fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jakel-costellazioni-vii-lg-1-veroeffentlichungen.pdf
conceptualization, and perhaps some day linguists will generally agree that the ‘correct’ or at least best semantic analysis is one that describes a speaker‘s conceptual structure” (Lehrer 1974: 17). This [...] examples featured com- petence errors – by pupils or teachers – that could be explained as a result of denotational incongruencies of various types that the speaker was not aware of. Interestingly enough, these [...] evidence from the Flensburg English Classroom Corpus (FLECC) (Jäkel 2010b) is going to demonstrate that and how denotational incongruencies also affect foreign language teaching by creating problems of
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-olaf-flecc-24-06-2011.pdf
German blackboard with wings that can be opened and closed as a prop, she demonstrates different positions in space by moving from her ordinary position to one behind that wing. During this demonstration [...] the teacher's adversative conjunction, which shows that there was still something else wrong, and her directive tells the pupil and the whole class that they should The Flensburg English Classroom Corpus [...] in (25), and again its function is that of initiating another IRF exchange. But this time, the answer provided by a pupil is not really comprehensible (30), so that the teacher finds it necessary to follow
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-2019-ace-forschungsaufgaben.pdf
very important in classrooms; where the follow-up move is withheld, the pupils are likely to suspect that something is wrong […]. Es muss also sensibel mit gerade einer solchen Situation umgegangen werden
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-2016-fehler-modelle-und-andere-faelle.pdf
correct pronunciation. Asking the pupil to repeat his answer implies that it has been either opaque or incorrect. [e pupil probably knows that he has to correct his answer because his `rst utterance was in German [...] spirit, – reduce aggressions, – meet friends/get (38) to know friends] (39) L: Did you all understand that? [Klasse sehr unaufmerksam] (40) S: It’s good for the health. (41) [L sehr leise vorn, hinten nicht [...] S [kaum hörbar]: Wenn man in eine Gruppe aufgenommen wird. (59) L [an alle]: Be quiet! Can you say that in English? (60) S: When you become part of a club … (61) […] (62) S: For rich people. (63) L: For
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-2014-unterrichtsanalyse.pdf
pronunciation. Asking the pupil to repeat his an- swer implies that it has been either opaque or incorrect. The pupil probably knows that he has to correct his answer because his rst utterance was in German [...] 2010a: 14), the pupils already know the vocabulary and just have to review it. That is why the teacher probably assumes that the child knows the cor- rect pronunciation of grey and gives him a second chance [...] folgendermaßen: As mentioned above, other-initiated self-corrections are characterized by the fact that some- one, here the teacher, makes the pupil become aware of his error without directly correcting
fileadmin/content/portal/international/dokumente/incomings/virtual-courses-ivsc/ivsc-race.pdf
specific related challenge that requires investigation and problem-solving, and it is on the basis of how they approach this challenge, and the learning and outcomes achieved, that the course is assessed. [...] work in a group with fellow students from EUF and our partner universities while developing a project that your group defined within the thematic focus “race” by challenging racial equality, fostering empathy [...] es drawing on a wide and diverse range of sources and data, and to engage in independent research that involves dialogue with relevant community-based organisations. Format and workload: • Virtual classes:
fileadmin/content/portal/international/dokumente/incomings/virtual-courses-ivsc/ivsc-inclusion.pdf
specific related challenge that requires investigation and problem-solving, and it is on the basis of how they approach this challenge, and the learning and outcomes achieved, that the course is assessed. [...] work in a group with fellow students from EUF and our partner universities while developing a project that your group defined within the thematic focus inclusion. Throughout the course, you will engage with [...] es drawing on a wide and diverse range of sources and data, and to engage in independent research that involves dialogue with relevant community-based organisations. Format and workload: • Virtual classes:
fileadmin/content/portal/international/dokumente/incomings/virtual-courses-ivsc/ivsc-gender.pdf
specific related challenge that requires investigation and problem-solving, and it is on the basis of how they approach this challenge, and the learning and outcomes achieved, that the course is assessed. [...] work in a group with fellow students from EUF and our partner universities while developing a project that your group defined within the thematic focus “gender”. Throughout the course, you will engage with [...] es drawing on a wide and diverse range of sources and data, and to engage in independent research that involves dialogue with relevant community-based organisations. Format and workload: • Virtual classes:
fileadmin/content/portal/international/dokumente/incomings/virtual-courses-ivsc/ivsc-environment.pdf
specific related challenge that requires investigation and problem-solving, and it is on the basis of how they approach this challenge, and the learning and outcomes achieved, that the course is assessed. [...] work in a group with fellow students from EUF and our partner universities while developing a project that your group defined within the thematic focus “environment”. The scope of environmental issues is broad [...] es drawing on a wide and diverse range of sources and data, and to engage in independent research that involves dialogue with relevant community-based organisations. Format and workload: • Virtual classes:
fileadmin/content/zentren/ices/bilder/veranstaltungen/lesekreis/israel-utopie-1-1-omri-boehm.pdf
Oktober 2015 (mit einem zitat von Nathan Thrall); Barak Ravid: »was It a Bombshell or Stink Bomb That Abbas Drop- ped in His UN Speech?« in: Haaretz, 30. September 2015, https:// www.haaretz.com/.pre