Babušytė, Diana

Cooperative language learning at the university level combines the advantages of cooperative learning with language acquisition strategies, fostering an engaging and effective language learning environment. In this method, university students work together in small groups to enhance their language skills, deepen their understanding of the target language, and meet their learning objectives. This approach allows students to practice speaking, listening, reading, and writing in the target language with their peers. They can participate in meaningful conversations, offer feedback, and support each other's language development. This approach not only promotes active participation but also encourages critical thinking, problem-solving, and the application of language skills in real-life contexts. By working together, university students can leverage their diverse backgrounds and experiences to enhance their language proficiency and cultural competence. Cooperative language learning at the university level creates a dynamic and inclusive learning environment that prepares students for effective communication in today's globalized world. Teaching English for specific purposes at university level is oriented towards foreign language specific to a subject and containing context bound items expressing curricular concepts and phenomena of a subject. The Cooperative learning method provides more opportunities for communication, and this influences the students’ academic, cognitive and social development, which is crucial in the current world. The paper analyzes the attitude of Spanish and Lithuanian students towards cooperative language learning, highlights relations of cooperative learning and both language and social competences. The study results show that the implementation of the cooperative learning method promotes the development of the students’ linguistic and social competences during the ESP studies. The majority of students identified that cooperative learning creates better studying opportunities, helps them understand culturally different peers, facilitates their desire to excell, helps students to be more marketable in the workforce, as well as improves their communication skills. Furthermore, the ability to cooperate is essential in the context of the current social instability.

Phraseological units are an integral part of every language and are therefore very important for daily communication. For a foreign language learner they are “a tough nut to crack” and often associated with problems of understanding, learning and application. Phrasemes are underrepresented in modern student books, so the lack of adequate learning exercises concerning phraseology teaching demands a lot of creativity from teachers. This paper discusses the most important questions of the phraseodidactics, e.g. systematic integration of phraseology in the teaching German as a foreign language at various levels, learning processes to promote phraseological competence etc. The aim of this paper is to emphasize the relevance of phraseology in teaching foreign languages, to give a theoretically well-founded description of teaching German phraseology in German as a foreign language course. It also aims to present some ideas for teaching phrasemes, especially on the comparative approach, as well as to encourage teachers to create their own materials for teaching German phrasemes.

In der Fremdsprachendidaktik und in den gängigen DaF-Lehrwerken wird dem Phrasemerwerb wenig Aufmerksamkeit geschenkt. Aus diesem Grund ist das selbständige Aufarbeiten von kreativen Unterrichtsmaterialen der Lehrkräfte gefragt. Der vorliegende Beitrag versteht sich als ein Plädoyer für den systematischen Ansatz von Phraseologie im DaF-Unterricht auf verschiedenen Niveaustufen. Im Mittelpunkt des Beitrags stehen sowohl einschlägige Forschungsergebnisse der phraseologischen Diskussionen sowie die Ansätze der Phrasemvermittlung in den geläufigen DaF-Lehrwerken. Damit wird das Ziel verfolgt, eine theoretisch fundierte Beschreibung von Lernprozessen zur Förderung phraseologischer Kompetenz zu geben sowie darauf aufbauende Didaktisierungsvorschläge zur Phrasemvermittlung zu präsentieren.

Im Mittelpunkt des vorliegenden Beitrags steht die Frage der Förderung der individuellen Mehrsprachigkeit im Fremdsprachenunterricht. Hier werden die wichtigsten Prinzipien der Interkomprehensionsforschung präsentiert sowie bewährte EuroCom-Projekte behandelt, die Ähnlichkeiten zwischen verwandten Sprachen aufgreifen und auf die Förderung der rezeptiven Mehrsprachigkeit abzielen. Darüber hinaus wird das Instrument der sieben Siebe des EuroComGerm-Projekts vorgestellt. Es wird der Frage nachgegangen, wie die Erkenntnisse der Mehrsprachigkeitsdidaktik effizient als Ressource im Fremdsprachenunterricht eingesetzt werden und zur Förderung einer mehrsprachigen Kompetenz beitragen können.

The article deals with the “bridges between languages” in teaching tertiary langu¬age by drawing on the example of „Deutsch nach Englisch” (German after English). It aims at showing how these bridges can be utilized in foreign language courses. One of the similarities they bear is that international words are not only enormous help in everyday communication but also a great aid in language acquisition. The lexemes being recognised especially at the initial stage of language acquisition reduce the fee¬ling of difficulty in the process of learning and stimulate motivation. Together with the examples of international words, particular spelling and morphological subtleties can be presented, as well as the differences of new language semantics can be elucidated. Working with international words and systematically comparing them with another foreign language may encourage one to form the rules of a new language being effective for language learners.

Der vorliegende Beitrag setzt sich mit dem Thema „Internationalismen“ auseinander. Hier wird ein Überblick über die Internationalismenforschung gegeben. Ein besonderes Augenmerk wird dabei auf die Klassifikation und Typologie fremdsprachlicher Übernahmen gelegt, die auch im Lernprozess ihre Anwendung finden können. Da die Internationalismenforschung nach Gemeinsamkeiten zwischen verschiedenen Sprachen der Welt sucht, haben ihre Erkenntnisse auch einen festen Platz in der Fremdsprachendidaktik. Darüber hinaus werden die didaktischen Implikationen des Phänomens „Internationalismus“ diskutiert und es wird gezeigt, wie internationale Lexik im Fremdsprachenunterricht eingesetzt werden kann

The current paper is related to borrowings of European languages. The aim of the paper is to discuss the most significant theoretical approaches to the integration of borrowings and to show the types of their assimilation on the example of Lithuanian. The research is based on the examples drawn from the list of borrowings, made of the State Commission of the Lithuanian Language. The research work analyzes the use of borrowings in Lithuanian, determines their etymology, presents types of their integration as well as establishes the differences between lexical borrowings and their Lithuanian standardised and non-standardised equivalents. This study gives an overview of new borrowings in Lithuanian and shows what types of them the State Commission of the Lithuanian Language offers as a norm.

This article examines the use of English in German and Lithuanian Internet advertisements from a linguistic perspective. The aim of the article is to discuss the most significant theoretical approaches to the language of advertisements, to analyze the reasons of using new English borrowings, faking into account the features of advertising as a genre, to determine the spread of English, together with the functions of English elements in advertising as well as to analyze types of integration of Anglicisms. The article offers a qualitative analysis of English borrowings. The research is basedon the examples drawn from recent Internet advertisements. The theoreticalbasis of the articte is a generalized classification of reasons for English borrowing in advertising, which includes designate, semantic, stylistic, and socio-psychological reasons. English borrowings are used to fill in a semantic gap, to express the identity of a particular social group, or to associate the product with a particular cultural stereotype. The English usage in theadvertisements can be also explained by creative motives in search for more interesting ways of expression, and by social reasons, as English is a sign ofhigh-quality products,prestige and even fun. From the viewpoint of advertisers, English borrowings attract attention to the product, demonstrate advantages bya symbolic value of English, or play with language foran emotional effect. This study provides evidence that the German and Lithuanian advertising industry is continuing toexploit English as a lingua franca in international campaigns. The paper offers an overview of research into advertising and shows that some types of English borrowings in German and Lithuanian are gradually becoming a norm.

This paper reports of empirical research on borrowings of European origin in three European languages – so-called lexical Europeanisms that have mainly been investigated in the tradition of Eurolinguistics. The aim of the article is thereby to discuss the most significant theoretical and methodological approaches to Eurolinguistics and the research of Europeanisms as well as to analyze types of integration (universals) of Europeanisms. As an example, the paper presents a lexical comparison of three languages: German, Lithuanian und Ukrainian. The research is based on newspaper texts (in total 6.000 tokens of Europeanisms) taken from Lietuvos rytas, Молодь України and Frankfurter Allgemeine Zeitung. The influence of different linguae francae on European languages thereby reveal how closely related the lexicon of European languages is. The frequency of such lexical elements thereby allow for the postulation of varieties such as Euro-German, Euro-Lithuanian and Euro-Ukrainian.