"Wie und Was" \ue8 una grammatica di consultazione che si rivolge ad un pubblico intern... more "Wie und Was" \ue8 una grammatica di consultazione che si rivolge ad un pubblico internazionale per imparare, ripetere o approfondire argomenti di grammatica tedesca. E' ideale per l'universit\ue0 e per la scuola superiore, ma anche per lo studio autonomo, in quanto parla in modo chiaro e sintetico in tedesco del tedesco. "Wie und Was" \ue8 conciso, fruibile, di facile consultazione e ha una struttura chiara. E' suddivisa in 4 parti secondo i livelli d'apprendimento seguendo le indicazioni del QCER. Vengono trattati tutti gli argomenti grammaticali che riguardano i singoli livelli (A1, A2, B1, B2) ossia tutti i capitoli della grammatica tedesca (perch\ue9 il livello C non contiene argomenti nuovi). Per ogni livello i capitoli sono raggruppati in modo tematico (gruppo verbale, gruppo nominale, nozioni generiche, frase). Alla fine di ciascun livello c'\ue8 un test di verifica. Affinch\ue9 il lavoro con "Wie und Was" si presenti il pi\uf9 agevole possibile, ogni capitolo \ue8 strutturato su una pagina doppia: sulla sinistra ci sono le spiegazioni grammaticali e sulla destra i relativi esercizi. Nell'appendice ci sono tabelle riassuntive. Il libro \ue8 corredato da un CD-Rom con esercizi grammaticali interattivi e da un fascicolo (separato) con le soluzioni e un glossario di terminologia grammaticale
Im vorliegenden Artikel geht es darum, an welche objektiven Kriterien sich die Autorin beim Schre... more Im vorliegenden Artikel geht es darum, an welche objektiven Kriterien sich die Autorin beim Schreiben ihres neuen Lehrwerks Basis Deutsch halten konnte und wie sich diese Kriterien konkret auf die Realisierung der Lehrwerkseiten ausgewirkt haben: - GER und seine sechsstufige Globalskala; - GER und das Primat eines handlungsorientierten Fremdsprachenunterrichts, bei dem es um Kompetenzen geht; - Profile und globale und detaillierte Kann-Be-schreibungen; - Die Inventare zu Sprachhandlungen, Strategien, Notionen, Themen, Wortschatz und Grammatik in den Handb\ufcchern zu den Pr\ufcfungen Fit in Deutsch 1 und Fit in Deutsch 2; - GER und Transparenz, Lernerautonomie, Lernerbed\ufcrfnisse
Il libro contiene una ampio glossario di terminologia grammaticale (oltre alle soluzioni della gr... more Il libro contiene una ampio glossario di terminologia grammaticale (oltre alle soluzioni della grammatica di consultazione "Wie und Was. Referenzgrammatik mit cbungen A1-B2"
"Basis Deutsch" is a learning programme for Italian Learners created for working in tra... more "Basis Deutsch" is a learning programme for Italian Learners created for working in traditional classrooms but also for interactive Board and independent learning. It consists of a 1) learner book divided in blocks and lessons with different kinds of texts (they introduce words, shrunks and - often by inductive exercizes - grammar, phonological/orthographic, pragmatical rules) and competence training exercizes and test simulation, 2) an exercize book (same division as learner book) with exercizes (rich typology), tests and a summary in Italian of pragmatical, grammatical and phonological/orthographic rules, 3) two CD-Roms, 4) interactive on-line exercizes and 5) separate "Lehrerhandbuch" as a manual that explain the single steps of each lesson (didactic, civilization) and provides answer keys. So learners get the competence to manage situations in contact (direct contact or by other mediums like phone or internet) with German speaking people (in Germany, Italy etc.). The 1st volume brings the students up to A1 level and higher, the 2nd one to A2 Level and higher, the 3rd one to B1, nearly B2. It provides linguistic competences (lexical, grammatical, phonological, orthographic, orthoepic, semantic ones), sociolinguistic competences (thematic fields, general notions, registers), pragmatical competences (communicative functions, strategies, different text types) based on global and detailled descriptors (as defined by CEFL and adapted by tests developed by Goethe-Institut) for oral and written reception, production, interaction and mediation. The programme is contrastive in method (German-Italian-English), it aims of creating independent learners accomodating all styles od learning (cognitive, audio-visive, practical-manual learning)
Everyone who acquires a new language at school or elsewhere has the right to learn good pronuncia... more Everyone who acquires a new language at school or elsewhere has the right to learn good pronunciation. As phonetic errors are foreseeable, this paper begins by delineating deviations in (co)articulation and prosody which are typical of Italian learners of German, with the aim of examining how far these specific, predictable phonetic problems are treated in German textbooks used in Italy. The study shows that even modern textbooks do not consider phonetics in a satisfactory way. Today\u2019s learning world 3.0 \u2013 not only interactive, but also shaped for the individual learner \u2013 is characterized by a growing number of Computer Assisted Language Learning (CALL) and special Computer Assisted Pronunciation Training (CAPT) applications which enable efficient ways of pronunciation training. Thus, learners and teachers of foreign languages cannot do without them, even if they are not yet perfected. Therefore physicists, computer specialists, web designers and web architects are called to work together with educational experts inside and outside the classroom in order to make the acquisition and teaching of pronunciation (including prosodics) easier, and to give phonetics an adequate place within foreign language teaching as a whole so that learners\u2019 acquisition of a more or less native-like pronunciation is not left to chance.Wer in einem Sprachkurs in der Schule oder anderswo eine Fremdsprache lernt, hat das Recht, auch eine gute Aussprache zu erwerben. Ausgangspunkt des vorliegenden Beitrags ist die Vorhersehbarkeit von Fehlern (hier am Beispiel der typischen Aussprachefehler von DaF-Lernern mit Italienisch als Muttersprache). Es soll \ufcberpr\ufcft werden, ob g\ue4ngige Lehrwerke (hier an italienischen Gymnasien eingesetzte Kurs- und Arbeitsb\ufccher) Laute, Lautsequenzen und prosodische Merkmale von Lautsequenzen betrachten, die erwartungsgem\ue4 f eine Fehlerquelle darstellen. Die Studie zeigt, dass auch moderne Lehrwerke das Thema Phonetik nicht zufriedenstellend behandeln. Die heutige nicht nur interaktive, sondern auch am individuellen Lerner orientierte Lernwelt 3.0 zeichnet sich au ferdem durch eine zunehmende Zahl an immer ausgefeilteren digitalen Zusatzmaterialien aus, die die M\uf6glichkeit geben, Aussprache inkl. Prosodie auf eine Art und Weise zu schulen, wie es im traditionellen Klassenzimmer nicht m\uf6glich ist. Sie schaffen deshalb einen didaktischen Mehrwert, auf den ein guter Ausspracheunterricht nicht mehr verzichten kann, obwohl auch das Computer Assisted Pronunciation Training noch sehr viele Unzul\ue4nglichkeiten aufweist. Gefragt ist daher die Zusammenarbeit von Physikern, Informatikern, Web-Designern und Web-Architekten mit Fremdsprachendidaktikern und Lehrenden, damit in Zukunft im Unterricht der Erwerb / das Vermitteln einer guten Aussprache einschlie flich Prosodie einfacher wird und der Phonetik ein ad\ue4quater Platz einger\ue4umt werden kann, so dass Lernende ihren Weg zu einer m\uf6glichst native-like pronunciation nicht dem Zufall \ufcberlassen m\ufcssen
"Basis Deutsch" is a learning programme for Italian Learners created for working in tra... more "Basis Deutsch" is a learning programme for Italian Learners created for working in traditional classrooms but also for interactive Board and independent learning. It consists of a 1) learner book divided in blocks and lessons with different kinds of texts (they introduce words, shrunks and - often by inductive exercizes - grammar, phonological/orthographic, pragmatical rules) and competence training exercizes and test simulation, 2) an exercize book (same division as learner book) with exercizes (rich typology), tests and a summary in Italian of pragmatical, grammatical and phonological/orthographic rules, 3) two CD-Roms, 4) interactive on-line exercizes and 5) separate "Lehrerhandbuch" as a manual that explain the single steps of each lesson (didactic, civilization) and provides answer keys. So learners get the competence to manage situations in contact (direct contact or by other mediums like phone or internet) with German speaking people (in Germany, Italy etc.). The 1st volume brings the students up to A1 level and higher, the 2nd one to A2 Level and higher, the 3rd one to B1, nearly B2. It provides linguistic competences (lexical, grammatical, phonological, orthographic, orthoepic, semantic ones), sociolinguistic competences (thematic fields, general notions, registers), pragmatical competences (communicative functions, strategies, different text types) based on global and detailled descriptors (as defined by CEFL and adapted by tests developed by Goethe-Institut) for oral and written reception, production, interaction and mediation. The programme is contrastive in method (German-Italian-English), it aims of creating independent learners accomodating all styles od learning (cognitive, audio-visive, practical-manual learning)
Manuale per l'insegnante del libro di testo "Basis Deutsch A1+" con una introduzion... more Manuale per l'insegnante del libro di testo "Basis Deutsch A1+" con una introduzione alla didattica e metodologia dell'insegnamento del tedesco come lingua straniera, commenti teorici (di linguistica e civilt\ue0) e pratici (di tecniche dell'apprendimento) alle varie parti del libro nonch\ue9 trascirizione dei dialoghi, soluzioni, schede, test
A peculiarity of the German language is the extensive use of \u201cpragmatic particles\u201d in s... more A peculiarity of the German language is the extensive use of \u201cpragmatic particles\u201d in spoken language. These particles are generally called Abt\uf6nungspartikel (\u201cmodulating particles\u201d) and are used to modulate the speaker\u2019s attitude. They have an elusive meaning which is quite difficult for non-native speakers to discern, and they are a challenge to translate into Italian due to the lack of equivalents. Three particularly interesting particles are \u201cdenn\u201d, \u201ceigentlich\u201d and \u201c\ufcberhaupt\u201d, which are typical of the speech act of asking questions. After a general introduction to the vast field of conversational particles (showing how differently German grammars treat this topic), the present contribution will focus on what kind of pragmatic differences exist between these three words (furnishing, as examples, some paraphrases of \u201cdenn\u201d, \u201ceigentlich\u201d and \u201c\ufcberhaupt\u201d taken from the Italian translation...
Grammatica descrittiva - contrastiva ed innovativa - della lingua tedesca suddivisa in livelli (A... more Grammatica descrittiva - contrastiva ed innovativa - della lingua tedesca suddivisa in livelli (A1, A2, B1, approfondimenti), con esercizi, schede operative pratiche e schede riassuntive teoriche
It is beyond question that linguistics and foreign language teaching should go hand in hand, but ... more It is beyond question that linguistics and foreign language teaching should go hand in hand, but unfortunately, this is not always the case. A good example of this phenomenon are the German modal particles: small words such as wohl in Achmed? Er ist wohl T\ufcrke, as denn in Meine Ferien waren super. - Wo warst du denn? or as mal in Komm mal!. Although numerous scientific publications have been made on this topic, it is sufficient to examine German textbooks in use to find out that they often fail to utilise the scientific insights developed from linguistics, regarding these words. After a description of German modal particles seen from the point of view of linguistics, the present article analyses representative German textbooks in order to understand how the topic has been treated during the last 45 years and proposes new strategies for teaching them more effectively.Es d\ufcrfte au fer Diskussion stehen, dass Sprachwissenschaft und Fremdsprachenunterricht Hand in Hand gehen sollten, allerdings ist dies leider nicht immer der Fall. Ein Beispiel daf\ufcr sind die so genannten Abt\uf6nungspartikeln im Deutschen - also unscheinbare W\uf6rter wie wohl in Achmed? Er ist wohl T\ufcrke, wie denn in Meine Ferien waren super. - Wo warst du denn? oder wie mal in Komm mal!. Obwohl seit dem Ende der 1960er Jahre wissenschaftlich unendlich viel zu diesem Thema publiziert worden ist, reicht ein Blick in DaF-Lehrwerke, um festzustellen, dass kaum Erkenntnisse aus der Linguistik in die Praxis umgesetzt worden sind. Im vorliegenden Artikel werden einleitend Abt\uf6nungspartikeln aus der Sicht der Linguistik vorgestellt, dann einige repr\ue4sentative Lehrwerke aus den letzten 45 Jahren daraufhin analysiert, wie sie dort behandelt werden, und schlie flich Vorschl\ue4ge dahingehend unterbreitet, wie sie behandelt werden k\uf6nnten
For foreign language students gender seems to be a great problem. This article about the teachabi... more For foreign language students gender seems to be a great problem. This article about the teachability and learnability of German gender wants to show what Italian students learn about it and how they do so (and also how they could do it better).
Language is a very complex system. This article is limited to the semantic sphere of wheather and... more Language is a very complex system. This article is limited to the semantic sphere of wheather and describes the components that German language offers to its users - words phrases, sentences, texts and the relations between them - to verbalize atmospheric phenomena
"Wie und Was" \ue8 una grammatica di consultazione che si rivolge ad un pubblico intern... more "Wie und Was" \ue8 una grammatica di consultazione che si rivolge ad un pubblico internazionale per imparare, ripetere o approfondire argomenti di grammatica tedesca. E' ideale per l'universit\ue0 e per la scuola superiore, ma anche per lo studio autonomo, in quanto parla in modo chiaro e sintetico in tedesco del tedesco. "Wie und Was" \ue8 conciso, fruibile, di facile consultazione e ha una struttura chiara. E' suddivisa in 4 parti secondo i livelli d'apprendimento seguendo le indicazioni del QCER. Vengono trattati tutti gli argomenti grammaticali che riguardano i singoli livelli (A1, A2, B1, B2) ossia tutti i capitoli della grammatica tedesca (perch\ue9 il livello C non contiene argomenti nuovi). Per ogni livello i capitoli sono raggruppati in modo tematico (gruppo verbale, gruppo nominale, nozioni generiche, frase). Alla fine di ciascun livello c'\ue8 un test di verifica. Affinch\ue9 il lavoro con "Wie und Was" si presenti il pi\uf9 agevole possibile, ogni capitolo \ue8 strutturato su una pagina doppia: sulla sinistra ci sono le spiegazioni grammaticali e sulla destra i relativi esercizi. Nell'appendice ci sono tabelle riassuntive. Il libro \ue8 corredato da un CD-Rom con esercizi grammaticali interattivi e da un fascicolo (separato) con le soluzioni e un glossario di terminologia grammaticale
Im vorliegenden Artikel geht es darum, an welche objektiven Kriterien sich die Autorin beim Schre... more Im vorliegenden Artikel geht es darum, an welche objektiven Kriterien sich die Autorin beim Schreiben ihres neuen Lehrwerks Basis Deutsch halten konnte und wie sich diese Kriterien konkret auf die Realisierung der Lehrwerkseiten ausgewirkt haben: - GER und seine sechsstufige Globalskala; - GER und das Primat eines handlungsorientierten Fremdsprachenunterrichts, bei dem es um Kompetenzen geht; - Profile und globale und detaillierte Kann-Be-schreibungen; - Die Inventare zu Sprachhandlungen, Strategien, Notionen, Themen, Wortschatz und Grammatik in den Handb\ufcchern zu den Pr\ufcfungen Fit in Deutsch 1 und Fit in Deutsch 2; - GER und Transparenz, Lernerautonomie, Lernerbed\ufcrfnisse
Il libro contiene una ampio glossario di terminologia grammaticale (oltre alle soluzioni della gr... more Il libro contiene una ampio glossario di terminologia grammaticale (oltre alle soluzioni della grammatica di consultazione "Wie und Was. Referenzgrammatik mit cbungen A1-B2"
"Basis Deutsch" is a learning programme for Italian Learners created for working in tra... more "Basis Deutsch" is a learning programme for Italian Learners created for working in traditional classrooms but also for interactive Board and independent learning. It consists of a 1) learner book divided in blocks and lessons with different kinds of texts (they introduce words, shrunks and - often by inductive exercizes - grammar, phonological/orthographic, pragmatical rules) and competence training exercizes and test simulation, 2) an exercize book (same division as learner book) with exercizes (rich typology), tests and a summary in Italian of pragmatical, grammatical and phonological/orthographic rules, 3) two CD-Roms, 4) interactive on-line exercizes and 5) separate "Lehrerhandbuch" as a manual that explain the single steps of each lesson (didactic, civilization) and provides answer keys. So learners get the competence to manage situations in contact (direct contact or by other mediums like phone or internet) with German speaking people (in Germany, Italy etc.). The 1st volume brings the students up to A1 level and higher, the 2nd one to A2 Level and higher, the 3rd one to B1, nearly B2. It provides linguistic competences (lexical, grammatical, phonological, orthographic, orthoepic, semantic ones), sociolinguistic competences (thematic fields, general notions, registers), pragmatical competences (communicative functions, strategies, different text types) based on global and detailled descriptors (as defined by CEFL and adapted by tests developed by Goethe-Institut) for oral and written reception, production, interaction and mediation. The programme is contrastive in method (German-Italian-English), it aims of creating independent learners accomodating all styles od learning (cognitive, audio-visive, practical-manual learning)
Everyone who acquires a new language at school or elsewhere has the right to learn good pronuncia... more Everyone who acquires a new language at school or elsewhere has the right to learn good pronunciation. As phonetic errors are foreseeable, this paper begins by delineating deviations in (co)articulation and prosody which are typical of Italian learners of German, with the aim of examining how far these specific, predictable phonetic problems are treated in German textbooks used in Italy. The study shows that even modern textbooks do not consider phonetics in a satisfactory way. Today\u2019s learning world 3.0 \u2013 not only interactive, but also shaped for the individual learner \u2013 is characterized by a growing number of Computer Assisted Language Learning (CALL) and special Computer Assisted Pronunciation Training (CAPT) applications which enable efficient ways of pronunciation training. Thus, learners and teachers of foreign languages cannot do without them, even if they are not yet perfected. Therefore physicists, computer specialists, web designers and web architects are called to work together with educational experts inside and outside the classroom in order to make the acquisition and teaching of pronunciation (including prosodics) easier, and to give phonetics an adequate place within foreign language teaching as a whole so that learners\u2019 acquisition of a more or less native-like pronunciation is not left to chance.Wer in einem Sprachkurs in der Schule oder anderswo eine Fremdsprache lernt, hat das Recht, auch eine gute Aussprache zu erwerben. Ausgangspunkt des vorliegenden Beitrags ist die Vorhersehbarkeit von Fehlern (hier am Beispiel der typischen Aussprachefehler von DaF-Lernern mit Italienisch als Muttersprache). Es soll \ufcberpr\ufcft werden, ob g\ue4ngige Lehrwerke (hier an italienischen Gymnasien eingesetzte Kurs- und Arbeitsb\ufccher) Laute, Lautsequenzen und prosodische Merkmale von Lautsequenzen betrachten, die erwartungsgem\ue4 f eine Fehlerquelle darstellen. Die Studie zeigt, dass auch moderne Lehrwerke das Thema Phonetik nicht zufriedenstellend behandeln. Die heutige nicht nur interaktive, sondern auch am individuellen Lerner orientierte Lernwelt 3.0 zeichnet sich au ferdem durch eine zunehmende Zahl an immer ausgefeilteren digitalen Zusatzmaterialien aus, die die M\uf6glichkeit geben, Aussprache inkl. Prosodie auf eine Art und Weise zu schulen, wie es im traditionellen Klassenzimmer nicht m\uf6glich ist. Sie schaffen deshalb einen didaktischen Mehrwert, auf den ein guter Ausspracheunterricht nicht mehr verzichten kann, obwohl auch das Computer Assisted Pronunciation Training noch sehr viele Unzul\ue4nglichkeiten aufweist. Gefragt ist daher die Zusammenarbeit von Physikern, Informatikern, Web-Designern und Web-Architekten mit Fremdsprachendidaktikern und Lehrenden, damit in Zukunft im Unterricht der Erwerb / das Vermitteln einer guten Aussprache einschlie flich Prosodie einfacher wird und der Phonetik ein ad\ue4quater Platz einger\ue4umt werden kann, so dass Lernende ihren Weg zu einer m\uf6glichst native-like pronunciation nicht dem Zufall \ufcberlassen m\ufcssen
"Basis Deutsch" is a learning programme for Italian Learners created for working in tra... more "Basis Deutsch" is a learning programme for Italian Learners created for working in traditional classrooms but also for interactive Board and independent learning. It consists of a 1) learner book divided in blocks and lessons with different kinds of texts (they introduce words, shrunks and - often by inductive exercizes - grammar, phonological/orthographic, pragmatical rules) and competence training exercizes and test simulation, 2) an exercize book (same division as learner book) with exercizes (rich typology), tests and a summary in Italian of pragmatical, grammatical and phonological/orthographic rules, 3) two CD-Roms, 4) interactive on-line exercizes and 5) separate "Lehrerhandbuch" as a manual that explain the single steps of each lesson (didactic, civilization) and provides answer keys. So learners get the competence to manage situations in contact (direct contact or by other mediums like phone or internet) with German speaking people (in Germany, Italy etc.). The 1st volume brings the students up to A1 level and higher, the 2nd one to A2 Level and higher, the 3rd one to B1, nearly B2. It provides linguistic competences (lexical, grammatical, phonological, orthographic, orthoepic, semantic ones), sociolinguistic competences (thematic fields, general notions, registers), pragmatical competences (communicative functions, strategies, different text types) based on global and detailled descriptors (as defined by CEFL and adapted by tests developed by Goethe-Institut) for oral and written reception, production, interaction and mediation. The programme is contrastive in method (German-Italian-English), it aims of creating independent learners accomodating all styles od learning (cognitive, audio-visive, practical-manual learning)
Manuale per l'insegnante del libro di testo "Basis Deutsch A1+" con una introduzion... more Manuale per l'insegnante del libro di testo "Basis Deutsch A1+" con una introduzione alla didattica e metodologia dell'insegnamento del tedesco come lingua straniera, commenti teorici (di linguistica e civilt\ue0) e pratici (di tecniche dell'apprendimento) alle varie parti del libro nonch\ue9 trascirizione dei dialoghi, soluzioni, schede, test
A peculiarity of the German language is the extensive use of \u201cpragmatic particles\u201d in s... more A peculiarity of the German language is the extensive use of \u201cpragmatic particles\u201d in spoken language. These particles are generally called Abt\uf6nungspartikel (\u201cmodulating particles\u201d) and are used to modulate the speaker\u2019s attitude. They have an elusive meaning which is quite difficult for non-native speakers to discern, and they are a challenge to translate into Italian due to the lack of equivalents. Three particularly interesting particles are \u201cdenn\u201d, \u201ceigentlich\u201d and \u201c\ufcberhaupt\u201d, which are typical of the speech act of asking questions. After a general introduction to the vast field of conversational particles (showing how differently German grammars treat this topic), the present contribution will focus on what kind of pragmatic differences exist between these three words (furnishing, as examples, some paraphrases of \u201cdenn\u201d, \u201ceigentlich\u201d and \u201c\ufcberhaupt\u201d taken from the Italian translation...
Grammatica descrittiva - contrastiva ed innovativa - della lingua tedesca suddivisa in livelli (A... more Grammatica descrittiva - contrastiva ed innovativa - della lingua tedesca suddivisa in livelli (A1, A2, B1, approfondimenti), con esercizi, schede operative pratiche e schede riassuntive teoriche
It is beyond question that linguistics and foreign language teaching should go hand in hand, but ... more It is beyond question that linguistics and foreign language teaching should go hand in hand, but unfortunately, this is not always the case. A good example of this phenomenon are the German modal particles: small words such as wohl in Achmed? Er ist wohl T\ufcrke, as denn in Meine Ferien waren super. - Wo warst du denn? or as mal in Komm mal!. Although numerous scientific publications have been made on this topic, it is sufficient to examine German textbooks in use to find out that they often fail to utilise the scientific insights developed from linguistics, regarding these words. After a description of German modal particles seen from the point of view of linguistics, the present article analyses representative German textbooks in order to understand how the topic has been treated during the last 45 years and proposes new strategies for teaching them more effectively.Es d\ufcrfte au fer Diskussion stehen, dass Sprachwissenschaft und Fremdsprachenunterricht Hand in Hand gehen sollten, allerdings ist dies leider nicht immer der Fall. Ein Beispiel daf\ufcr sind die so genannten Abt\uf6nungspartikeln im Deutschen - also unscheinbare W\uf6rter wie wohl in Achmed? Er ist wohl T\ufcrke, wie denn in Meine Ferien waren super. - Wo warst du denn? oder wie mal in Komm mal!. Obwohl seit dem Ende der 1960er Jahre wissenschaftlich unendlich viel zu diesem Thema publiziert worden ist, reicht ein Blick in DaF-Lehrwerke, um festzustellen, dass kaum Erkenntnisse aus der Linguistik in die Praxis umgesetzt worden sind. Im vorliegenden Artikel werden einleitend Abt\uf6nungspartikeln aus der Sicht der Linguistik vorgestellt, dann einige repr\ue4sentative Lehrwerke aus den letzten 45 Jahren daraufhin analysiert, wie sie dort behandelt werden, und schlie flich Vorschl\ue4ge dahingehend unterbreitet, wie sie behandelt werden k\uf6nnten
For foreign language students gender seems to be a great problem. This article about the teachabi... more For foreign language students gender seems to be a great problem. This article about the teachability and learnability of German gender wants to show what Italian students learn about it and how they do so (and also how they could do it better).
Language is a very complex system. This article is limited to the semantic sphere of wheather and... more Language is a very complex system. This article is limited to the semantic sphere of wheather and describes the components that German language offers to its users - words phrases, sentences, texts and the relations between them - to verbalize atmospheric phenomena
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