produce beneficial effects to advanced students. The present article attempts to demonstrate a full range of possibilities opened by the use of definitions as a teaching technique, not only in lexical learning but also in developing the student’s communicative and compensatory competence, or as an introduction to monolingual dictionary based classroom activities.
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The present article is devoted to the discussion of the methodology of research into interaction in the foreign language classroom. It discusses selected methods which can be employed to allow a complete and reliable monitoring of the... more
The present article is devoted to the discussion of the methodology of research into interaction in the foreign language classroom. It discusses selected methods which can be employed to allow a complete and reliable monitoring of the varied interactions which can occur during foreign language lessons. The paper concludes with an attempt at formulating some general principles relating to researching classroom interaction.
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The present paper attempts to investigate causes of poor lexical compe-tence of prospective students of modern philology. The focus is placed on the techniques and cognitive strategies selected by such students in learning lexis.
Die Sprache der Wissenschaften stellt in den letzten Jahren einen wichtigen Forschungsgegenstand dar. Während sie in den 70er und 80er Jahren hauptsächlich auf den Gebrauch von den für się spezifischen grammatischen Formen bzw.... more
Die Sprache der Wissenschaften stellt in den letzten Jahren einen wichtigen Forschungsgegenstand dar. Während sie in den 70er und 80er Jahren hauptsächlich auf den Gebrauch von den für się spezifischen grammatischen Formen bzw. Konstruktionen untersucht wurde, rückt in den letzten 10 Jahren der lexikalische Aspekt in den Mittelpunkt des Forschungsinteresses. Untersuchungen zeigen, dass diese Sprache viele formelhafte Sequenzen enthält und darin viele reproduzierbare Elemente zu finden sind. Ziel des Beitrags ist es, auf die Vielfalt der reproduzierbaren Elemente der Wissenschaftssprache hinzuweisen. Dabei wird gezeigt, welche Arten der reproduzierbaren lexikalischen Elemente für die Wissenschaftssprache charakteristisch sind. Diese Bandbreite der Phraseologismen wird mit Beispielen aus einem Korpus aus Texten der Wissenschaftssprache, das für ein internationales Projekt erstellt wurde, belegt.Reproducible elements in German academic languageAcademic language has become lately an imp...
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Der vorliegende Beitrag beschäftigt sich mit der großen Rolle der produktiven Wortbildung im FU. Im Folgenden wurde darauf hingewiesen, dass die Wortbildung von Fremdsprachenlernenden nicht nur zur Rezeption von fremdsprachigen Texten... more
Der vorliegende Beitrag beschäftigt sich mit der großen Rolle der produktiven Wortbildung im FU. Im Folgenden wurde darauf hingewiesen, dass die Wortbildung von Fremdsprachenlernenden nicht nur zur Rezeption von fremdsprachigen Texten herangezogen werden, sondern auch der Sprachproduktion dienen sollte. Aus diesem Grunde wurden hier verschiedene Übungen und Aufgaben zum spielerischen und kreativen Umgang mit Wortbildung und Lexikbeständen dargestellt, dank denen die Lernenden sowohl zur Sprachproduktion angeregt und veranlasst werden, als auch die Möglichkeit bekommen, lexikalische Strategien zu entwickeln.
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The aim of this article is to familiarise others with ideas of Aleksander Szulc, an eminent Polish linguist and educator of glottodidactics, with reference to a phenomenon of collocationality. Although in his works from the 60s and 70s... more
The aim of this article is to familiarise others with ideas of Aleksander Szulc, an eminent Polish linguist and educator of glottodidactics, with reference to a phenomenon of collocationality. Although in his works from the 60s and 70s Szulc frequently dealt with the aspect of conventional syntagms, which partially reflect the notion of collocations, hisworkswere omitted in studies on collocations. The analysis of Szulc’s work presented in this article aimed at tracing references to conventional syntagms. The following were presented in this paper: a perspective Szulc assumed for the phenomenon of collocationality, how his approach to and understanding of conventional syntagms changed over time and how he moved from the concept of collocational syntagms to collocations. Concurrently, this article is anattempt at reintroducingSzulc’s ideas in theacademicdiscourse aswell as anappeal for anecessity to consult hisworks in studies on collocations. Schlagwörter: Kollokation, kollokationale Wortverbindung, Kollokabilität, konventionelles Syntagma, konventionalisierte Syntagmen 1 Zum Kollokationsbegriff Kollokationen stellen einerseits ein wichtiges sprachliches Phänomen, andererseits ein relevantes, jedoch oft unterschätztes bzw. ungenügend erkanntes Element des Wortschatzes jeder Sprache dar. Auch in der fremdsprachlichen Wortschatzarbeit und im DaF-Unterricht scheinen sie zu einem vernachlässigten Gebiet zu gehören (vgl. Barrios 1997, Targońska 2014). Es ist nicht einfach, den Kollokationsbegriff präzise und eindeutig zu definieren. Dies liegt zum einen daran, dass dieser anders in der englischsprachigen, in der deutschsprachigen sowie auch in der europäischen Forschung aufgefasst wird. Zum anderen ist ein *Kontaktperson: Joanna Targońska, Uniwersytet Warmińsko-Mazurski w Olsztynie, ul. Oczapowskiego 2, 10-719 Olsztyn, Polen, E ˗ Mail: joanna.targonska@uwm.edu.pl Lebende Sprachen 2015; 60(2): 360–377
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Collocations are an important part of lexis. Their use is often indispensable and they cannot be replaced by any other lexical means. Unfortunately, they pose a big problem for learners of a foreign language because they are not... more
Collocations are an important part of lexis. Their use is often indispensable and they cannot be replaced by any other lexical means. Unfortunately, they pose a big problem for learners of a foreign language because they are not conspicuous and the learners are not aware of their conventionality and fixed character. It is then important to draw the learner’s attention to that part of lexis, for example by placing collocations in the vocabulary practice. This analysis attempts to investigate to what degree the lexical practice following specific texts in a coursebook incorporates the collocations that have been used in those texts. The analysis focuses on the coursebooks for German as a foreign language for learners at B1+ level. The objective of the analysis is to check if the students’ attention is directed to collocations in the texts themselves and then if the collocations are part of the vocabulary practice. The research concerns the degree to which the collocations in the texts...
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The objective of this paper is to highlight problems connected with assessment of collocational competence in teaching German as a foreign language as well as their possible solutions. We begin with a description of the notion of... more
The objective of this paper is to highlight problems connected with assessment of collocational competence in teaching German as a foreign language as well as their possible solutions. We begin with a description of the notion of collocation from the teaching perspective and list its most important features. Then we discuss the ways in which collocation competence has been assessed. Selected empirical studies are presented with the focus on the employed methodology. Then a discussion of their methodological value follows. In the next part of the paper we turn to an account of possible analytical tools for studying all three components of collocational competence and propose two alternative methods which allow to assess it during formal courses of a foreign language. Finally, we present our conclusions concerning the possibility of collocational competence assessment.
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The goal of the article is to examine the dependency between collocational competence and other competences and language skills of a foreign language learner. The paper begins with an explication of the notions of collocation and... more
The goal of the article is to examine the dependency between collocational competence and other competences and language skills of a foreign language learner. The paper begins with an explication of the notions of collocation and collocational competence. It further presents the results of an analysis of the relevant research on collocational competence. Based on publications of researchers from all over the world, the research question which has been formulated concerns the dependency between a well developed collocational competence and the level of proficiency in reading, listening, writing and speaking. And conversely, the analysis seeks to find out if the language skills above automatically develop learners’ collocational competence. Finally, the article shows the influence of collocational competence on language reception and production, and discusses some methods which may improve foreign language learners’ collocational competence
Research on collocational competence, which is a component of lexical competence, is part of more general research on the acquisition of vocabulary. The methodology adopted in such research continues to evolve. The present article... more
Research on collocational competence, which is a component of lexical competence, is part of more general research on the acquisition of vocabulary. The methodology adopted in such research continues to evolve. The present article overviews some elicitation techniques for measuring the acquisition of collocations which have been used so far, focusing on their weaknesses. Another focus of the article is innovative and unconventional techniques of elicitation, which are not only an effective measure of the growth of students’ receptive and productive collocational competence, but also a means of raising their collocational awareness.
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Lexical exercises and their evaluation in the opinions of non-typical learners The research area of the present article is a variety of lexical activities that can be used during a German lesson. As one of the many factors determining... more
Lexical exercises and their evaluation in the opinions of non-typical learners
The research area of the present article is a variety of lexical activities that can be used during a German lesson. As one of the many factors determining motivation in foreign language learning is the very lesson itself, together with didactic materials the teacher selects for class use, the aim of the present paper is to examine the evaluation of some kind of exercises in terms of their attractiveness for teaching lexis. Specifically, the paper attempts to analyze those forms of lexical activities which appear to be equally attractive to both outstanding and very poor learners. It is then the goal of the paper to address the following questions: What type of exercises encourage students to work on lexis? Which lexical exercises are evaluated negatively by both excellent and poor students? How do learners evaluate lexical exercises on, first, collocations and, then, word formation?
The research area of the present article is a variety of lexical activities that can be used during a German lesson. As one of the many factors determining motivation in foreign language learning is the very lesson itself, together with didactic materials the teacher selects for class use, the aim of the present paper is to examine the evaluation of some kind of exercises in terms of their attractiveness for teaching lexis. Specifically, the paper attempts to analyze those forms of lexical activities which appear to be equally attractive to both outstanding and very poor learners. It is then the goal of the paper to address the following questions: What type of exercises encourage students to work on lexis? Which lexical exercises are evaluated negatively by both excellent and poor students? How do learners evaluate lexical exercises on, first, collocations and, then, word formation?
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The paper examines verbal collocations to the basic words Daten/dane (data) and Hypothese/hipoteza (hypothesis) in 1000 texts of German and Polish scientific language (from the areas of linguistics and literature, glottodidactics and... more
The paper examines verbal collocations to the basic words Daten/dane (data) and Hypothese/hipoteza (hypothesis) in 1000 texts of German and Polish scientific language (from the areas of linguistics and literature, glottodidactics and medicine) on a horizontal and vertical level. The following research questions are of special interest: Which collocations can be generated by these basic words? Can the collocations in both languages be assigned to the same sorts of speech acts? And where can we observe differences and similarities in their usage?
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Die Sprache der Wissenschaft(en) stellt in den letzten Jahren einen wichtigen Forschungsgegenstand dar. Während sie in den 70er und 80er Jahren hauptsächlich auf den Gebrauch von den für sie spezifischen grammatischen Formen bzw.... more
Die Sprache der Wissenschaft(en) stellt in den letzten Jahren einen wichtigen Forschungsgegenstand dar. Während sie in den 70er und 80er Jahren hauptsächlich auf den Gebrauch von den für sie spezifischen grammatischen Formen bzw. Konstruktionen untersucht wurde, rückt in den letzten 10 Jahren der lexikalische Aspekt in den Mittelpunkt des Forschungsinteresses. Untersuchungen zeigen, dass diese Sprache viele formelhafte Sequenzen enthält und darin viele reproduzierbare Elemente zu finden sind. Ziel des Beitrags ist es, auf die Vielfalt der reproduzierbaren Elemente der Wissenschaftssprache hinzuweisen. Dabei wird gezeigt, welche Arten der reproduzierbaren lexikalischen Elemente für die Wissenschaftssprache charakteristisch sind. Diese Bandbreite der Phraseologismen wird mit Beispielen aus einem Korpus aus Texten der Wissenschaftssprache, das für ein internationales Projekt erstellt wurde, belegt.
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PHRASEMES WITH THE COMPONENT “EYE” IN GERMAN ACADEMIC LANGUAGE German academic language contains far more phrasemes than it used to be assumed. Apart from specialist expressions, there are many collocations, idioms and pragmatic... more
PHRASEMES WITH THE COMPONENT “EYE” IN GERMAN ACADEMIC LANGUAGE
German academic language contains far more phrasemes than it used to be assumed. Apart from specialist expressions, there are many collocations, idioms and pragmatic phrasemes, which perform a number of textual functions. Scientific discourse has received an increased interest lately, however, no study of body-part phrasemes in academic language has been conducted. This paper presents an analysis of occurrence of phrasemes with the component “eye” in a specially created corpus of German academic texts in such branches as: linguistics, literary studies, foreign language teaching, and medicine. The paper approaches the following questions: Are such phrasemes used in scientific discourse and, if so, in which branches of science? What are the purposes of their use? Which phrasemes are favoured in all the analysed branches?
German academic language contains far more phrasemes than it used to be assumed. Apart from specialist expressions, there are many collocations, idioms and pragmatic phrasemes, which perform a number of textual functions. Scientific discourse has received an increased interest lately, however, no study of body-part phrasemes in academic language has been conducted. This paper presents an analysis of occurrence of phrasemes with the component “eye” in a specially created corpus of German academic texts in such branches as: linguistics, literary studies, foreign language teaching, and medicine. The paper approaches the following questions: Are such phrasemes used in scientific discourse and, if so, in which branches of science? What are the purposes of their use? Which phrasemes are favoured in all the analysed branches?
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Chapter 14: Wortschatzübungen zur Förderung der sprachlichen Kreativität Der vorliegende Beitrag beschäftigt sich einerseits mit der sprachlichen Kreativität im FU, andererseits mit dem Wortschatzlernen, der Wortschatzarbeit sowie... more
Chapter 14: Wortschatzübungen zur Förderung der sprachlichen Kreativität Der vorliegende Beitrag beschäftigt sich einerseits mit der sprachlichen Kreativität im FU, andererseits mit dem Wortschatzlernen, der Wortschatzarbeit sowie lexikalischen Übungen/Aufgaben. Im Folgenden wird von einer eingeschränkten Auffassung des Beg-riffs "Kreativität" ausgegangen und anschließend auf umfangreichere Definitionen dieses Terminus eingegangen. Obwohl die Meinungen zum Stellenwert der Wortschatzübungen bzw.-aufgaben im FU auseinandergehen, vertritt die Autorin die Meinung, dass diese eine wichtige Rolle im Fremdsprachenerwerbsprozess spielen. Von Belang sind bei der Wortschatzarbeit vor allem solche Übungen, die die Lernenden zu schöpferischen Handlungen anregen und ihren kreativen Umgang mit lexikalischen Einheiten fördern. Da Fremdsprachenlernende kreativ mit ihren Fremdsprachenkenntnissen umgehen müssen, um gelegentliche Wortschatzlücken zu schließen und mit ungenügenden Wortschatzbeständen erfolgreich eine kommunikative Situation meistern zu können, wird im Folgenden gezeigt, welche Wortschatzübungen und-aufgaben die Kreativität der Lernenden fördern können.
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This paper focuses on theoretical considerations of how the notion of collocation is treated in handbooks for teaching German as a foreign language. First, the notion of collocation was presented and then the reasons for its relevance in... more
This paper focuses on theoretical considerations of how the notion of collocation is treated in handbooks for teaching German as a foreign language. First, the notion of collocation was presented and then the reasons for its relevance in FLT handbooks were given. Next, the form in which collocations should be incorporated into foreign language teaching and learning materials was discussed. The author assumes that handbooks should present collocations in a form facilitating development of collocational knowledge, collocational awareness, as well as receptive and productive knowledge of collocations. The main part of the paper demonstrates examples of exercises, which stimulate development of all components of collocational competence. Słowa kluczowe: glottodydaktyka, kolokacje, kompetencja kolokacyjna, świadomość kolokacyjna, leksyka
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Kollokationskompetenz vs. Sprachfertigkeiten bzw. andere Sprachkompetenzen-ein Forschungsüberblick Collocational competence and other types of skills and competences: An overview of the state of the art ABSTRACT. The goal of the article... more
Kollokationskompetenz vs. Sprachfertigkeiten bzw. andere Sprachkompetenzen-ein Forschungsüberblick Collocational competence and other types of skills and competences: An overview of the state of the art ABSTRACT. The goal of the article is to examine the dependency between collocational competence and other competences and language skills of a foreign language learner. The paper begins with an explication of the notions of collocation and collocational competence. It further presents the results of an analysis of the relevant research on collocational competence. Based on publications of researchers from all over the world, the research question which has been formulated concerns the dependency between a well developed collocational competence and the level of proficiency in reading, listening, writing and speaking. And conversely, the analysis seeks to find out if the language skills above automatically develop learners' collocational competence. Finally, the article shows the influence of collocational competence on language reception and production, and discusses some methods which may improve foreign language learners' collocational competence.
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Research on collocational competence, which is a component of lexical competence, is part of more general research on the acquisition of vocabulary. The methodology adopted in such research continues to evolve. The present article... more
Research on collocational competence, which is a component of lexical competence, is part of more general research on the acquisition of vocabulary. The methodology adopted in such research continues to evolve. The present article overviews some elicitation techniques for measuring the acquisition of collocations which have been used so far, focusing on their weaknesses. Another focus of the article is innovative and uncon-ventional techniques of elicitation, which are not only an effective measure of the growth of students' receptive and productive collocational competence, but also a means of raising their collocational awareness.
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Collocations are an important part of lexis. Their use is often indispensable and they cannot be replaced by any other lexical means. Unfortunately, they pose a big problem for learners of a foreign language because they are not... more
Collocations are an important part of lexis. Their use is often indispensable and they cannot be replaced by any other lexical means. Unfortunately, they pose a big problem for learners of a foreign language because they are not conspicuous and the learners are not aware of their conventionality and fixed character. It is then important to draw the learner's attention to that part of lexis, for example by placing collocations in the vocabulary practice. This analysis attempts to investigate to what degree the lexical practice following specific texts in a course-book incorporates the collocations that have been used in those texts. The analysis focuses on the coursebooks for German as a foreign language for learners at B1+ level. The objective of the analysis is to check if the students' attention is directed to collocations in the texts themselves and then if the collocations are part of the vocabulary practice. The research concerns the degree to which the collocations in the texts become part of the vocabulary practice (quantitative analysis) and their quality (qualitative analysis). 1 Einleitung Kollokationen stellen einen wichtigen und nicht zu unterschätzenden Teil des Wortschatzes jeder (zumindest europäischen) Sprache dar. Sie bilden einen Bestandteil sowohl der gespro-chenen als auch der geschriebenen Sprache und drücken lexikalisch wichtige Sachverhalte aus, wobei sie sich dort oft nicht oder nur schwer umschreiben bzw. durch andere lexikalische Mittel ersetzen lassen. Muttersprachler 1 sind sich der Existenz dieses Sprachphänomens nicht bewusst, dennoch erwerben sie Kollokationen aufgrund ihrer Aussetzung gegenüber dem kol-lokationsreichen Input, dem sie Kollokationen als Ganzes unbewusst auf eine natürliche Wei-se entnehmen. Wie aus empirischen Studien hervorgeht, werden Kollokationen, die sich leicht aus dem Kontext erschließen lassen, im Leseprozess nicht automatisch erworben (cf. Marton 1977; Gabryś-Biskup 1990; Bahns/Sibilis 1992). Deshalb sind ihre Vermittlung (seitens der Lehrkraft bzw. anhand des von ihr eingesetzten Lehrwerks) und ihr Erwerb (seitens der DaF-Lernenden) im Fremdsprachen-und darunter im DaF-Unterricht(sprozess) enorm wichtig. 1 Im vorliegenden Artikel wird bewusst nicht gegendert und die maskulinen Formen schließen sowohl Frauen als auch Männer ein.
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The objective of this paper is to highlight problems connected with assessment of collocational competence in teaching German as a foreign language as well as their possible solutions. We begin with a description of the notion of... more
The objective of this paper is to highlight problems connected with assessment of collocational competence in teaching German as a foreign language as well as their possible solutions. We begin with a description of the notion of collocation from the teaching perspective and list its most important features. Then we discuss the ways in which collocation competence has been assessed. Selected empirical studies are presented with the focus on the employed methodology. Then a discussion of their methodological value follows. In the next part of the paper we turn to an account of possible analytical tools for studying all three components of collocational competence and propose two alternative methods which allow to assess it during formal courses of a foreign language. Finally, we present our conclusions concerning the possibility of collocational competence assessment.
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Celem niniejszego artykułu jest wskazanie na rolę frazeodydaktyki w rozwijaniu kompetencji leksykalnej uczących się języka obcego. W pierwszej części artykułu omówiono słownictwo z perspektywy uczenia się języka obcego oraz wskazano na... more
Celem niniejszego artykułu jest wskazanie na rolę frazeodydaktyki w rozwijaniu kompetencji leksykalnej uczących się języka obcego. W pierwszej części artykułu omówiono słownictwo z perspektywy uczenia się języka obcego oraz wskazano na frazeologizmy jako ważny element słownictwa obcojęzycznego. Druga część poświęcona została kompetencji leksykalnej. Opisano tu nowe ujęcie tejże kompetencji, która składa się z kilku podkompetencji, w tym kompetencji frazeologicznej, którą również nieco szerzej opisano. W trzeciej części przedstawiono cele i metodykę pracy z frazeologizmami na lekcji języka obcego, wskazując na zmiany, jakie się w niej w ostatnich dziesięcioleciach dokonały. Artykuł pokazuje, dlaczego ważna jest frazeodydaktyka w nauczaniu języków obcych i jaką rolę odgrywa nauczyciel w rozwijaniu kompetencji frazeologicznej, czyli ważnego elementu kompetencji leksykalnej.
The objective of this paper is to investigate the role of set phrases teaching in the development of lexical competence of foreign language learners. In the first part of the paper we address the issue of vocabulary from the point of view of LL2 and point to set phrases as an important element of a foreign language vocabulary. The second part of the paper is devoted to lexical competence. A new approach to this competence is proposed. This competence is seen as consisting of several subcompetences with phraseological competence, elaborated on in this paper, as one of them. The third part presents aims and methodology of set phrases teaching during LL2 courses and focuses on changes that took place over last decades. The paper underscores the importance of set phrases teaching in foreign language instruction and the role in developing phraseological competence as an important element of lexical competence.
The objective of this paper is to investigate the role of set phrases teaching in the development of lexical competence of foreign language learners. In the first part of the paper we address the issue of vocabulary from the point of view of LL2 and point to set phrases as an important element of a foreign language vocabulary. The second part of the paper is devoted to lexical competence. A new approach to this competence is proposed. This competence is seen as consisting of several subcompetences with phraseological competence, elaborated on in this paper, as one of them. The third part presents aims and methodology of set phrases teaching during LL2 courses and focuses on changes that took place over last decades. The paper underscores the importance of set phrases teaching in foreign language instruction and the role in developing phraseological competence as an important element of lexical competence.
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Praca nad słownictwem na lekcji języka obcego ma duży wpływ na poziom kompetencji leksykalnej uczniów. Niestety, jak pokazują badania przeprowadzane w różnych krajach, kompetencja leksykalna uczących się języków obcych jest często bardzo... more
Praca nad słownictwem na lekcji języka obcego ma duży wpływ na poziom kompetencji leksykalnej uczniów. Niestety, jak pokazują badania przeprowadzane w różnych krajach, kompetencja leksykalna uczących się języków obcych jest często bardzo słabo rozwinięta. Przyczyn takiego stanu rzeczy można upatrywać w działaniach dydaktycznych nauczyciela lub braku takich działań skierowanych na leksykę. W niniejszym artykule wskazano na takie problematyczne elementy kompetencji leksykalnej jak: mały zasób słownictwa, niska jakość zapamiętanych słówek, słabo rozwinięte słownictwo produktywne, problemy z przywołaniem (recall) słówek z leksykonu mentalnego i błędy interferencyjne. Autorka podjęła próbę wskazania na przyczyny tychże problemów leksykalnych, które wynikają z niewłaściwej pracy nad leksyką na lekcji języka obcego.
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Im Mittelpunkt dieser Longitudinalstudie steht die Frage danach, wie eine Kollokationskompetenz bei fortgeschrittenen DaF-Lernenden aufgebaut werden kann. Kollokationskompetenz schließt neben der Internalisierung und dem angemessenen... more
Im Mittelpunkt dieser Longitudinalstudie steht die Frage danach, wie eine Kollokationskompetenz bei fortgeschrittenen DaF-Lernenden aufgebaut werden kann. Kollokationskompetenz schließt neben der Internalisierung und dem angemessenen Gebrauch von Kollokationen ebenso die Entwicklung einer Kollokations(lern)bewusstheit und eines Kollokationsbewusstseins ein. Auf der Grundlage umfangreicher empirischer Daten werden u.a. Aussagen zum Einfluss der Unterrichtsgestaltung auf die Entwicklung dieses besonderen Teilbereiches lexikalischer Kompetenz sowie zu den individuellen Faktoren gemacht, die das Lerntempo bestimmen. Die Studie macht deutlich, dass der Aufbau einer fremdsprachigen Kollokationskompetenz ein mühsamer und langwieriger Prozess ist, für den eine explizite Arbeit an Kollokationen von großer Bedeutung ist.
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In der 2021 erschienenen Monografie von Joanna Targońska (Universität Olsztyn) wird das multidimensionale Modell eines reflexiven und bewussten Erwerbs der fremdsprachlichen Kollokationskompetenz dargestellt und anschließend empirisch in... more
In der 2021 erschienenen Monografie von Joanna Targońska (Universität Olsztyn) wird das multidimensionale Modell eines reflexiven und bewussten Erwerbs der fremdsprachlichen Kollokationskompetenz dargestellt und anschließend empirisch in einer Longitudinalstudie überprüft. In dem Rezensionsartikel wird analysiert, welchen Beitrag die Autorin zur Klärung relevanter Forschungsfragen im Bereich der Wortschatzdidaktik geleistet hat und welche Schlussfolgerungen sich daraus für die Praxis des Fremdsprachenunterrichts ergeben.