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master's thesis
Kollokationen in der Unterrichtssprache Deutsch
2024. urn:nbn:hr:186:404262
Baričević, Dora
University of Rijeka
Faculty of Humanities and Social Sciences
Department of German Language and Literature

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Baričević, D. (2024). Kollokationen in der Unterrichtssprache Deutsch (Master's thesis). Rijeka: University of Rijeka, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:186:404262

Baričević, Dora. "Kollokationen in der Unterrichtssprache Deutsch." Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, 2024. https://urn.nsk.hr/urn:nbn:hr:186:404262

Baričević, Dora. "Kollokationen in der Unterrichtssprache Deutsch." Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, 2024. https://urn.nsk.hr/urn:nbn:hr:186:404262

Baričević, D. (2024). 'Kollokationen in der Unterrichtssprache Deutsch', Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, accessed 14 February 2025, https://urn.nsk.hr/urn:nbn:hr:186:404262

Baričević D. Kollokationen in der Unterrichtssprache Deutsch [Master's thesis]. Rijeka: University of Rijeka, Faculty of Humanities and Social Sciences; 2024 [cited 2025 February 14] Available at: https://urn.nsk.hr/urn:nbn:hr:186:404262

D. Baričević, "Kollokationen in der Unterrichtssprache Deutsch", Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, Rijeka, 2024. Available at: https://urn.nsk.hr/urn:nbn:hr:186:404262

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Metadata
TitleKollokationen in der Unterrichtssprache Deutsch
Title (english)Collocations in German as a language of instruction
AuthorDora Baričević
MentorNataša Košuta (mentor)
Committee memberAneta Stojić (predsjednik povjerenstva)
Committee memberMaja Ćutić Gorup (član povjerenstva)
GranterUniversity of Rijeka
Faculty of Humanities and Social Sciences
(Department of German Language and Literature)
Rijeka
Defense date and country2024-12-11, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
German Studies
Abstract
Die vorliegende Arbeit befasst sich mit Kollokationen im DaF-Unterricht. Im theoretischen Teil der Arbeit wird der zentrale Begriff dieser Masterarbeit, nämlich die Kollokation, erläutert. Außerdem wird die Rolle von Kollokationen im Bereich der Fremdsprache erklärt. Ziel der empirischen Untersuchung, die im Mittelpunkt dieser Masterarbeit steht, ist es, herauszufinden, inwieweit Germanistikstudierende, bzw. zukünftige DaF-Lehrkräfte, Kollokationen im Rahmen der Unterrichtssprache Deutsch beherrschen. Die aufgestellte Haupthypothese, dass Befragte, die der deutschen Sprache weniger ausgesetzt sind, bei der Auswahl von Kollokatoren in Kollokationen mehr Fehler machen werden, wird durch verschiedene Faktoren überprüft, die die Beziehung der Befragten zur deutschen Sprache sowie deren Beherrschung untersuchen. Obwohl die Hypothese größtenteils nicht bestätigt wurde, haben die Ergebnisse der Kollokationsaufgaben gezeigt, welche Kollokationen in der Unterrichtssprache Deutsch sich als problematisch und welche als weniger problematisch erwiesen haben. Basierend auf den gewonnenen Ergebnissen lässt sich schlussfolgern, dass Kollokationen in der Unterrichtssprache Deutsch und im DaF-Unterricht allgemein mehr Aufmerksamkeit geschenkt werden sollte.
Abstract (english)
This thesis examines collocations in the teaching of German as a foreign language. In the theoretical part, the central concept of the thesis, which is collocation, is explained. Additionally, the role of collocations in the field of foreign language teaching is discussed. The aim of the empirical research, which is the focus of this thesis, is to determine to what extent students of German, i.e., future teachers of German (as a foreign language), are proficient in using collocations within the framework of German language teaching. The main hypothesis, that participants who are less exposed to the German language will make more mistakes when selecting collocators in collocations, was tested through various factors examining the participants’ contact with the German language and their linguistic proficiency. Although the hypothesis was largely not confirmed, the results of the collocation tasks revealed which collocations in German as the language of instruction are problematic and which are less problematic. Based on the obtained results, it can be concluded that more attention should be given to collocations in German as the language of instruction and, in general, in the teaching of German as a foreign language.
Keywords
Keywords (english)
Languagegerman
URN:NBNurn:nbn:hr:186:404262
Study programmeTitle: German Language and Literature (double major); specializations in: Teaching Track, Intercultural Germanism
Course: Teaching Track
Study programme type: university
Study level: graduate
Academic / professional title: sveučilišni/a magistar/magistra edukacije njemačkog jezika i književnosti (sveučilišni/a magistar/magistra edukacije njemačkog jezika i književnosti)
Study programmeTitle: Philosophy (double major); specializations in: General Track, Teaching Track
Course: General Track
Study programme type: university
Study level: graduate
Academic / professional title: sveučilišni/a magistar/magistra filozofije (sveučilišni/a magistar/magistra filozofije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence Attribution 4.0 International (CC BY 4.0) icon
Created on2024-12-03 22:47:06