Abstract The paper discusses concept maps as an instrument for the collection and reconstruction of lexical-semantic coded knowledge and demonstrates to what extent the elicited data can be interpreted as representations of mental models using onomosiological and framesemantic approaches. To this end, a theoretical framework is presented that discusses and legitimizes the use of concept maps due to their similarity to the ordering principles and structures of the mental lexicon. Finally, the application of thise tool, i. e. the concept maps, will be illustrated and discussed using one example from a more extensive pilot project conducted by the international EurEd research network.
{"title":"Europa als mentales Modell in den Köpfen von Lernenden","authors":"C. Krämer, J. Kilian, Erla Hallsteinsdóttir","doi":"10.1515/zfal-2021-2053","DOIUrl":"https://doi.org/10.1515/zfal-2021-2053","url":null,"abstract":"Abstract The paper discusses concept maps as an instrument for the collection and reconstruction of lexical-semantic coded knowledge and demonstrates to what extent the elicited data can be interpreted as representations of mental models using onomosiological and framesemantic approaches. To this end, a theoretical framework is presented that discusses and legitimizes the use of concept maps due to their similarity to the ordering principles and structures of the mental lexicon. Finally, the application of thise tool, i. e. the concept maps, will be illustrated and discussed using one example from a more extensive pilot project conducted by the international EurEd research network.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"61 - 92"},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43127137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Staffeldt, Sven. 2018. Gebrauchssemantik von Hand. Korpusbasierte Studien zu somatischen Phraseologismen des Deutschen mit der Konstituente Hand (Stauffenburg Linguistik, Band 98). Tübingen: Stauffenburg Verlag. 513 S., € 78, ISBN 978-3-95809-519-9.","authors":"A. Foolen","doi":"10.1515/zfal-2021-2057","DOIUrl":"https://doi.org/10.1515/zfal-2021-2057","url":null,"abstract":"","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"143 - 146"},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/zfal-2021-2057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44138370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Sacher, Björn Stövesand, Kristin Weiser-Zurmühlen
Abstract Bridging the gap between theory and practice is an important topic in German teacher education: How can trainee teachers be prepared for the requirements of their future job? One concept that has been discussed in depth is research-based learning: it promises to foster critical thinking and reflexion skills. In our paper, we discuss data from three settings of research-based learning in which students work in small groups of 2–4 persons on empirical data and/or discuss scientific publications. Using a conversation analytic approach, we ask how exactly students bridge the aforementioned gap – how they use biographical and/or professional knowledge from the epistemic domain school, and in what way these referrals are functional for the ongoing interaction in the small groups. We describe three practices and discuss them in terms of identity construction, knowledge communication and ‘doing togetherness’.
{"title":"Zwischen Schule und Studium – Wissenskommunikation in studentischen Kleingruppen angehender Lehrer*innen","authors":"J. Sacher, Björn Stövesand, Kristin Weiser-Zurmühlen","doi":"10.1515/zfal-2021-2054","DOIUrl":"https://doi.org/10.1515/zfal-2021-2054","url":null,"abstract":"Abstract Bridging the gap between theory and practice is an important topic in German teacher education: How can trainee teachers be prepared for the requirements of their future job? One concept that has been discussed in depth is research-based learning: it promises to foster critical thinking and reflexion skills. In our paper, we discuss data from three settings of research-based learning in which students work in small groups of 2–4 persons on empirical data and/or discuss scientific publications. Using a conversation analytic approach, we ask how exactly students bridge the aforementioned gap – how they use biographical and/or professional knowledge from the epistemic domain school, and in what way these referrals are functional for the ongoing interaction in the small groups. We describe three practices and discuss them in terms of identity construction, knowledge communication and ‘doing togetherness’.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"93 - 122"},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43101825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper focuses on the definition, operationalization and empirical investigation of adaptivity in the context of language training. We discuss a study that aimed at answering the question whether kindergarten teachers adapt their language to the specific needs of children with German as a second language in language training situations. Specifically, we investigated whether teachers use subordinate clauses and specific language training techniques to present or elicit subordinate clauses more frequently when working with children who had not yet acquired subordinate clauses than teachers supporting children who already had. Fifteen teachers were videotaped during language support sessions. Ten children who were supported during these sessions had not yet acquired subordinate clauses (n = 18), the other five teachers supported children with no additional needs in this area (n = 7). The teachers’ language was analysed both quantitatively and qualitatively in terms of the frequency of use of different subordinate clauses (e. g. position of the verb, subordinating conjunctions, different types of clauses) and the use of language support techniques (e. g. corrective feedback, expansions, questions) that aimed at presenting or eliciting subordinate clauses. A comparison of the two groups showed no differences in the teachers’ language depending on whether they supported children with or without additional needs regarding subordinate clauses. Therefore, the teachers’ language cannot be considered to be adaptive.
{"title":"Wie adaptiv ist Sprachförderung für Kinder mit Deutsch als Zweitsprache?","authors":"S. Geyer, Anja Müller","doi":"10.1515/zfal-2021-2052","DOIUrl":"https://doi.org/10.1515/zfal-2021-2052","url":null,"abstract":"Abstract This paper focuses on the definition, operationalization and empirical investigation of adaptivity in the context of language training. We discuss a study that aimed at answering the question whether kindergarten teachers adapt their language to the specific needs of children with German as a second language in language training situations. Specifically, we investigated whether teachers use subordinate clauses and specific language training techniques to present or elicit subordinate clauses more frequently when working with children who had not yet acquired subordinate clauses than teachers supporting children who already had. Fifteen teachers were videotaped during language support sessions. Ten children who were supported during these sessions had not yet acquired subordinate clauses (n = 18), the other five teachers supported children with no additional needs in this area (n = 7). The teachers’ language was analysed both quantitatively and qualitatively in terms of the frequency of use of different subordinate clauses (e. g. position of the verb, subordinating conjunctions, different types of clauses) and the use of language support techniques (e. g. corrective feedback, expansions, questions) that aimed at presenting or eliciting subordinate clauses. A comparison of the two groups showed no differences in the teachers’ language depending on whether they supported children with or without additional needs regarding subordinate clauses. Therefore, the teachers’ language cannot be considered to be adaptive.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"31 - 60"},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46472595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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