1.
論文(リポジトリ) |
Hashiguchi, Yusuke
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2.
論文(リポジトリ) |
中村, 哲也
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3.
論文(リポジトリ) |
中村, 哲也
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4.
論文(リポジトリ) |
谷, 喬夫
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5.
論文(リポジトリ) |
Niwa, Masao
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6.
論文(リポジトリ) |
Voegel, Bertlinde ; Hopf, Anja
概要:
In this article, the authors give a summary of their work on a conversation textbook for beginners, the revised edition
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of “Gespräche im Unterricht” (Vögel/Azra 2002).The textbook is based on ideas from the “Méthode Immédiate” and conceived according to the guidelines set by the Common European Framework of Reference (CEF) (2001) and Profi le Deutsch (2002). After one year of using the text, the students should master the necessary vocabulary and speaking skills to pass level A1 of the CEF. The structure of the book refl ects the oral requirements of the speaking part of the language exam “Start Deutsch 1”. In this language exam, students first have to introduce themselves, then they have to ask and answer questions about various subjects, and finally they have to make a request. The book has four sections, one for each of the above tasks with a fi nal part for vocabulary training.<br />Die AutorInnen arbeiten gemeinsam an einer Neuaufl age des Konversationslehrbuches Gespräche im Unterricht (Vögel/Azra 2002). Dieser Aufsatz liefert einen Arbeitsbericht dazu. Das Lehrbuch orientiert sich nach den Ansätzen der Méthode Immédiate sowie an den neuen Richtlinien des Gemeinsamen europäischen Referenzrahmens (GeR, 2001) und von Profi le deutsch (2002). Mit dem Lehrbuch Gespräche im Unterricht NEU (GiU NEU) sollen die Deutschlernenden in den Bereichen Sprechen und Wortschatz im Laufe eines Jahres das Niveau A1 des Gemeinsamen europäischen Referenzrahmens erreichen können. Das Buch folgt dem Aufbau einer mündlichen Prüfung der neuen Sprachprüfung Start Deutsch 1. Die Lernenden müssen bei dieser mündlichen Prüfung zunächst sich selbst vorstellen, dann folgen Fragen und Antworten zu verschiedenen Themen und schließlich müssen Bitten geäußert werden. In Teil 1 des Lehrbuches wird deshalb die Selbstvorstellung eingeübt, in Teil 2 folgen Gespräche über verschiedene Themen und in Teil 3 werden die Bitten erarbeitet. Der letzte Teil 4 beschäftigt sich mit Wortschatzerweiterung und Wiederholungsübungen.<br />本稿は,イミーディアット・アプローチ、「外国語の学習、教授、評価のためのヨーロッパ共通参照枠 (2001)」および『Profi le deutsch (2002) (プロフィーレ・ドイツ語) の基本理念に基づいて作られたドイツ語教科書『Gesprächeim Unterricht NEU (新・授業での会話)』の紹介を兼ねた作成の報告である。この教科書は『Gespräche im Unterricht (授業での会話)(Vögel/Azra 2002 )』の改訂版であり、到達目標は、「ヨーロッパ共通参照枠」におけるレベルA1の会話と語彙力を養成することである。具体的な構成は、ドイツ文化センターなどで開催される新レベルA1の試験「Start Deutsch 1」の「会話」編を基本にしており、第1部で自己紹介、第2部で色々なトピックについての質問と答え、第3部で依頼の仕方、第4部で語彙増強のタスクとなっている。
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7.
論文(リポジトリ) |
Kuwahara, Satoshi
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8.
論文(リポジトリ) |
Kuwahara, Satoshi
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9.
論文(リポジトリ) |
Matsui, Takaoki
概要:
In Part II, Chapter 9 of Goethe's novel, Elective Affinities, the narrator quotes diaries of the heroine Ottilie. They s
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erve as an encrypted pastiche from Hamlet and Winter's Tale: Goethe stages Denmark and Bohemia as the cradle of modern astronomy (Tycho Brahe and Kepler); furthermore, he makes us associate the Sicilian princess Perdita (who returns from the "coast of Bohemia") with Ceres. the asteroid discovered and rediscovered in 1800/01 by Sicilian, Hanoverian and Saxon astronomers (Piazzi, Olbers and Zach). Olbers regarded asteroids as remnants of a destroyed planet; his view is symbolized in the "wreath" of "asters" decorating a "common grave" (Ch. 3). The achromatic telescopes used by them are depicted as "greenhouses", for they reduce the time lag (arc minutes and seconds) of colorful "blossom" (aberration; Ch. 9). The contemporary political crisis of Sicily and Hanover is suggested in the sorrows of a "gardener" (the British King George III). Like the Bohemian King Polixenes praising the "bastards" of dianthus, the gardener could "challenge nature itself" with his various "carnations" (forming a large family with natural grandchildren); as Polixenes is followed about by the faker Autolycus, the gardener also becomes suspicious of "commercial gardeners" (French and Russian negotiators administering the parterre de rois at Erfurt, 1808). Ottilie encourages him in his work; embodying the light of stars, she supports the sea power in navigation. Her "emotion" illustrates the orbital movements of planets and asteroids. In her diary, she alludes to flowered portraits of Nicolaus Copernicus by praising the night work of poor "street children" - i.e. planets begging for sunlight and offering conic "bouquets" of its reflection around the ecliptic - as an awakening "present" (like that of Santa Claus or St. Nicolaus). Then she caricatures the dramatized struggles over sovereignty by describing deciduous (family) "trees", the song of "nightingale" (Procne in Birds of Aristophanes), and what she calls a "comédie à tiroir" (the last scenes of Winter's Tale); the comically divergent gazes of reunited characters put the Hobbesian model of sovereignty in question, for the image of drawers (tiroirs) serves elsewhere to suggest the Hobbesian subordination to the sovereign's gaze (Ch. 2) and to illustrate the accommodation of eyes (the zonule fibers are strained: Ch. 18). In Ottilie's funeral procession, the wreath of asters on her motionless "head" symbolizes the failure of Olbers' accommodation theory (he ascribed it to the transformation of cornea). At the end of Ch. 9 and Ch. 17, the semiannual growth of "summer plants" suggests Olbers' and Bessel's plans for parallax measurement.
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10.
論文(リポジトリ) |
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