Irina maric (16 risultati)

Condizione: New.

Condizione: New.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2010 in the subject Gender Studies, grade: 12,00, Justus-Liebig-University Giessen (Institut für Anglistik), course: Applied Linguistics, language: English, abstract: he aim of this paper is to critically discuss the hypothesis that children learn gender behaviour and if this is true, when and why do they do so. In order to do so, first of all it is necessary to define the terminology used in this paper. In a second step we need to evaluate the present findings with the view to finding out if there are other approaches to the topic. The following paper will therefore present the standpoints of different researchers, display both contrasts and similarities and try to find arguments supporting or opposing the findings.From my point of view, both genetics and socialisation are responsible for the gender behaviour, which can be observed in even very young children. 'Gender , in contrast to sex, is a term, which is investigated at the social, sociological level, but used interchangeably with 'sex , which in Western cultures is used in dichotomous categories: male and female. 'Sex is commonly understood as a biological, genetic concept which is stable over time, whereas gender is seen as dynamic, shifting, having multiple versions. In general it can be described as the sense of oneself as man or woman and it reinforces the differences between men and women. However, there is no real agreement on the definition of gender so far. Later on, we will put this concept into perspective by introducing further categories of sex and gender.…

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2011 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 13,00 Punkte, Justus-Liebig-University Giessen (Institut für Anglistik), course: Developing Intercultural Communicative Competence in the EFL Classroom, language: English, abstract: Although intercultural concepts tend to essentialism and reductionism and thus run the risk of constructing artificial ethnic differences and stereotypes, the existing models are quite useful for teaching purposes as well as for the purpose of this paper which is to analyse a textbook for German high school in order to find out more about its potential to help develop ICC. In my view, using both terms interchangeably is acceptable as long as one considers culture to be a dynamic, negotiable phenomenon (cf. Freitag 2008). Regarding the actual teaching I agree with Hu (2009) that intercultural concepts in spite of their deficits cannot and should not be replaced immediately, but gradually with the narrative-constructive concepts of intercultural learning in mind. The national KMK-Bildungsstandards (2010: 12f.) set rather high standards for ICC emphasising the role of literature and diversity of texts in developing ICC. Landeskunde should be taught as well, but not only to impart fact knowledge, but to enable students to communicate in real intercultural situations.Generally speaking, the task of a teacher is to prepare his students for the challenges of future life and they are definitely going to take place in a globalized, inter- or transcultural world. According to the White Paper on Intercultural Learning by the Council of Europe, in a democracy, we do not only have the opportunity, but the duty to act as active, responsible, reflective and self-critical citizens, respectful of others and to help build a peaceful, democratic world. (2008: 29). I think that helping students to achieve this aim is best done by enhancing their discourse ability (more in chapter 2.1)Since the most common way of teaching EFL in Germany is by using a textbook (cf. Kurtz 2010), this paper will try to find out how well this can be done in regard to developing ICC based on the realities of the FL classroom. In order to do so first of all we have to clarify the basic theoretical concepts which are needed to understand the idea of intercultural communication and consequently the competences which are required for the successful accomplishment of that interactive task. In a second step I will conduct a small qualitative research exploring and evaluating both the theoretical ICC learning models and the textbook New Context.…

Condizione: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | Seminar paper from the year 2011 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 13,00 Punkte, Justus-Liebig-University Giessen (Institut für Anglistik), course: Developing Intercultural Communicative Competence in the EFL Classroom, language: English, abstract: Although intercultural concepts tend to essentialism and reductionism and thus run the risk of constructing artificial ethnic differences and stereotypes, the existing models are quite useful for teaching purposes as well as for the purpose of this paper which is to analyse a textbook for German high school in order to find out more about its potential to help develop ICC. In my view, using both terms interchangeably is acceptable as long as one considers culture to be a dynamic, negotiable phenomenon (cf. Freitag 2008). Regarding the actual teaching I agree with Hu (2009) that intercultural concepts in spite of their deficits cannot and should not be replaced immediately, but gradually with the narrative-constructive concepts of intercultural learning in mind. The national KMK-Bildungsstandards (2010: 12f.) set rather high standards for ICC emphasising the role of literature and diversity of texts in developing ICC. Landeskunde should be taught as well, but not only to impart fact knowledge, but to enable students to communicate in real intercultural situations. Generally speaking, the task of a teacher is to prepare his students for the challenges of future life and they are definitely going to take place in a globalized, inter- or transcultural world. According to the White Paper on Intercultural Learning by the Council of Europe, in a democracy, we do not only have the opportunity, but the duty to act as active, responsible, reflective and self-critical citizens, respectful of others and to help build a peaceful, democratic world. (2008: 29). I think that helping students to achieve this aim is best done by enhancing their discourse ability (more in chapter 2.1) Since the most common way of teaching EFL in Germany is by using a textbook (cf. Kurtz 2010), this paper will try to find out how well this can be done in regard to developing ICC based on the realities of the FL classroom. In order to do so first of all we have to clarify the basic theoretical concepts which are needed to understand the idea of intercultural communication and consequently the competences which are required for the successful accomplishment of that interactive task. In a second step I will conduct a small qualitative research exploring and evaluating both the theoretical ICC learning models and the textbook New Context. …

Condizione: New. Print on Demand pp. 20.

Condizione: New. Print on Demand pp. 20.

Condizione: New. PRINT ON DEMAND pp. 20.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Seminar paper from the year 2010 in the subject Gender Studies, grade: 12,00, Justus-Liebig-University Giessen (Institut für Anglistik), course: Applied Linguistics, language: English, abstract: he aim of this paper is to critically discuss the hypothesis that children learn gender behaviour and if this is true, when and why do they do so. In order to do so, first of all it is necessary to define the terminology used in this paper. In a second step we need to evaluate the present findings with the view to finding out if there are other approaches to the topic. The following paper will therefore present the standpoints of different researchers, display both contrasts and similarities and try to find arguments supporting or opposing the findings.From my point of view, both genetics and socialisation are responsible for the gender behaviour, which can be observed in even very young children. 'Gender , in contrast to sex, is a term, which is investigated at the social, sociological level, but used interchangeably with 'sex , which in Western cultures is used in dichotomous categories: male and female. 'Sex is commonly understood as a biological, genetic concept which is stable over time, whereas gender is seen as dynamic, shifting, having multiple versions. In general it can be described as the sense of oneself as man or woman and it reinforces the differences between men and women. However, there is no real agreement on the definition of gender so far. Later on, we will put this concept into perspective by introducing further categories of sex and gender. 20 pp. Englisch.…

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Seminar paper from the year 2011 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 13,00 Punkte, Justus-Liebig-University Giessen (Institut für Anglistik), course: Developing Intercultural Communicative Competence in the EFL Classroom, language: English, abstract: Although intercultural concepts tend to essentialism and reductionism and thus run the risk of constructing artificial ethnic differences and stereotypes, the existing models are quite useful for teaching purposes as well as for the purpose of this paper which is to analyse a textbook for German high school in order to find out more about its potential to help develop ICC. In my view, using both terms interchangeably is acceptable as long as one considers culture to be a dynamic, negotiable phenomenon (cf. Freitag 2008). Regarding the actual teaching I agree with Hu (2009) that intercultural concepts in spite of their deficits cannot and should not be replaced immediately, but gradually with the narrative-constructive concepts of intercultural learning in mind. The national KMK-Bildungsstandards (2010: 12f.) set rather high standards for ICC emphasising the role of literature and diversity of texts in developing ICC. Landeskunde should be taught as well, but not only to impart fact knowledge, but to enable students to communicate in real intercultural situations.Generally speaking, the task of a teacher is to prepare his students for the challenges of future life and they are definitely going to take place in a globalized, inter- or transcultural world. According to the White Paper on Intercultural Learning by the Council of Europe, in a democracy, we do not only have the opportunity, but the duty to act as active, responsible, reflective and self-critical citizens, respectful of others and to help build a peaceful, democratic world. (2008: 29). I think that helping students to achieve this aim is best done by enhancing their discourse ability (more in chapter 2.1)Since the most common way of teaching EFL in Germany is by using a textbook (cf. Kurtz 2010), this paper will try to find out how well this can be done in regard to developing ICC based on the realities of the FL classroom. In order to do so first of all we have to clarify the basic theoretical concepts which are needed to understand the idea of intercultural communication and consequently the competences which are required for the successful accomplishment of that interactive task. In a second step I will conduct a small qualitative research exploring and evaluating both the theoretical ICC learning models and the textbook New Context. 28 pp. Englisch.…

Condizione: New. Print on Demand pp. 28 424:B&W 5.83 x 8.27 in or 210 x 148 mm (A5) Perfect Bound on Creme w/Matte Lam.

Condizione: New. Print on Demand pp. 28.

Condizione: New. PRINT ON DEMAND pp. 28.

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Seminar paper from the year 2011 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 13,00 Punkte, Justus-Liebig-University Giessen (Institut für Anglistik), course: Developing Intercultural Communicative Competence in the EFL Classroom, language: English, abstract: Although intercultural concepts tend to essentialism and reductionism and thus run the risk of constructing artificial ethnic differences and stereotypes, the existing models are quite useful for teaching purposes as well as for the purpose of this paper which is to analyse a textbook for German high school in order to find out more about its potential to help develop ICC. In my view, using both terms interchangeably is acceptable as long as one considers culture to be a dynamic, negotiable phenomenon (cf. Freitag 2008). Regarding the actual teaching I agree with Hu (2009) that intercultural concepts in spite of their deficits cannot and should not be replaced immediately, but gradually with the narrative-constructive concepts of intercultural learning in mind. The national KMK-Bildungsstandards (2010: 12f.) set rather high standards for ICC emphasising the role of literature and diversity of texts in developing ICC. Landeskunde should be taught as well, but not only to impart fact knowledge, but to enable students to communicate in real intercultural situations.Generally speaking, the task of a teacher is to prepare his students for the challenges of future life and they are definitely going to take place in a globalized, inter- or transcultural world. According to the White Paper on Intercultural Learning by the Council of Europe, in a democracy, we do not only have the opportunity, but the duty to act as active, responsible, reflective and self-critical citizens, respectful of others and to help build a peaceful, democratic world. (2008: 29). I think that helping students to achieve this aim is best done by enhancing their discourse ability (more in chapter 2.1)Since the most common way of teaching EFL in Germany is by using a textbook (cf. Kurtz 2010), this paper will try to find out how well this can be done in regard to developing ICC based on the realities of the FL classroom. In order to do so first of all we have to clarify the basic theoretical concepts which are needed to understand the idea of intercultural communication and consequently the competences which are required for the successful accomplishment of that interactive task. In a second step I will conduct a small qualitative research exploring and evaluating both the theoretical ICC learning models and the textbook New Context.Books on Demand GmbH, Überseering 33, 22297 Hamburg 28 pp. Englisch. …

Taschenbuch. Condizione: Neu. How Do Children Learn Gender and Why? | Irina Maric | Taschenbuch | 20 S. | Englisch | 2012 | GRIN Verlag | EAN 9783656331216 | Verantwortliche Person für die EU: GRIN Publishing GmbH, Waltherstr. 23, 80337 München, info[at]grin[dot]com | Anbieter: preigu Print on Demand.…

Taschenbuch. Condizione: Neu. Teaching Intercultural Communicative Competence with a Textbook | Irina Maric | Taschenbuch | 28 S. | Englisch | 2012 | GRIN Verlag | EAN 9783656317890 | Verantwortliche Person für die EU: GRIN Publishing GmbH, Waltherstr. 23, 80337 München, info[at]grin[dot]com | Anbieter: preigu Print on Demand.…