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  • 1
    Article
    Article
    2017
    ISSN: 0072-4769 
    Language: German
    In: Glottodidactica, 2017, Vol.44(2), pp.75-95
    Description: The article starts with a discussion of the essential theories of storytelling, reading and writing, and focuses on the concept of reading-to-write. It discusses the use and the abuse of classical schema of storytelling – “the mouse”. In the last step, using fragments of different children’s books, the article develops an integrative literary and language teaching model for school lessons of German in a way which stimulates a highly functional receptive and productive handling of language semantics and performance.
    Subject(s): Semantics ; German Language ; Storytelling ; Children ; Scaffolding ; Storytelling ; Reading ; Writing ; Scaffolding ; Theories of Storytelling ; Integrative Literary and Language Teaching in School Lessons of German
    ISSN: 0072-4769
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
    Source: Linguistics and Language Behavior Abstracts
    Source: Linguistics Database
    Source: Publicly Available Content Database
    Source: Linguistics & Language Behavior Abstracts (LLBA)
    Source: ProQuest Social Sciences Premium Collection
    Source: Linguistics Collection
    Source: ProQuest Central (new)
    Source: ProQuest Central Korea
    Source: Social Science Premium Collection
    Source: ProQuest Central Essentials
    Source: ProQuest One Academic
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  • 2
    Language: German
    In: Glottodidactica, 2018, Vol.45(1), pp.85-104
    Description: The article starts with a discussion of the essential theories of reading and focuses on different models of understanding. In the next step, based on fragments taken from a novel by M. Zusak, the article develops an integrative literary and language teaching model in intercultural school lessons of literature in a way which stimulates a highly functional analytical, receptive and productive handling of language semantics and performance. It demonstrates the combination of literature and film as a possibility for successful literary, language and media learning.
    Subject(s): Zusak, Markus ; Semantics ; Literary Criticism ; Novels ; Childrens Literature ; Reading ; Media ; Literary and Language Teaching ; Intercultural Literary ; Language and Media Learning ; Multi-Cultural-Learning ; Juvenile Books ; Young-Adult Books
    ISSN: 0072-4769
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
    Source: Linguistics and Language Behavior Abstracts
    Source: Linguistics Database
    Source: Publicly Available Content Database
    Source: Linguistics & Language Behavior Abstracts (LLBA)
    Source: ProQuest Social Sciences Premium Collection
    Source: Linguistics Collection
    Source: ProQuest Central (new)
    Source: ProQuest Central Korea
    Source: Social Science Premium Collection
    Source: ProQuest Central Essentials
    Source: ProQuest One Academic
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
  • 3
    Language: German
    In: Glottodidactica, 2015, Vol.42(2), pp.153-167
    Description: Goethe’s Faust was long defined in Germany as an established part of literature lessons and as a part of canon, but a paradigm change in didactics and in literature science has challenged both. This essay takes a brief look at history of German-literature-lessons and at different methods of teaching and reading literature, especially Goethe’s Faust – analytical, productive and creative. It gives a survey about children’s books to Faust, comics and summaries and demonstrates the correlation between knowledge and reading comprehension.
    Subject(s): Goethe, Johann Wolfgang Von (1749-1832) ; German Literature ; Creativity ; Reading Comprehension ; Comics ; Children ; Teaching Methods ; Literary Criticism ; Goethe ; Comics ; Children Literature ; History of German- Literature-Lessons ; World Literature ; Reading Comprehension ; Methods ; Cross Cultural Reading
    ISSN: 0072-4769
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  • 4
    Article
    Article
    2014
    ISSN: 0072-4769 
    Language: German
    In: Glottodidactica, 2014, Vol.41(2), pp.75-85
    Description: This essay examines how comics and graphic novels can be used in multicultural German-language-lessons. It demonstrates the correlation between visual literacy and reading comprehension and shows different methods – analytical, productive and creative. Furthermore it focuses on the language of comics and on their semiotic diversity.
    Subject(s): Creativity ; Reading Comprehension ; Graphic Novels ; Literacy ; Comics ; Semiotics ; Graphic Novels ; Multiculturalism & Pluralism ; Comics ; Graphic Novels ; Visual Literacy ; Reading Comprehension ; Methods ; Semiotic Diversity ; Icons ; Symbols ; Indices
    ISSN: 0072-4769
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  • 5
    Language: German
    In: Glottodidactica, 2013, Vol.40(1), pp.105-115
    Description: To teach effective writing skills is one of the tasks of German-as-native-language- and German-as-foreign-language lessons. Taking these as a basis, this paper aims at explaining different approaches, their advantages and disadvantages and at developing an new concept – writing as discourse ability. The paper emphasizes the necessity of this new concept, which enable the pupils to write “real” texts and take part In discourse. Furthermore it focuses on training program with internet.
    Subject(s): German Language ; Writing ; Internet ; Internet
    ISSN: 0072-4769
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  • 6
    Article
    Article
    2019
    ISSN: 0072-4769 
    Language: German
    In: Glottodidactica, 2019, Vol.46(2), pp.91-110
    Description: The article starts with a discussion of the essential theories of literature. It focuses on the historical development of books for children and young-adults. Worldwide there are three childhood myths, which are unfolded in successful children's books and which correspond to socially conditioned concepts of childhood. The Enlightenment childhood utopia sees children as promising for the future and improving human relationships. This idea explains the phenomenal resonance of books with educational and instructive concepts. In the 20th and 21st centuries this concept has become very popular again. By contrast, Romanticism developed another, second childhood myth, which combines not a future but a paradisiacal past with the image of childhood. In doing so, the holistic and naïve childlike world reference is stylized into an ideal that expresses the backward-looking yearning of adults. In addition to the Enlightenment and the Romantic childhood myths, there is a third, a negative view of childhood,...
    Subject(s): Pragmatics ; Childrens Literature ; Literacy ; Children & Youth ; Young Adults ; Childrens Literature ; Books ; Novels ; Young Adults Literature ; Literatur ; Literalität ; Ästhetische Rezeptionsmodus ; Pragmatischer Rezeptionsmodus ; Dokumentarischer Rezeptionsmodus ; Kinder- Und Jugendliteratur ; Lesemotivation ; Der Epistemische Wert Der Literatur
    ISSN: 0072-4769
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