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Sprachlichkeit und Fachlichkeit Europäische Perspektiven Beitrag zur Verabschiedung von Prof. Dr. Horst Bayrhuber. © Helmut Johannes Vollmer Universität Osnabrück Kiel, 4. Mai, 2007 email@example.com http://www.anglistik.uos.de/vollmer. Gliederung des Vortrags.
© Helmut Johannes Vollmer
Kiel, 4. Mai, 2007
Identify demands of the task, activate and select relevant knowledge,
combine with meanings constructed
Knowledge of standardised thematic patterns
and semantic relations
Knowledge of social semiotic systems: linguistic, visual and mathematical forms of representation, and their conventional uses
Volition and motivation:
Willingness to accept a task and follow the conventions
Analysing, Comparing, Structuring, Reasoning, Concluding, Inferencing, Hypothesising
Assessing, Evaluating, Positioning, Suggesting
In the last decades the destruction of the tropical rain forest has continuously increased. The following two figures show the extent of this destruction.
According two Figure 4, the destruction of the tropical rain forest is highest in Asia. Comment critically on this statement by relating it to the information presented in Table 1.
Table 1: Decline of forest in countries with big forest areas 1990–2000
Destruction of the tropical rain forest
for human beings
(social + economic)
Task 6: SustainabilitySince the world summit of Rio de Janeiro in 1992 (Agenda 21) the principle of sustainability has been globally accepted. This principle means that in terms of the use of natural resources, ecological, social and economic goals should be treated as equally important. At the same time, the rights and needs of future generations should be respected, so that they are not disadvantaged in any way through the exploitation of the resources. Against the background of the aims of Agenda 21, how do you evaluate the following suggestion for a solution? Support your answer.
Take a look at Figure 5 and explain in how far the following statement is true.
„The rain forest concerns us all“.
This part deals with the question of what you can personally do to contribute to the protection of the tropical rain forest. First, give your opinion about the following statement
by indicating the extent to which it is true for you. Then, support your decision.
I can personally contribute to the protection of the tropical rain forest.
There is a succinct and balanced evaluation of the suggestion. This is preceded or followed by succinct and comprehensive support that is fully consistent with the evaluation and that is based on a complete and a correct application of the principle of sustainability in evaluating the suggestion. The argumentation is well-structured.
There is a clearly formulated and balanced evaluation of the suggestion. This is preceded or followed by clearly formulated and adequate support that is fully consistent with the evaluation and that is based on a correct application of the principle of sustainability in evaluating the suggestion. The argumentation is generally well structured.
There is a balanced evaluationof the suggestion. The evaluation may be clearly formulated. There is sufficient supportthat may be clearly formulated, but that may show a limited degree of inconsistency. The support is based on an application of the principle of sustainability in evaluating the suggestion. The application may not be entirely correct. The argumentation may be generally well structured.
There may beabalanced evaluation that may be clearly formulated. There is supportthat may besufficient, but that mayshow some degree of inconsistency. The support is to some extent basedon a correct application of the principle of sustainability in evaluating the suggestion. The argumentation may be generally well structured.
There is an evaluationof the suggestion that is unbalanced. The evaluation may be clearly formulated. There is support that may besufficient, clearly formulated and consistent. However, the support is based on an incorrect application of the principle of sustainability in evaluating the suggestion. The argumentation may show major deficiencies in terms of logical structuring and formulation.
There is noevaluation of the suggestion. There is only a discussion of Agenda 21 and/or the principle of sustainability that may show major deficiencies in terms of logical structuring and formulation.
Or, there is an evaluation that may be balanced, but there is no or hardly any support, or the support is not based on an application of the principle of sustainability at all.The evaluation mayshow major deficiencies in terms of logical structuring and formulation.
None of the required discourse functions is performed. There is no evaluation of the suggestion and no support. The text is severely deficient in terms of logical structuring and formulation.
Tabelle 1: Holistische Skala zur Erfassung der Realisierung von Diskursfunktionen
 For instance if the term "tropical climate" is not directly used, but there is a reference to a climate that is similar to the one in the tropical rain forest.
 Award this mark if the term tropical climate is used. In other words, if a mark was awarded at 1.1, a mark should automatically be awarded for 1.2.
 Award 0,5 if the climate is described as hot and damp/wet.
 It is wrong to say that it is hot or warm.
 It is wrong to say that it is wet or damp.
 Award a mark, even if the learner does not explicitly refer to two peaks, but if it becomes clear from the description that he or she identifies two and not three periods during which the rainfall is at a maximum.
 It is also acceptable if a learner writes day climate or daytime climate.
Organisation of content/ordering + structuring text as a whole
Logical organisation of ideas into different structural units
Cohesiveness (effective linking of sentences and parts of it)
Sufficient+correct use of subject-specific register (terms/expressions)
Sufficient use of formal language (style, clear+succinct formulations)
Appropriate use of lexical-grammatical conventions /suff. variation
Correctness/accuracy of grammar, vocabulary, puctuation.
Scale 2.1: Sufficient and correct use of subject-specific terms and expressions
Beispiele von Schülerprodukten: :Task 2a: Ecological Cycle in the TRTask 6: Nachhaltigkeit/SustainabilityBenchmark-Texte für Aufgabe 6 dann Beispiele aus der Überarbeitung (Editing)
Task 6 Sustainability: Evaluating the suggestion (of creating national parks)
Benchmark 1 (2018):
I think it’s a great idea because the nature that is left should be kept and protected four the next generations.
Benchmark 2 (3025):
I think this suggestion for a solution is the best.
Therefore only a few enterprises, which are also interested in the forest itself and not only in money would be allowed to enter this national park.
Moreover than the forest can regenerate itself. He will grow as he did it no in foreign times and then, I think, that the tropical rain forest will get bigger again and a lot of animals are saved!
Benchmark 3 (5006):
I think the suggestion to solve the problem is a good idea. The forest could grow again and would be safe. The government needs makes money with the po people who visit the national parks and the Indians had a place to live.
Benchmark 4 (3017)
The aims of Agenda 21 are to use natural resources ecological and social and economic goals should be treated as equal important. In addition to this, rights and needs of future generations should be respected and not disadvantaged. So I think, that the suggested solution is a good one, because if saves the forest and does not disadvantage following generations. So the aims of Agenda 21 are reached. The only thing is, that they can't use the wood of the rainforests any longer to earn money, so that they have to keep their economy in mind.
3111: Task 2aImprovement of lexical choice, although the meaning is equal. The new variety, however, is more scientific/explicit.Dt. Infolgedessen anstatt somitEnglish: As a consequence replacing thus3116: Task 2aChange of a subject-specific term, but unfortunately to a wrong one.Diagram (wrong term) instead of figure (would have been the correct one)3125: Task 6Insertion of definition of sustainability (as taken from the material). But the syntactical embedding is problematic because it makes the sentence too complex.The solution suggested I find very good because in this way the concept of sustainability [INSERTION which says that in terms of the use of natural resources, ecological, social and economic goals should be treated as equally important END OF INSERTION] would be fulfilled.
Insgesamt werden für jede Kompetenz sechs Niveaustufen (A1, A2, B1, B2, C1, C2) unterschieden, die z.T. empirisch gewonnen wurden.Dabei sind die Kriterien der Stufung nicht offen gelegt, sondern können nur erschlossen werden:
Es wird z.B. differenziert nach Vertrautheit, Erfahrungsnähe, Reichweite, Hilfestellungen, Einfach-Komplex, Standard-Varietät, Grad der Flüssigkeit, Grad der Kohäsion oder Kohärenz, Isoliertheit-Zusammenhang, Fokussiertheit, Umfang usw.
Prof. Dr. H. J. Vollmer, Osnabrück 17
Ausgewählte Niveaustufen mit Deskriptoren
Kann klar, flüssig und gut strukturiert sprechen und seinen Beitrag so logisch aufbauen, dass es den Zuhörern erleichtert wird, wichtige Punkte wahrzunehmen und zu behalten.
Kann komplexe Sachverhalte klar und detailliert beschreiben und darstellen und dabei untergeordnete Themen integrieren, bestimmte Punkte genauer ausführen und alles mit einem angemessenen Schluss abrunden.
Kann relativ flüssig eine unkomplizierte, aber zusammenhängende Beschreibung zu Themen aus ihren/seinen Interessengebieten geben, wobei die einzelnen Punkte linear aneinandergereiht werden.
Kann sich mit einfachen, überwiegend isolierten Wendungen über Menschen und Orte äußern.
Languages of Education
Language Policy Division, Strasbourg
Wortebene (Fachspez. Terme, academic expressions)
Vom Wort zum Satz (formal/Konvention/Baukästen)
Struktur: Logische Verknüpfung von Ideen und Sätzen
Verstehen und Produzieren von verbalen Texten
Verstehen u. Produzieren v.diskontinuierlichen Texten
Fach-Sprechen: Anlässe für zus.hängende Äußerungen
Fach-Schreiben: Muster, Texttypen/Genres,Adressaten