Wissenschaftliches Schreiben im Studium von Deutsch als Fremdsprache

Starke, Günter; Zuchewicz, Tadeusz

doi:10.3726/978-3-653-01836-3

Cited by 2 publications

(4 citation statements)

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“…Other recent book publications that focus on teaching and learning academic writing include Bünting, Bitterlich & Pospiech (2000), Starke & Zuchewicz (2003) and Mehlhorn (2005). The publication by Bünting et al (2000) focuses on a range of academic text types such as lecture notes, exposé and Abschlussarbeit (final dissertation).…”

Section: Gap and Teaching Academic Writingmentioning

confidence: 99%

“…The publication by Bünting et al (2000) focuses on a range of academic text types such as lecture notes, exposé and Abschlussarbeit (final dissertation). As do Bünting et al (2000), Starke & Zuchewicz (2003) offer insights into the writing process and product, and include a number of good and bad examples of selected text passages. The book also offers a number of practical tips on how to structure an academic text and develop proper argumentation.…”

Section: Gap and Teaching Academic Writingmentioning

confidence: 99%

“…The two other publications are directed at non-native students. As do Bünting et al (2000), Starke & Zuchewicz (2003) offer insights into the writing process and product, and include a number of good and bad examples of selected text passages. However, the publication is still very general and the specific needs of non-native German speakers, especially in the area of academic vocabulary have not been addressed comprehensively.…”

Section: Gap and Teaching Academic Writingmentioning

confidence: 99%

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Review of recent research (1998–2012) in German for Academic Purposes (GAP) in comparison with English for Academic Purposes (EAP): cross-influences, synergies and implications for further research

Jaworska

2015

Lang. Teach.

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This state-of-the-art review reports on the major studies conducted in the field of Deutsch als Wissenschaftssprache (academic German) since the late 1990s. To begin with, the current position of German as a language of academic communication nationally and internationally will be discussed, focusing especially on the challenges posed by the status of English as a lingua franca. Subsequently, the major research undertaken since the late 1990s will be reviewed and its contribution to the development of teaching materials evaluated. Since studies on academic German have been influenced, to some extent, by research in English for Academic Purposes (EAP), this paper also attempts to dovetail developments in EAP in order to highlight commonalties and differences. The final sections will discuss some potential synergies and implications for further research in both fields.

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Section: Gap and Teaching Academic Writingmentioning

confidence: 99%

Section: Gap and Teaching Academic Writingmentioning

confidence: 99%

Section: Gap and Teaching Academic Writingmentioning

confidence: 99%

See 1 more Smart Citation

Review of recent research (1998–2012) in German for Academic Purposes (GAP) in comparison with English for Academic Purposes (EAP): cross-influences, synergies and implications for further research

Jaworska

2015

Lang. Teach.

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“…5 Obszernej charakterystyki sprawności pisania autorka artykułu dokonała w swojej monografii(Pawłowska-Balcerska, 2017), analizując m.in. jej definicje, funkcje, formy oraz ujęcie jej jako procesu wstępującego i zstępującego.6 Podczas charakterystyki sprawności pisania metaforą posługują się m.in Hermanns (1989),Kast (1999),Starke, Zuchewicz (2003). orazZuchewicz (2001).…”

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Rozwijanie sprawności pisania obcojęzycznego na przykładzie polsko-niemieckiego internetowego projektu tandemowo-tridemowego „Schreiben(üben) im e-Tandem/e-Tridem” – możliwości i ograniczenia

Pawłowska-Balcerska

2021

Neofilolog

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Although in the age of media writing is experiencing a kind of renaissance, and young people cannot imagine everyday life without texts, e-mails, online discussion forums or virtual instant messaging, writing as part of institutionalized teaching evokes rather negative associations among many learners. Therefore, based on the example of the Polish-German online tandem-tridem project, an attempt will be made in this article to answer the following questions: How can one draw on the positive, out-of-school experiences of learners with (foreign) writing in foreign language classes? How can they be used in the institutionalized process of teaching and learning foreign languages while developing writing skills? What advantages and dangers are associated with the mentioned activities?

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Wissenschaftliches Schreiben im Studium von Deutsch als Fremdsprache

Cited by 2 publications

References 0 publications

Review of recent research (1998–2012) in German for Academic Purposes (GAP) in comparison with English for Academic Purposes (EAP): cross-influences, synergies and implications for further research

Review of recent research (1998–2012) in German for Academic Purposes (GAP) in comparison with English for Academic Purposes (EAP): cross-influences, synergies and implications for further research

Rozwijanie sprawności pisania obcojęzycznego na przykładzie polsko-niemieckiego internetowego projektu tandemowo-tridemowego „Schreiben(üben) im e-Tandem/e-Tridem” – możliwości i ograniczenia

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