German Skills Research Articles

Racism in inpatient settings in Germany: professionals’ perspectives

Abstract Background Experiences of racial discrimination during healthcare encounters have increasingly been recognised as a source of health inequity. Narrative accounts by racialised healthcare users have dominated research in the field but it is equally important to capture the perceptions and practices of professionals to understand how racism operates in healthcare provisioning. This presentation asks: how does racism manifest in the German inpatient healthcare system (hospitals, rehabilitation facilities), and are there areas or phases of healthcare provisioning where racism is observed more frequently? Methods Problem-centred expert interviews (Döringer 2021) with 20 healthcare professionals from medicine, nursing, and therapeutic professions working in hospitals or rehabilitation facilities across three German federal states. Data were analysed using documentary method (Bohnsack 2002). Results Racism occurs widely in German inpatient settings. It manifests both structurally, e.g. in the absence of professional translators for healthcare users with limited German skills, and interpersonally, e.g. in the form of microaggressions and stereotyping but also the witholding of treatment and verbal abuse. Targets of racism are both patients and staff, especially internationally recruited healthcare workers. Respondents thereby identify night shifts, psychiatric settings and the emergency ward as contexts where racism is more likely to occur. The hierarchical nature of and pervasive power asymmetries in hospitals thereby prevent effective interventions against racial discrimination. Conclusions Racism in German healthcare institutions requires multiscalar public health interventions, particularly at the level of the institutions themselves. These include the establishment of a robust and low-threshold complaints structure, spaces for self-reflection for professionals, and mandatory anti-racism training rather than a focus on diversity-sensitive competence. Key messages • In future research approaches, structurally determined reproductions of racism should be investigated using a multi-method approach. • Experiences of powerlessness are reported by both those affected by racism and those professionals who observe racism and should be addressed by the institutions.

THE EFFECTIVENESS OF GLASSER LEARNING MODEL ON SPEAKING SKILLS (SPRECHFERTIGKEIT) IN GERMAN LANGUAGE EDUCATION STUDY PROGRAM STUDENTS UHKBPNP

This study aims to improve the learning outcomes of students' speaking skills through an innovative learning model, namely by using Glasser's learning model. Speaking skills require learners to think creatively and innovatively. Speaking skills in German (Sprechfertigkeit) include linguistic materials and also discuss various forms of conversation/dialogue themes in accordance with themes that intersect with everyday life. Speaking skills are one of the four language skills that need to be instilled so that the communicative abilities of students can be developed optimally. This research was conducted by the German Language Education Study Program at Nommensen HKBP University Pematang Siantar. In this study using experimental method by using initial test and final text. This research procedure was carried out using a quasi experimental design because in this study there were external variables that could not be controlled by the researcher. The subjects of this study were all students of the German Language Education Study Program Semester 3 (three) Nommensen HKBP University Pematang Siantar Academic Year 2023/2024. With data collection techniques is to test the learning outcomes in accordance with the teaching material on learning speaking skills (Sprechfertigkeit). The results of this study indicate that the speaking ability of students by using the Glasser model increases than before. The difference can be seen from the results of data analysis on the pretest, which before the application reached an average of 54.61 classified as a poor category and the results of data analysis on the posttest, which after the application reached an average of 74.44 classified as a good category with a mean difference (D) ̅) of -19.83. So it can be concluded that the Glasser learning model is proven effective in improving students' speaking skills.

Augmented reality technology in learning German as a foreign language: technological and didactic aspects

This paper explores the application of augmented reality (AR) technology for developing foreign language professional communication skills in learning German. The study involved creating a virtual tour of architectural landmarks in Kyiv related to German architects, with AR elements like QR codes linking to textual, visual and video information and 3D models. The technological and didactic requirements for implementing AR were determined. Students prepared informative materials and tested the tour. The results of the questionnaire confirmed the motivational effect and expanded content from AR. Some difficulties were the dependence on gadgets and software. AR elements facilitated remembering terminology in context. The approach allows combining speciality content and language learning. AR technology can potentially enhance the learning process, but further research on methods is needed.

Towards sustainable assessment formats in language teaching: testing integrated skills with portfolio-based tasks

In this paper, we share our experience of using portfolio-based tasks to assess integrated skills in German and Spanish language modules at level C1. The modules, delivered during the academic year 2022-23, are part of the institution-wide language provision at Durham University, which means that students come from various disciplines different from Modern Languages.
 The assessment system we have used is based on the principles of flexibility and choice. Throughout the year, students build up a body of work where they record and reflect on the experiences of a person living in a country where the target language is spoken. The portfolio contains both formative and summative submissions, so that students can benefit from the feedback received for formative tasks to fine-tune their summative work. In this regard, the system involves a combination of assessment for learning and assessment as learning. Every submission integrates different language skills, as well as transferable skills such as decision-making, autonomy, creativity, critical thinking and intercultural knowledge. Besides adding authenticity to the assessment tasks, the development of these skills is aligned with the principles of education for sustainable development (AdvanceHE, 2021).
 At the end of the paper, we explain what we have learned from the use of this assessment system, as well as the aspects that we would like to enhance and those that we would need to improve in future editions.

History and modification of modern cinematic vocabulary

This article is devoted to the diachronic modification of the cinematic vocabulary of the modern German language. The relevance of this study is determined by the insufficient study of the formation and development of German film lexicon in the XXI century, which contributes to new research on this issue in modern linguistics; as well as the need to study the process of formation and evolution of the German language film lexicon to identify linguistic and cultural features of this area of vocabulary.The purpose of the study is to determine the semantic features of the lexical units of the German language, representing the cinematic vocabulary in the framework of the historical development of the language. To achieve this research goal, the following tasks were set and solved: 1) the modern scientific linguistic literature has been studied and analyzed in order to form a theoretical basis for this research problem; 2) the semantic field of cinematography has been considered and the analysis of individual lexical units of German cinematography has been carried out and the modification of lexemes in the context of the historical development of the language in relation to modern trends has been described; 3) the nature of borrowing in the German language of film terms from other languages and the analysis of their structure is made. The article discusses the interpretation and definition of the semantic content of the German language film lexicon. The scientific novelty of the research lies in the fact that the grammatical and lexical modification of the German language film terminology based on the diachronic aspect is described for the first time in Russian linguistics, as well as the synchronic correlation of film vocabulary with modern trends is traced. As a result, it was revealed that the semantic group denoting the professions of performing skills in modern German is represented by the word composition of nouns, as a rule, one of which is a verbal noun. The German film language tends to use borrowed synonyms for the original word in communication, the vast majority of these borrowings came from Latin, French and English.

Exploring German Language Skills Learning Experiences Using The NURS Teaching Model

This mixed-method research study explores German skills using the NURS teaching model for students. It was conducted in the German educational department program at the Faculty of Language and Literature at Makassar State University. The research subject was 28 German academic students from two classes in the second semester. Research instruments in this study include syllabi, teaching plans, student activity sheets, and formative tests. Researchers use reading, listening, writing, and speaking tests to determine students’ competencies and skills. The data was examined by researchers using percentage techniques. German Average score of the students before they learn using the NURS teaching model is 75. The result shows that the average student's German-language skills in the A class are 80.75 and 83.50 for the B class. These improvements could be seen in the improvement in each class. Students of A class have improved in listening, 7.5% in reading, 13% in writing, and 11.5% in speaking. Conversely, students of B class have improved by 12% in listening, 9% in reading, 18% in writing and 15% in speaking. Another value of using the NURS teaching model in learning German is that it positively effect on the teachers’ skills, like management of teaching, time, and how to make students more enthusiastic during the learning process. It can be concluded that the NURS teaching model can improve students' German skills in the German educational department at the Faculty of Language and Literature of Makassar State University.

Assessment of self-stigma in epilepsy: Validation of the German version Epilepsy Self-Stigma Scale (ESSS-G).

Self-stigma is the internalization of unfavorable public perceptions, which people with epilepsy (PWE) frequently experience. PWE with strong self-stigma have low self-esteem and are less likely to engage in treatment behavior. The Epilepsy Self-Stigma Scale (ESSS) has been developed and validated in Japan. We translated the ESSS into German for this study to examine its reliability and validity. We created the German version of ESSS (ESSS-G) based on the original Japanese version. From May to October 2022, we recruited out- and inpatients from Bethel Epilepsy Centre, University Hospital for Epileptology, for psychometric evaluation. Inclusion criteria were an age of ≥18 years, sufficient reading and speaking skills in German, and the ability to comprehend the German questionnaires. Participants also completed the Rosenberg Self-Esteem Scale (RSES), Neurological Disorders Depression Inventory for Epilepsy (NDDI-E), Generalized Anxiety Disorder 7 (GAD-7), Epilepsy Knowledge Scale, and items on "overall quality of life (QOL)" and "overall health" (items from QOLIE-31). One hundred twenty-eight of 146 patients asked to participate granted informed consent and completed the study questionnaire (87.7% response rate). 115 cases were analyzed since 13 did not match the inclusion criteria. The analysis revealed a single factor explaining 49.2% of the total variance. All factor loadings were >0.40, and the reliability was high (Cronbach's α = 0.80). Higher ESSS total scores were associated with higher anxiety (GAD-7, r = 0.54, P < 0.001) and depression (NDDI-E, r = 0.45, P < 0.001), lower self-esteem (RSES, r = -0.41, P < 0.001), overall QOL (r = -0.40, P < 0.001), and overall health (r = -0.35, P < 0.001), but not with knowledge about epilepsy (r = 0.03, P = 0.770). In Germany, females, younger individuals, patients with earlier seizure onset, and those with generalized epilepsy had significantly higher self-stigma. The German version of the ESSS proved reliable and valid. It allows to evaluate the efficacy of treatment strategies in lowering self-stigma and conducting intercultural comparisons of epilepsy self-stigma.

Animasi Youtube dalam Pembelajaran Menyimak Bahasa Jerman

Abstract. This aim of this research was to obtain data and information on the effectiveness of Youtube animation on listening German skill for X IPS SMA Kartika XX-1 Makassar. The type of this research is a quasi-experimental (nonequivalent control group design). The population of this research is the students of class X IPS SMA Kartika XX-1 Makassar with 47 students. The sample of this research is the students of class X IPS 1 with 24 students as the experimental class and students of class X IPS 2 with 23 students as the control class and selected by total sampling. The results of data analysis obtained through t-count = 5.562 &gt; t- table = 2.014 and the value of sig. (2- tailed) = 0.000 &lt; 0.05 at a significance level of 0,05. This results of this study indicate that the use of Youtube animation was effective in German listening skill of class X IPS students of SMA Kartika XX-1 Makassar.Keywords: Youtube Animation, Listening Skills, German.

The Influence of Alternative Methods on Language Skills in German

Traditionelle Methoden, die im Fremdsprachenunterricht bis heute verwendet wurden, sind für die Schüler nicht effizient und wecken die Aufmerksamkeit der Schüler nicht mehr. Daher wurde nach alternativen Unterrichtsmethoden gesucht, die die Aufmerksamkeit der Schüler auf sich ziehen und ihre Fremdsprachfertigkeiten verbessern könnten. Das Hauptziel dieser Arbeit richtet sich auf die Erforschung der Effektivität der alternativen Methoden im Unterricht Deutsch als zweite Fremdsprache an den vier grundlegenden Sprachfertigkeiten von Schülern an Anadolu Gymnasien in der Türkei. In dieser Arbeit wurde eine semi-experimentelle Designmethode verwendet. Die Schüler wurden in zwei Gruppen eingeteilt, jeweils eine Untersuchungs- und eine Kontrollgruppe. In der Untersuchungsgruppe wurde mit alternativen Methoden (Community Language Learning, Suggestopädie, Fremdsprachenwachstum und die Process Writing Methode) und in der Kontrollgruppe dagegen mit den traditionellen Methoden (Kommunikative, Audiolinguale und Grammatik Übersetzungsmethode) 24 Wochen lang 2 Stunden pro Woche unterrichtet. Alle drei Monate wurde ein Leistungstest mit den Gruppen durchgeführt und insgesamt wurden zwei Messungen durchgeführt. Die Daten der Forschung wurden unter Verwendung des Paketprogramms SPSS (Statistical Package for the Social Sciences) 17.0 analysiert und bei der Analyse wurde ein t-Test verwendet. Als Ergebnis der Analyse wurde die Untersuchungsgruppe erfolgreicher beim Lesen, Schreiben, Hören und Sprechen als die Kontrollgruppe. Dieser Artikel ist aus meiner Doktorarbeit entstanden.

Analysis on the construction path of ideological and political course in secondary vocational schools from the perspective of new Vocational Education Law

Under the new vocational education law, from "shunting" to "coordinated development", the implementation of "Integration of the general and occupation" will promote the diversified development of education and provide a more perfect platform for all kinds of talents. Ideological and political courses in secondary vocational schools should be integrated with the development of enterprises, enterprises as the participation of the development of vocational education, its power can not be ignored, to give full play to the initiative of enterprises. We should keep pace with German skills and cultivate more skilled personnel with the "craftsman spirit". Cross-disciplinary collaborative promotion, the implementation of differentiated teaching, to meet the needs of secondary vocational students in the new era.

Adaptive Learning for Improving German-Speaking Skills in the Digital Age

Abstract. Language teaching has developed with the support of techniques, media, and learning approaches that complement each other. However, the need to develop linguistic skills never arrest and need to be improved continuously. One of the models developed in the early 21st century is adaptive learning, but this learning tends to be more widely applied outside of language teaching. Therefore, This study aims to find concrete forms of adaptive learning that can be applied in appropriately developing speaking skills in German. A qualitative, descriptive approach is employed in this study, focusing on an inductive inquiry into phenomena and fact-finding on adaptive learning. The learning source employed in the learning is a coursebook called Netzwerk Deutsch als Fremdsprache.To bridge the rigidity of the content and the less flexible learning aspects delivered by the coursebook, we tried to integrate it with the campus internal learning management system Besmart-Moodle. There were 12 students (initials P1-12) who participated in learning and practising speaking-oriented learning. We collected data using video recordings, digital questionnaires and field notes. Afterwards, we analyzed participants' conduct and responses using coding procedures to formulate categories relevant to adaptive learning forms. The results showed that most participants viewed this learning positively, and it supported improving their speaking skills effectively. In addition, for both students and lecturers, this learning model thoroughly impacted the learning process concerning certain linguistic facets and enriched previous research.Keywords: Adaptive learning, German, Speaking Skills, Digital Learning, Besmart

Identifying Language Disorder Within a Migration Context: Development and Performance of a Pre-school Screening Tool for Children With German as a Second Language.

BackgroundThere is a lack of accurate and practicable instruments for identifying language disorders in multilingual children in pre-school settings.ObjectiveTo develop a language screening instrument for pre-school children who are growing up with German as their second language.DesignAfter the development and initial validation of a language screening tool, the new instrument (LOGiK-S) was administered to three cohorts of children (2014, 2015, 2017) with a non-German first language attending a variety of public pre-schools in Upper Austria. The screening instrument measures expressive and receptive grammatical skills in German. The final validation study included the results for 270 children for the screening measure and reference tests. A combination of a standardized comprehensive language test of grammatical skills developed for children acquiring German as a second language and a test of expressive vocabulary with the use of specific cutoffs for second language learners was applied as the gold standard for identifying language disorders.ResultsThe LOGiK-S screening of expressive grammar demonstrated excellent accuracy (AUC.953). The screening subscale of receptive grammar did not improve the prediction of language disorders. Using an optimized cutoff yielded a fail rate of 17%, excellent sensitivity (0.940), and specificity (0.936). Time economy and acceptance of the screening by children and screeners were mostly rated as high.ConclusionThe LOGiK-S language screening instrument assessing expressive German grammar development using bilingual norms is a valid and feasible instrument for the identification of language disorders in second language learners of German at the pre-school age.

Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context

The study explores whether foundational skills of reading and spelling in preschool (age 5–6) predict literacy skills cross-linguistically in an additional language in Grade 1 (age 6–7). A sample of linguistically diverse preschool children completed tasks of phonological awareness, letter-sound knowledge, verbal-short term memory, rapid automatized naming, and lexical knowledge in the language of preschool instruction Luxembourgish. The children were followed-up in Grade 1 where literacy skills were assessed in the language of schooling, i.e., German, after five months of literacy instruction. German was a non-native language for all children. Longitudinal correlations confirm that individual differences in single word/pseudoword reading and spelling in German in Grade 1 can be predicted by all the foundational literacy skills that were assessed in Luxembourgish. Path analyses showed that phonological awareness in Luxembourgish emerged as the strongest unique predictor of Grade 1 literacy skills in German. The second unique preschool predictor of Grade 1 literacy skills was letter-sound knowledge. Results are consistent with the view that literacy development in an additional language builds upon similar building blocks as literacy acquisition in a first language, at least for languages that are typologically close. However, current findings suggest that respective contributions between predictors and literacy skills in children learning to read in an additional language may vary from patterns observed in studies with children acquiring literacy in their first language.

Sprachenwahl und Sprachkenntnisse zukünftiger Ökonomen in Finnland: Am Beispiel der Hanken School of Economics in Vaasa

This paper deals with language choice in terms of languages other than English and language skills of future economists at the Hanken School of Economics in Vaasa/Finland. German is the most frequently chosen language, followed by Spanish. With focus on German, it is investigated (i) how the future economists assess their own German skills, (ii) what objective language skills they have in German and (iii) what the relationship is between objective German skills and length of previous German language instruction. The paper shows that at the beginning of their studies at the Hanken School of Economics in Vaasa, the future economists attest themselves “no” to “very good knowledge” of German. The objective German language skills, measured by the C-test-based onSET Deutsch, typically increase from course level to course level. However, there is quite a large variation within each of the course levels German I, German II and German III. There is a tendency for objective German language skills to improve with the length of previous German language instruction. Nevertheless, it is possible that individual future economists achieve a better global language competence in German after two years of previous German language instruction than others after eight or nine years.

Application of corpus-based technologies in the formation of lexical and grammatical skills in German

Introduction. The introduction of information technologies into the educational process is an integral part of the successful work of the teacher and the achievement of learning objectives; therefore, the use of text corpora and corpus technologies as a means of supporting the foreign language teaching is one of the urgent trends of improving the teaching methods. The purpose of the study is to provide a theoretical justification, develop a set of tasks and practical confirmation of the effectiveness of the methodology for the formation of lexical and grammatical skills of students in German based on the corpus-based technologies. Materials and methods. The German corpora such as the Leipzig Corpus of Modern German (Wortschatz Universität Leipzig) and the German corpus DWDS (Digitales Wörterbuch der deutschen Sprache) were used as the authentic sources for compiling the set of tasks. In particular, the program QuAX-DaF (Quantitative Analyze von TeXten für Deutsch als Fremdsprache), which provides the statistical text processing, was used. 60 students of the 3rd-4th courses of Kazan Federal University, studying in the field of study “Pedagogical Education (with two educational program specializations)” (Bachelor’s degree), took part in the pedagogical experiment. The Welch’s test was used to establish the statistically significant differences between the experimental and control groups. Study results. As a result of the study, a set of tasks for the formation of lexical and grammatical skills was created and introduced into the educational process. The conducted pedagogical experiment confirms the effectiveness of the inclusion of corpus technologies in the formation of lexical and grammatical skills of students (t = 1.11; p≤0.05). After classes using materials that include working with concordance, building a lexical / collocation profile of a word with the subsequent compilation of a thematic dictionary, the number of students with a high level of formation of lexical and grammatical skills increased by 6%, with an average level – improved by 7%, and with a low level – decreased by 13%. Conclusions. The results of the study contribute to the development of the corpus-based linguodidactics; the set of developed tasks may become an incentive for more intensive use of corpus-based technologies in foreign language teaching.

The impact of skills and training on local development

The impact of skills and training on local development

Development of Picture Stories Electronic Book (E-Book) for German Learning at Class X Madrasah Aliyah Negeri 1 Malang City

The purpose of this research and development is to develop learning media in the form of e-books with pictorial stories. This research and development uses a research model developed by Borg and Gall and has been modified by researchers. The stages of developing Borg and Gall that have been modified by researchers are: 1) research and data collection, 2) planning and development of product drafts, 3) expert validation, 4) revision of expert validation results, 5) field trials and 6) product revisions end. The data obtained in this study are quantitative data and qualitative data. Both data were obtained from filling out expert validation questionnaires and filling out observation sheets by two observers in field trial activities. Subjects in this study, namely students of class X MAN 1 Malang City who are taking odd semesters. From the results of the validation of the media experts that have been carried out, the product eligibility results are 80%, while the results of the material expert validation get 80% of the product eligibility results. Based on the validity level criteria, it can be concluded that the picture story e-book product is included in the level of "very valid" or suitable for use in learning. Meanwhile, the results of filling out observation sheets and student response questionnaires by observers in field trial activities showed that the media developed was interesting and could help students practice reading skills in German.

Chatbots for Action-Oriented Language Learning Using Elbot to Enhance Conflict-Solving Skills in Learners of German as a Foreign Language

The aim of this study is to investigate (i) how learners perceive the non-educational chatbot Elbot as a language learning tool in a formal context (university German course), and (ii) to what extent a set of task-oriented interactions with Elbot influences the learners’ behaviour (e.g. lexical choices) during a separate activity. For these purposes, this study outlines a lesson/experiment focused on the enhancement of conflict-solving skills in German as a foreign language. A mixed-methods approach was applied to evaluate Elbot’s contribution to the lesson as well as its impact on the learners’ choice of basic strategies to solve a conflict. The study concludes with the discussion of the advantages of developing an edu-bot based on an existing non-educational chatbot. In this regard, the research also provides some concrete proposals based on the results of the data analysis.

How can rhetorical competence be trained at university? Reflections on the seminar “Rhetorical skills in German as a foreign language”

The paper shows how rhetoric training and the development of rhetorical competence in German as a foreign language can be achieved at university level. The concept of the ‘presentation’ as an example of a type of speech and ‘rhetorical competence’ will be defined. Finally, some reflections on the seminar “Rhetorical skills in German as a foreign language” from the lecturer’s and stu-dents’ perspective will be given.

An Advanced Fairy‐Tale Course: Text Selection, Assignments, and Student Feedback

This article describes an advanced German course focusing on the German fairy‐tale tradition. Course components are summarized and the themes and selected fairy tales for each unit are outlined. Additionally, 12 creative assignments are explained that were designed to foster students’ engagement with the language and content of the fairy tales. The article also presents results from a feedback survey in which students summarized their reasons for taking the course, evaluated the individual course components, provided their perceptions of the assignments and course topics, and discussed the assignments’ perceived effects on the development of their advanced German skills. The student feedback can help instructors who are interested in creating a course on fairy tales understand students’ preferences for themes and assignments that best support student learning.