Wortschatzkompetenz

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.

Although vocabulary plays an important role in the foreign language lesson, it is not widely discussed in the professional literature available in German. With reference to the contemporary approach to teaching vocabulary and existing models of lexical competence, i.e. those mostly developed in English-speaking countries, and published in professional publications and in GeR, we wish to start a discussion about an entirely new understanding of the notion of lexical competence. We propose to divert from lexical competence seen as an aggregate of multiple elements, and to replace it with a new model, in which lexical competence is based on sub-components. Hence, in the present article we first clarify the notion of competence. Then the notion of vocabulary is also clarified, indicating various components involved in knowing a word, which are reflected in our new concept of lexical competence. In this article also a few new sub-components of lexical competence are proposed, of which two, i.e. word-formation competence and collocational competence together with lexical strategies, are more closely described. Finally, some suggestions concerning the new model of lexical competence are sketched out.

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.

This paper emphasizes the need to include collocational competence in the model of lexical competence. Different ways of understanding of the notion “collocation” are presented together with the existing models of lexical competence. Next, a new model of lexical competence is proposed, i.e. the model covering lexical competence as well. The Author presents her original concept of collocational competence and argues for its development in vocabulary extension at a foreign language class.

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.

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.

Este estudio exploratorio es parte de un proyecto en el cual investigamos las diferencias individuales que influyen en el aprendizaje léxico de estudiantes adolescentes y adultos de inglés y de alemán en distintos contextos educativos (escuela secundaria y cursos universitarios de extensión), y de distinta intensidad: extensiva e intensiva. Ellis (2008) identifica tres factores principales que explican la adquisición de segundas lenguas: externos (sociales), internos (referidos a los mecanismos de procesamiento lingüístico) e individuales (diferencias como aptitud, motivación, creencias, uso de estrategias, etc.). En nuestra investigación nos centramos en las siguientes diferencias individuales: a) las creencias, b) el autoconcepto y c) el uso de estrategias de aprendizaje (Ellis, 2008: 639) e indagamos cómo éstas afectan el proceso de aprendizaje léxico. Para este fin implementamos una encuesta semiestructurada y luego contrastamos los datos arrojados por ella con los resultados de dos tests de competencia léxica tomados al promediar y al finalizar los cursos. Dado que en general los aprendientes de alemán ya transitaron la experiencia de aprender otra lengua extranjera, típicamente el inglés, nos proponemos en este artículo exponer posibles diferencias en cuanto al uso de estrategias de aprendizaje léxico teniendo en cuenta la experiencia plurilingüe de los aprendientes de alemán. En el presente artículo nos centraremos en los aprendientes adultos de ambas lenguas (N= 48: inglés N= 25, alemán N= 23) y en sus contextos de aprendizaje. Aunque son numerosas las investigaciones que relacionan el uso de estrategias de aprendizaje léxico con la competencia léxica de los sujetos, estas se refieren en su mayoría al idioma inglés (Gu y Johnson, 1996; Mizumoto y Takeuchi, 2008; Ma, 2014, entre las más relevantes) o al español (Waldvogel, 2013).

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.

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.