KÁŇA, Tomáš and Brigitte SORGER. Die interkulturelle Prägung von Textsorten und die Konsequenzen für den Fremdsprachenunterricht (Intercultural Features of Text Types and their Consequences for Teaching Foreign Languages). In Danuša Lišková; Radoslav Štefančík. Interkulturelle Kommunikation im Wandel der Zeit. 1st ed. Hamburg: Verlag Dr. Kovač, 2016, p. 107-124. Communicatio. ISBN 978-3-8300-9134-9.
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Basic information
Original name Die interkulturelle Prägung von Textsorten und die Konsequenzen für den Fremdsprachenunterricht
Name in Czech Interkuluralita textových druhů a dopady na výuku cizích jazyků
Name (in English) Intercultural Features of Text Types and their Consequences for Teaching Foreign Languages
Authors KÁŇA, Tomáš (203 Czech Republic, guarantor, belonging to the institution) and Brigitte SORGER (40 Austria, belonging to the institution).
Edition 1. vyd. Hamburg, Interkulturelle Kommunikation im Wandel der Zeit, p. 107-124, 18 pp. Communicatio, 2016.
Publisher Verlag Dr. Kovač
Other information
Original language German
Type of outcome Chapter(s) of a specialized book
Field of Study 60200 6.2 Languages and Literature
Country of publisher Germany
Confidentiality degree is not subject to a state or trade secret
Publication form printed version "print"
RIV identification code RIV/00216224:14410/16:00090657
Organization unit Faculty of Education
ISBN 978-3-8300-9134-9
Keywords (in Czech) druhy textů; interkulturní výuka; kulturní rozdíly; textová kompetence
Keywords in English text types; intercultural learning; cultural differences; discourse competence
Tags International impact, Reviewed
Changed by Changed by: doc. Mgr. Tomáš Káňa, Ph.D., učo 363. Changed: 7/3/2017 15:00.
Abstract
The implementation of the Common European Framework (CEFR) resulted in enforcing language competences which goes hand in hand with dealing with authentic texts. Problems that can occur in understanding or translating texts due to differences in the cultural background are the topic of this article. The analysis of two text types restaurant menus and school certificates on their structure and used verbal means reveals interesting similarities and differences. Both text types are not standardized but still they do not enable too much flexibility in structuring. Nevertheless there are many specific features not only in each language (German, English, Czech, Slovak) but there are also many differences within one pluricentric language (here German in Austria, Germany and Switzerland). The results of this short research point out the necessity to enhance cultural studies in foreign language teaching.
Abstract (in Czech)
Implementácia Spoločného Európskeho Referenčného rámca pre jazykové znalosti do výučby priniesol požiadavky na kompetencie, ktoré novo vychádzajú predovšetkým z autentických textov. Predmetom tohto príspevku sú problémy, ktoré môžu vzniknúť pri porozumení alebo prekladaní niektorých textov, predovšetkým tých, v ktorých sa (explicitne alebo implicitne) odrážajú špecifiká danej kultúry. Autori analyzujú dva druhy textov (textémy): jedálny lístok a vysvedčenie (najmä z ročníkov povinnej školskej dochádzky) v slovenčine, češtine, nemčine a angličtine. Na konkrétnych príkladoch makro- aj mikrokštruktúrnych elementov prezentujú, aké úskalia tieto texty obsahujú, hoci ich vonkajšia štruktúra je relatívne pevno stanovená. Výsledkom štúdie je zistenie, že rozdiele nie sú marginálne a sú markantné nie len medzi jednotlivými jazykmi, no aj v rámci pluricentrických jazykov. (Hlbšia pozornosť je venovaná iba pluricentričnosti nemčiny.) Tieto zistenia rezultujú v základný apel modernej výuky: uvedomelé zapojenie interkulturného aspektu učenia a jeho podporu vo výučbe cudzích jazykov.
Abstract (in English)
The implementation of the Common European Framework (CEFR) resulted in enforcing language competences which goes hand in hand with dealing with authentic texts. Problems that can occur in understanding or translating texts due to differences in the cultural background are the topic of this article. The analysis of two text types restaurant menus and school certificates on their structure and used verbal means reveals interesting similarities and differences. Both text types are not standardized but still they do not enable too much flexibility in structuring. Nevertheless there are many specific features not only in each language (German, English, Czech, Slovak) but there are also many differences within one pluricentric language (here German in Austria, Germany and Switzerland). The results of this short research point out the necessity to enhance cultural studies in foreign language teaching.
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