DaF

The purpose of this study was to investigate if there is a positive and significant relationship between academic achievements in English (L2) and German (L3) by the students. The study group consisted of 134 nine-year students (66 female and 68 male) from four different high schools in the province of Adiyaman, Turkey. During data collection, the test scores (the first examinations of the first semester) of the students in English-and German lessons from 2011-12 school year were used. The collected data were analyzed by Pearson's correlation coefficient using SPSS. The findings of this study have shown that there is a statistically significant correlation between academic achievements in English (L2) and German (L3) by the students.

Wong, JM, Farmerie, JE, and Wang, LK. (2019). Operation and performance of Clari-DAF® system for water purification. In: "Evolutionary Progress in Science, Technology, Engineering, Arts, and Mathematics (STEAM)", Wang, Lawrence K. and Tsao, Hung-ping (editors). Volume 1, Number 8, August 2019; 63 pages. Lenox Institute Press, Newtonville, NY, 12128-0405, USA. No. STEAM-VOL1-NUM8-AUG2019; ISBN 978-0-9890870-3-2. ---------------- ABSTRACT:  Xylem Water & Wastewater has provided Dissolved Air Flotation (DAF) systems to the municipal potable water treatment market since the early 1990s. This chapter will discuss the DAF process and the high-rate Clari-DAF® system design criteria. It will also present data from pilot studies and case studies of full-scale Clari-DAF® plants in operation showing expected performance through the system.------------KEYWORDS: Dissolved air flotation, DAF, Rapid mix, Flocculators, Velocity gradient, Dispersion zone, Flotation cell, Collector header, Loading rate, Recycle rate, Hydraulic desludging, Mechanical desludging, Coagulant, Hydroxide floc, Micron size floc, Micron size bubbles, Clari-DAF, Water purification, Xylem, STEM, STEAM

Bu çalışmanın amacı, etkin öğrenme modelinin ikinci yabancı dil olarak Almancanın bilişsel, edimsel ve duyuşsal öğrenilmesine etkisini belirlemektir. Bu amaçla öntest-sontest kontrol gruplu model kullanılmıştır. Çalışma, 2006-2007 eğitim-öğretim yılında
Adıyaman Merkez Fatih Anadolu Lisesi 10. sınıf öğrencileriyle yedi ay süreyle yürütülmüştür.
Kuramsal bölümde yabancı dil öğretimini etkileyen öğrenme kuramlarına, dilbilimsel yaklaşımlara, yabancı dil öğretim yöntemlerine ve ikinci yabancı dil kavramına değinildikten sonra, etkin öğrenme modeline ilişkin açıklamaların ardından ikinci yabancı dil olarak Almanca dersinin etkin öğrenme modeline göre ne şekilde tasarlanması gerektiği ele alınmıştır.
Görgül bölümde, veriler Almanca bilişsel alan öntest–sontesti, edimsel alanda okuma ve yazma becerilerine ilişkin sontestleri ve duyuşsal tutum ölçeği ön uygulama ve son uygulamaları ile elde edilmiştir. Bu verilerin yanında dersi yürüten öğretmenin
gözlemlerinden elde ettiği bilgilere de yer verilmiştir.
Verilerin çözümlenmesinde grup içi öntest-sontestlerin karşılaştırılmasında eşli (paired samples) t-testi uygulanmıştır. Gruplar arası puanların karşılaştırılmasında ise, bağımsız gruplar (independent samples) t-testi kullanılmıştır.

Anahtar Sözcükler: Etkin öğrenme, çok di l l il ik, ikinci yabancı di l olarak Almanca, yapılandırmacıl ık, i letişimsel yaklaşım.

Den Wortschatz einer Fremdsprache anzueignen und zu beherrschen, stellt für viele Fremdsprachenlerner einen mühsamen Weg dar. Wörter – vorausgesetzt man hat sie auch gelernt – geraten schnell in Vergessenheit, vor allem dann, wenn sie nicht in regelmäßigen Abständen zu Hause oder im Unterricht wiederholt werden. Erst eine tiefe Verarbeitung ermöglicht nämlich, dass der Wortschatz produktiv zur Verfügung steht. Neben den zahlreichen modernen Wortschatzübungen in Lehrwerken und der Vermittlung von geeigneten Strategien gehören auch spielerische Wiederholungen dazu, damit der Wortschatz ins Langzeitgedächtnis gelangt. Diese spielerischen Wiederholungen sind Gegenstand des vorliegenden Beitrages. Ziel ist es, den KursleiterInnen (KL) drei mitreißende Wort(schatz)spiele vorzustellen, die ohne große Mühe und Aufwand im Unterricht eingesetzt werden können.

Zusammenfassung: In diesem Artikel werden einige Strategien diskutiert, die Lernende mit brasilianischem Portugiesischen als Muttersprache benutzen, um sich die komplexe deutsche Silbe anzueignen. Der vorliegende Artikel stellt einen kleinen Teil der Ergebnisse meiner Dissertationsarbeit dar, die ich an der Universität Bonn schreibe. Der Artikel wurde folgendermaßen strukturiert: Nach einigen einleitenden Informationen über die Theorie der Silbe und die Silbenstruktur des Deutschen und des Portugiesischen geht man auch auf im Erstspracherwerb beider Sprachen vorkommende Silbevereinfachungsstrategien ein. Danach werden Strategien erörtert, die im Zusammenhang mit dem Ausspracherwerb des Englischen als Fremdsprache vorkommen. Anschließend werden einige Forschungsergebnisse diskutiert, soweit sie bis jetzt vorliegen.

Der vorliegende Artikel versteht sich als ein Beitrag zur Diskussion über die Bedeutung und die Möglichkeiten der Präsentation von historischen Inhalten (insbesondere von sog. Erinnerungsorten) im Kontext des Lehrens und Lernens fremder Sprachen. Sein Ziel ist die Reflexion über die Möglichkeiten der Förderung des Interesses von Lernenden sowie über Aktivitäten, die zur Intensivierung von ihren Lernprozessen beitragen. Als Beispiel dienen hier zwei Studienfahrten nach Halle (Saale), der Besuch von sich dort befindenden Gedenkstätten (dem ehemaligen Gefängnis Roter Ochse und dem Gertraudenfriedhof), Arbeit mit Dokumenten (darunter mit Gerichtsakten), literarischen Texten und auf historischen Fakten basierenden Spielfilmen.

In diesem Kapitel wird ein exemplarischer Uberblick uber den Einsatz von Technologien beim Fremdsprachenlernen und -lehren gegeben. Ausgehend vom „Gemeinsamen europaischen Referenzrahmen” wird der Technologieeinsatz bei der Entwicklung und Einubung der dort erwahnten Fertigkeiten erlautert. In weiteren Abschnitten wird auf das „Elektronische Europaische Sprachenportfolio” und den „Europass”, auf Sprachlernangebote im Web und auf Fort-und Weiterbildungsangebote fur Fremdsprachenlehrende eingegangen. Als Abschluss soll ein aktuelles Beispiel den schulischen Einsatz von Technologien im fremdsprachlichen Unterricht illustrieren und konkretisieren. Zitation des Kapitels Links auf Mister Wong This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License .

This paper studies the asymptotic distributions of three reliability coefficient estimates: Sample coefficient alpha, the reliability estimate of a composite score following a factor analysis, and the estimate of the maximal reliability of a linear combination of item scores following a factor analysis. Results indicate that the asymptotic distribution for each of the coefficient estimates, obtained based on a normal sampling distribution, is still valid within a large class of nonnormal distributions. Therefore, a formula for calculating the standard error of the sample coefficient alpha, recently obtained by van Zyl, Neudecker and Nel, applies to other reliability coefficients and can still be used even with skewed and kurtotic data such as are typical in the social and behavioral sciences.

The education policy of a country is determined according to the requirements of the age. Today, se are in a period that the borders disappear increasingly, individuals began to live together with other cultures more often than before. Anymore, improving of individuals skills in independent learning, multilingualism and multiculturalism are among the primary targets of educational institutions. It is expected to deal with global economic conditions through gaining these competences of individuals via education. In Turkey, in considering of Council of Europe and EU approaches, in achieving these goals set by the political and social conditions, first foreign language lessons in primary schools and second foreign languages in high schools are conducted. The aim of this study is to increase the quality of language courses conducted in the schools in Turkey according to multilingualism conception via recommended " application and research center for teaching foreign language to children ". The work of the centers to be established in the bodies of the Universities is considered as follow: (1) to collect theoretical and empirical produced data on ways literature review, trip or observation within the country or abroad. (2) to detect application problems in cooperation with primary schools, with different techniques (surveys, observations, interviews, etc.), (3) To develop solutions using the collected data. (4) to share these proposals via interviews, seminars, web pages, etc. As a result, via the centers, which will be established, can be seen lack of practice on the one hand, on the other hand, considering practices in different countries or current theoretical data, it can be carried out scientific studies to eliminate the differences. Another contribution of the centers is to provide better understanding of the importance of primary schools by the stakeholders in the educational process.

Bu çalışmanın amacı, Anadolu lisesi öğrencilerinin ikinci yabancı dil olarak Almanca dersinde kendi kendine öğrenme düzeylerini cinsiyet değişkenine göre incelemektir. Araştırmanın çalışma grubunu Adıyaman ilindeki üç Anadolu lisesinden 138 kız ve 117 erkek, toplam 255 öğrenci oluşturmaktadır. Veri toplama sürecinde, Hanbay (2010) tarafından geliştirilen " Almanca dersi için kendi kendine öğrenme düzey ölçeği " kullanılmıştır. Elde edilen veriler, bağımsız gruplar t-testi teknığı ile çözümlenmiştir. Araştırmada elde edılen sonuçlar, öğrencilerin puan ortalamaları arasında kız öğrencilerin lehine istatistiksel açıdan anlamlı bir farkın olduğunu göstermiştir.
Anahtar Kelimeler: Çok dillilik, ikinci yabancı dil olarak Almanca, kendi kendine öğrenme.