• Linguistische Treffen in Wrocław •

This paper provides a comprehensive overview of the twenty-year development of the conference series „Linguistische Treffen in Wrocław“, which has evolved into an established and internationally recognized forum for research in German linguistics since its inception in 2006. The initiative originated from the organization of a conference of the Society for Language and Languages (GeSuS) in Wrocław, which subsequently led to the creation of an independent and regularly held academic event. The article focuses on the genesis, institutional development, and thematic scope of the conference series. Attention is paid to the evolution of conference topics, number and diversity of participants, increasing internationalization of events, and integration of various theoretical and methodological approaches. Special emphasis is placed on the transformation of the original publication series into a peer-reviewed academic journal, which ensured the systematic dissemination and long-term accessibility of the conference contributions. Furthermore, the role of the conference series within the broader context of academic communication is examined. The „Linguistische Treffen in Wrocław“ cycle serves as a platform for presenting and discussing current research, fostering academic networking, and initiating collaborative projects. The contribution also highlights the importance of the conference series for supporting early-career researchers, particularly through the establishment of the „Linguistische Juniorentreffen in Wrocław“ cycle, which provides a dedicated forum for doctoral students and emerging scholars. The article demonstrates that the conference series is characterized by thematic openness, a strong international orientation, and a close connection between conference activities and publication practices. These features contribute significantly to the sustainability and continued development of the initiative. In conclusion, the paper argues that the „Linguistische Treffen in Wrocław“ will continue to play an important role as a platform for discussing current issues in German linguistics, especially in the light of increasing interdisciplinarity and evolving research trends.

The development of trilingual dictionaries utilizing corpus data has gained traction as a pivotal method in enhancing language learning. However, the creation of a trilingual dictionary for English, Arabic, and Indonesian, particularly in the context of Islamic boarding schools, has been infrequent. Such development is deemed necessary to address regulations that prohibit students from searching for words online. To systematically create a trilingual dictionary that authentically reflects language use, this study employed a 4-D design methodology: defining, designing, developing, and disseminating. This process involved identifying the needs of 50 students and five English teachers from Darul Muttaqien NWDI Perian through questionnaire, interview, and focus group discussion (FGD). The findings revealed that students face significant lexical gaps in both general and pesantren-specific English terminology, primarily due to limited language exposure and practice opportunities. Therefore, the development of a trilingual dictionary was essential following the results of the needs analysis. This study extended beyond the immediate benefits of vocabulary enhancement but also suggested a paradigm shift in how trilingual dictionaries can be constructed and utilized in educational contexts, especially in Islamic boarding schools. By leveraging corpus data, teachers can create more dynamic and responsive language resources that cater to the evolving needs of students.

The present study deals with the translation of children’s songs accompanied by finger and hand gestures or knee bouncing. Songs have a significant influence on early childhood development as they stimulate gross and fine motor skills, cognitive perception, language acquisition, emotional bonding and socialisation. Therefore, the translation process focuses not on semantic content, but rather on functional equivalence. The theoretical framework integrates findings from developmental psychology, music education and translation studies. We selected five classic German children’s songs („Backe, backe Kuchen“, „Kommt ein Mäuschen“, „Das ist der Daumen“, „Hoppe, hoppe Reiter“ and „Mein Hut, der hat drei Ecken“) as our corpus, based on their developmental benefits, rhythm, accompanying gestures and finger plays, and metre. The methodology comprises a qualitative case-by-case analysis. After recording all the special features of the songs that make up our corpus, an equivalent in English and Spanish is sought and presented. The equivalent must reflect the same special features, i.e., comparable developmental processes and rhythmic, metrical and gestural equivalents, as the German rhyme. The research presented here shows that counterparts can be found for all German songs in both English and Spanish, although these often use different finger and hand gestures. The study concludes that successful transmission of nursery rhymes must prioritise their developmental purpose and reflect the rhythm, metre and gestures of the original. It thus contributes to intercultural early childhood education practice and advocates a holistic approach to translation.

This study explores the practice of omitting articles the, an, and a in live news tickers in order to enhance brevity and impact of presented information. In an era marked by rapid information consumption, TV news headlines are crafted to capture viewers’ attention swiftly. When articles are removed, headlines become more concise, allowing for a sharper and more immediate delivery of essential information. This research offers an example-based analysis of the practice of omitting articles in headlines, with a specific focus on the BBC News. To anticipate the future trajectory of news headline presentation, this study examines trends in headline construction applied by the BBC News in live news tickers in 2010 and 2025. The findings suggest that while the omission of articles has historically been a feature of headline construction, its prevalence was lower in the past. Overall, this research contributes to the understanding of headline optimalisation strategies in broadcast journalism. The insights garnered have implications for media practitioners aiming to balance succinctness with effective communication, ensuring that news remains accessible without compromising on precision or depth. Furthermore, the analysis sheds light on how linguistic economy shapes public perception of news. The study also considers the potential impact of such omissions on non-native speakers and language learners. These findings may influence future approaches to headline writing in multilingual and international broadcasting contexts.

Translator education is facing an increasing challenge of continuously adapting its teaching approaches and the competences of future translators to the evolving demands of a globalised labour market. This paper examines the evolution of translator training and analyses how multimedia and interactive teaching methods can contribute to the development of key competences. The focus of the discussion is on the provision of essential competences that will enable future translators to meet the complex demands of their professional practice. These include linguistic accuracy, intercultural understanding, technological literacy, and analytical as well as creative problem-solving skills. The integration of AI-based tools, exemplified by the use of ChatGPT, is critically examined both as a learning resource and as a challenge to the development of independent competences. The paper also discusses the extent to which the use of such quality of sources and maintaining independent working strategies. The study highlights the importance of multimedia and interactive platforms such as Moodle, which allow for flexible and practical learning scenarios. These approaches not only support the acquisition of competences but also address didactic challenges such as learner heterogeneity and the complexity of the translation processes to be taught. The paper concludes with an outlook on the future development of translator training. It is emphasised that the targeted promotion of the competences of future translators is a crucial factor in preparing them for the dynamic and technology-driven demands of the international labour market.

In the present article, the authors conduct a comprehensive analysis of the structural and semantic features of phraseological units in contemporary German media language. The study aims to capture the diversity of phraseological expressions in press texts, to reveal their dynamics and flexibility, and to contribute to the modelling of the linguistic worldview. The research project is divided into several stages, ensuring a systematic and multi-layered approach. In the first stage, the theoretical foundations are established, with key linguistic categories precisely defined and extensive empirical material outlined. The study is based on a representative corpus of 17,665 phraseological tokens manually excerpted and catalogued from 56 issues of leading nationwide print media: „Die Zeit“, „Süddeutsche Zeitung“, „Frankfurter Allgemeine Zeitung“, and „Der Spiegel“. In the second stage, the authors examine the structural and semantic characteristics and the frequency of use of the phraseological units, classifying them within an integrated structural-semantic framework. This yields a nuanced picture of phraseological diversity, highlighting the interconnection between language and social reality. An innovative aspect of the study is the classification of the corpus into three overarching semantic domains: „Human“, „Objective World“ and „Determinants“. This categorisation enables the identification of the key semantic groups of the phraseological worldview as a fragment of the broader linguistic worldview. Notably, the last stage of the research focuses on phraseological modifications. The authors propose an original, differentiated classification of these modifications and analyse their quantitative distribution across the semantic groups. This approach provides new insights into the mechanisms of phraseological creativity, demonstrating how language in the media not only reflects reality but also shapes and interprets it.

Previous contrastive research has focused predominantly on comparing metaphorical expressions with regard to their degree of equivalence. In doing so, the quantitative representation of different types of equivalence has been largely neglected. A comparison of metaphors in German and Czech economic language revealed significant differences in the occurrence of metaphors in both languages, the reasons for which are examined here. Another task to be addressed was identifying the most productive conceptual domains (concepts) from which the metaphors were drawn. There are no fixed rules for assigning metaphors to one concept or another, and such assignments are often made subjectively. Therefore, the assignments made in this study are justified, and the reasons for the productivity of the source domains are explored. The analysis is based on current vocabulary with the aim of determining which metaphors reflect the economic developments of the past four years. 300 metaphors analyzed were taken from the bilingual journal of German-Czech economic affairs “Plus” and from publications of the German-Czech Chamber of Commerce, which are targeted at professionals. Czech equivalents were assigned to the German metaphors, forming the corpus for the analysis. Significant differences were found in the quantitative occurrence of metaphors in both languages. Fully idiomatic, figurative metaphors in German often lack a figurative equivalent in Czech, even when the corresponding image does exist in Czech. This is primarily due to stylistic reasons as the expression appears too expressive and figurative in Czech. Figurative verb constructions and vague, hard-to-understand metaphors are also paraphrased in Czech. Therefore, in the educational process, students should be made aware that the use of metaphors in both languages is by no means symmetrical, and that expressive, figurative German metaphors are often matched by sober paraphrases in Czech.

The article deals with the use of communicative-pragmatic strategies and tactics in mass communication, which makes an enormous impact on opinion-forming in modern society. The use of such strategies and tactics is analysed in the text subtype modification „webinar on ecological topics“, because it is multimodal and represents the synergy of verbal, non-verbal and paraverbal means, which emphasises its actuality as research object. This is an exploratory study. The research material consists of the webinars on ecological topics by the European organisation Europe Calling and by Jutta Paulus, Member of the European Parliament. The basic communication strategy that dominantes in the webinars is the persuasive strategy. The communication strategy of group identification occupies a subordinate position because it is one of the typical features of mass communicative speech acts in the context of persuasive communication. It also includes the argumentation strategy, which is sometimes associated with the positively-coloured manipulative strategy (Shkitska 2012). The range of identified communicative tactics of these communication strategies includes the provocation tactic, the warning tactic, the tactic of justified value judgments, the enhancement tactic, the negative analysis tactic, the blaming tactic (the tactic of indirect accusation), the distraction tactic, the cooperation tactic, the Call-to-Action-tactic and the tactic of friendly tone between the sender and the recipient. In Europe Calling webinars, the strategies and tactics mentioned are reinforced by visual support (clear graphics, videos, infographics, etc.), whereby their multimodality in online communication comes to light. Jutta Paulus rarely uses them in her webinars and gives the impression that conversations with experts are relatively informal and spontaneous. The online format of the webinar allows thousands of participants to take part. While the opportunity for feedback from the participants is limited, the capacity is much larger and more expandable than in the case of offline seminars, because the academic text format „the seminar“ provides a limited number of participants.

This study explores the lexical-semantic behaviour of near-synonyms in economic discourse across English, German, and Slovak. It focuses on high-frequency lexical pairs such as cheap–affordable, billig–preiswert, and lacný–výhodný. The analysis examines how these items differ in semantic prosody, collocational behaviour, and sentiment function within their respective languages. The study is grounded in two central hypotheses. First, polysemous adjectives cheap, billig, lacný are expected to occur more frequentl in neutral or negative sentiment contexts. Second, less polysemous adjectives affordable, preiswert, výhodný are assumed to appear predominantly in positive contexts. To test these assumptions, economic subcorpora from the TenTen family were analysed via Sketch Engine. The strongest nominal collocates were extracted using logDice and subsequently grouped into semantic domains. Cross-linguistic translation issues were also taken into account. Sentiment analysis was performed on concordance lines using AI-assisted tools and Microsoft Excel. Each instance was labelled as positive, neutral, or negative. Chi-square tests were applied to assess whether the observed sentiment distributions deviated significantly from a uniform expectation. The statistical analyses do not confirm either of the proposed hypotheses. However, the data reveal observable tendencies. Less polysemous adjectives occur more frequently in contexts with positive connotations, whereas polysemous adjectives show a broader sentiment range that includes neutral and negative contexts. These tendencies remain descriptively noticeable but do not reach statistical significance, and the distributions show deviations that prevent clear confirmation of the hypotheses. Together, the collocational and sentiment-based analyses contribute to a detailed reconstruction of semantic prosody and illustrate how synonymic variation functions within the economic register of each language.

The paper examines the lexical and semantic features of the German terminology system of accounting and auditing. The research corpus comprises approximately 6,000 terms and terminological combinations extracted from specialized dictionaries and online lexicons. The German terminology of accounting and auditing is characterized as an organized, semantically and structurally coherent system of interrelated technical expressions connected by paradigmatic relationships. The thematic classification made it possible to identify ten groups of terms, the largest of which denote operations, actions, and processes (1,688 units), as well as properties, qualities, characteristics, and states (1,237 units). This highlights the process-oriented nature of the examined field. The analysis of paradigmatic relations revealed the active functioning of hyperonymic and hyponymic links, which ensure the hierarchical organization of the terminological material. Synonymy is represented by two main types – semantic identity and semantic similarity – with syntactic synonymic constructions prevailing. Antonymy is represented by four types: contradictory, complementary, contrary, and converse terms. Although less common, homonymy and paronymy still pose certain challenges for the unambiguous understanding of terms. Both intersectoral and intrasectoral homonyms were distinguished, their emergence being attributed to borrowing, semantic word formation, and the functioning of internationalisms across different terminological systems. Overall, the German terminology system of accounting and auditing is characterized by a high degree of systematization, a hierarchical structure, and diverse paradigmatic relations among terminological units, reflecting the complexity and multifaceted nature of the conceptual framework of this field of knowledge.

The present study investigates the historical development of German-language children’s literature in Hungary, with particular emphasis on the past three decades during which the works by German authors for children were republished in Hungary. In addition, the article examines the current state of this literary field through the analysis of selected texts. This situation is marked by a significant loss of language competence among Hungarian-German families. While the traditional mother tongues of this community were the respective local dialects, these have largely receded from everyday family life. Consequently, children’s literature produced by Hungarian-German authors is now primarily encountered in educational settings. Central to this study is the analysis of poems and short stories by Christina Arnold, an author residing in southern Hungary, who composes her works partly in dialect and partly in Standard German. This bilingual practice provides valuable insight into her life experience of multilingualism. The analysis considers not only text-internal features but also, and more importantly, text-external factors at the micro level. The texts were systematically examined using the ATLAS.ti software. In addition to recurrent multilingual and contact-induced phenomena, cultural references were identified and analyzed. The findings indicate that Hungarian-German literature functions as a cultural bridge between three traditions, which – despite the ongoing language erosion – remains deeply embedded in the everyday life of the community.

The article provides a research-based overview of the motivational, cognitive, and learning-enhancing effects of multimedia instructional design in the context of general German studies at the university level as well as the didactics of German as a foreign language. The starting point lies in relevant scientific studies showing that learning becomes more effective when words, images, sound, and interaction are combined in a didactically coordinated way. Based on cognitive psychological models of multimedia learning (including Paivio 1990, 1991, Schnotz 2022, 2023, Mayer 2021, 2024), central principles such as coherence, signaling, contiguity, modality, redundancy, and segmentation are explained and applied to the design of university teaching. Empirical findings show that clearly structured and visually focused presentations promote attention and understanding, and avoid cognitive overload. At the same time, it is emphasized that multimedia alone does not guarantee improved performance: the quality of didactic integration and the adaptation of media to the content and learning objectives are crucial. Using examples from German studies practice, concrete design recommendations are presented – such as the use of consistent color coding in linguistics, visualizations and diagrams in literary studies, animations for processes, and AI-generated illustrations for abstract or visually difficult concepts. The article advocates for a reflective, aesthetically thoughtful, and empirically grounded approach to teaching that is both cognitively effective and formally appealing. Multimedia is understood as a strategic didactic tool that equally enhances attention, motivation, and understanding when form and content work together in a coherent design. The goal is teaching that deepens cognitive processes, supports learning motivation, and enables active, sustainable learning.

As is well known, the way we view our own history is subject to numerous, often highly diverse, prerequisites and conditions. This is especially true for commemorative speeches delivered by state representatives who, from a certain temporal distance, refer to a certain more or less significant historical event. What perspectives are developed, which assessments dominate, who are the most important political actors, and what conclusions can be drawn for the future? Using examples of speeches from the end of the Second World War, this study attempts to highlight certain focal points of the political-historical contextualization and to trace significant changes from Willy Brandt (1970) through Richard von Weizsäcker (1985) to Frank-Walter Steinmeier (2025). Specifically, the study also examines the perspectives of the respective speakers on May 8, 1945, the interpretive frameworks employed, the extent to which peace policy efforts play a role, any shifts in emphasis that may occur, and the degree to which the concepts of collective memory and the culture of remembrance are updated or modified. For comparison, a speech by Władysław Bartoszewski in the German Bundestag is also used. It is interesting to see how the developments of the last fifty years appear from the perspective of a Polish politician, which stages, events and decisions are considered important, and what specifically Polish criteria for judgment are. Particular attention is paid to the means and methods used to construct the respective self-images and perceptions of others, and to advocate for the goals and perspectives deemed relevant here.

An increasing number of aspects of everyday life and various social phenomena are now being classified within medical categories and interpreted from a medical perspective. This article examines the process of medicalization, which has been primarily studied as a medical or sociological phenomenon so far, from a discourse-linguistic point of view. Particular emphasis is placed on the role of language in this process: language constructs meanings, defines disease concepts, and influences societal norms. To analyze linguistic conflicts within the medicalization process, the article applies Felder’s concept of „semantic struggles“. Based on this concept and the collected corpus, the article develops a typology of such struggles within health-related discourse. This typology comprises four categories: struggles over key terms, definitions, partial meanings, and referential relations. Using selected examples from medical discourse, the article illustrates how discourse actors (e.g., pharmaceutical companies) engage in these semantic battles. Semantic struggles are interpreted here as expressions of differing interests among discourse participants and serve to establish specific interpretive patterns. The typology presented is conceived as an analytical matrix with a universal character. It offers a tool for examining such struggles across various discursive fields and enables critical reflection on the linguistic construction of health and illness. The article also proposes metacommunicative phrases to help identify individual types of semantic struggles. It emphasizes that linguistic practices in health discourse contribute not only to the normalization of certain perspectives but also to the marginalization or elimination of others.

In order to ensure the harmonious functioning of society, Korean life has traditionally been based on a hierarchical system that precisely defines the role each member of the community plays. One’s position within the professional hierarchy depends mainly on occupational rank and years of service, which in turn influence the choice of address forms used in everyday communication. Despite the growing popularity of South Korean culture in Poland – particularly through streaming platforms offering Korean television dramas – the politeness practices of contemporary Koreans in verbal interaction are still a relatively understudied field. The main objective of this study is to analyze address forms related to the professional functions and positions of Koreans. The research material consists of characters’ utterances from the 2020 Netflix series „Start-Up“. The analysis focuses on expressions used in direct, face-to-face communication between two or more interlocutors in everyday spoken interactions. The extracted forms are examined in relation to the situational context, which provides the background for the characters’ dialogues and highlights the elements typical of Korean culture. The results of the analysis, which provide an insight into the functioning of work-related address forms in the contexts described, may have practical applications as a set of useful guidelines for individuals considering employment in South Korea or seeking positions in Korean companies operating in Poland.

Taylor Swift (born 1989) is an internationally acknowledged musical superstar whose songwriter/singer status with twelve albums to her credit is indeed phenomenal. She is without doubt a first-class performer on stage as well as in videos and films, who plays several instruments, composes her own songs, and writes her own lyrics as a remarkable poet. Certainly, her lyrics touch a deep nerve in her fandom of young, so-called Swifties, but she also touches listeners, viewers, and readers (of her texts) of all ages. The question arises why she has had such incredible success among people throughout the world, as could be witnessed in her international “The Eras” concert tour of 2023/24. This article argues that her relatability is at least in part due to her proverbial language with which everybody can identify. Her lyrics are replete with proverbial expressions and proverbs that often appear as leitmotifs both musically and textually. In fact, there are quite a few songs with proverbial titles that are repeated in the poetic stanzas. As stated by herself, she enjoys twisting such metaphorical language, creating her own fascinating anti-proverbs. In addition, she also has her very own sententious style that might well become proverbial due to her universally distributed musical art. Her proverbial language is enhanced by allusions to fairy tales and nursery rhymes that give her the opportunity to communicate indirectly about various types of emotions, of which love is the most important. Proverbs and proverbial phrases have always been part of the musical scene, from operas to country music and on to popular music of all types, but Taylor Swift is a quintessential artist in what might be called unique and lasting proverb songs.

In recent decades, the use of artificial intelligence (AI) for the development of various apps has been massively advanced, and its products are now applied in almost all areas of our lives (cf. Haristiani 2019: 1). The rapid development of smartphone technology, social media, and artificial intelligence has also had a tremendous impact on foreign language learning and teaching. Artificial intelligence offers both teachers and learners of foreign languages the opportunity to structure and manage the teaching and learning processes. It supports learners in expanding their language skills, promoting critical thinking, developing problem-solving abilities, and participating in group discussions (cf. Gruber 2023: 157). It is crucial, however, that AI functions as a supportive tool for teachers and learners, complementing teaching and learning processes. This paper examines innovative ways of using the AI-based app Sylby to promote learner autonomy in the teaching of German as a foreign language. The tool is used within the German studies program at the University of Zadar, where it is being systematically evaluated. The Sylby app serves as a supplement to the class of phonetics and phonology, aiming to intensify pronunciation training and enhance students’ learner autonomy. To analyze the impact on students’ foreign language acquisition, a survey was conducted. The results revealed a generally positive attitude toward the use of the app as supplementary material, as well as a noticeable improvement in pronunciation. A major issue, however, was that the app sometimes failed to detect pronunciation errors and marked them as correct, or conversely, did not recognize correct pronunciation and reported errors instead. The user-friendliness of the app was highlighted as particularly positive, as students can practice their pronunciation anytime and anywhere. Finally, the potentials and challenges of integrating the tool into foreign language teaching are outlined and reflected upon from a didactic perspective.

In the present paper the author deals with the description of the morphological category of number on a sample of five selected nouns in German dialects of Moravia and Silesia. These are the nouns Pferd, Sohn, Stall, Tisch and Ziege, which allow for a variety of plural variations due to their morphemic structure. In contrast, the ADT (Vol. V 2020: 79–87) presents the nouns Prügel, Schlüssel, Tisch, Fisch and Hose, which, however, are not as rich in plural forms as the group of nouns discussed in this paper. The exploration was carried out in the form of questionnaires in a total of 157 locations in the dialect area under study. The plural forms found show much more variability compared to the standard language. The distribution of plural variants indicates a certain peculiarity of three sub-areas, namely the language islands in South Moravia, Schönhengst/Hřebečsko and North Moravia. The dialectal area of Schönhengst/Hřebečsko is characterised by, among other things, consonantal subtraction (dropping of the consonant at the end of the word in the plural) in the noun Pferd, the use of diphthongs or triphthongs without a nasal at the end of the word in the noun Sohn or monophthongisation of diphthongs -ei-, -ai- in the stem syllable of the noun Tisch in plural. The South Moravian language islands are characterised by some peculiarities in the lexical plane, namely the use of the lexemes Ross and Kosa instead of Pferd and Ziege in the respective plural forms. In North Moravia, the most frequent plural variant of the noun Pferd is the plural ending with -e, while in the case of the substantive Tisch, quantitative changes in the stem vowel (shortening or lengthening) without a plural ending are relatively frequent.

Sight translation as an oral rendition of the written source text into the target language is a type of translation widely used by translators and interpreters (Błaszkowska 2012, Kubacki 2012, Płużyczka 2015, Żmudzki 2015). The findings of a survey on sight translation in translator/interpreter training prove that it is also commonly applied by Polish university teachers in translator and interpreter training (Nader- Cioczek 2025a) as well as in foreign language teaching (Nader-Cioczek 2025b). However, there are only scarce sources which discuss particular exercises aimed at developing sight translation skills. This paper attempts to bridge this gap by providing examples of exercises with the use of sight translation, which were designed for the production of spoken target text, in particular, the production of the target text in a foreign language. Examples of exercises presented herein are based on the Polish-English language pair, yet they can be used with any other languages, too. The exercises were compiled according to Żmudzki’s (2015) model of sight translator’s competence complemented by Małgorzewicz’s (2012) model of translator’s competence. Sight translation exercises are grouped so as to develop the following sub-skills comprising the skill of spoken target text production. These include: planning a speech in the target language, public speaking, producing various text genres, producing texts on various topics, maintaining coherence and cohesion in the target text, as well as dividing attention. The majority of the exercises discussed in this paper were devised by consecutive and simultaneous interpreting trainers and only adapted by the author of the paper to suit the new translation context and to accommodate typical features of sight translation.

Persuasive communication, manipulation, and disinformation constitute central categories of political language, particularly in the context of military conflicts. Against the backdrop of Russia’s invasion of Ukraine in 2022, this article examines the linguistic strategies employed by the Russian Ministry of Foreign Affairs for propagandistic purposes in its relations with African states. The study addresses a research gap, as Russian foreign policy propaganda directed at African third countries has rarely been analyzed from a linguistic perspective. The aim of the analysis is to identify the linguistic means used to legitimize, explain, and justify the war and to reveal their structural similarities to historical propaganda discourses. Methodologically, the study is based on a qualitative discourse-linguistic analysis of official statements by Russian state officials published on the websites of the Russian embassies in Berlin and Vienna. These texts are compared contrastively with documented linguistic strategies characteristic of Nazi propaganda before and during the Second World War. The results demonstrate a systematic use of linguistic devices such as evaluative lexis, metaphorical framing, dichotomization, and narrative topoi. It is concluded that traditional propagandistic language patterns continue to function effectively in updated forms, contributing to the stabilization of political narratives. The findings offer practical insights for critical discourse analysis and the development of media literacy.

Language can exert power. Through language, one can explain different opinions, express emotions, and even manipulate or hurt others. Political language is a powerful means of persuasion, manipulation, and justification of one’s worldview. This paper examines election campaign rhetoric in Germany, Croatia, and the United States. The study applies conversation analysis according to Bendel Larcher (2015), focusing on the following aspects: (1) voice and body, (2) processuality and interactivity, (3) contextual reference and audience orientation, and (4) self- and other-positioning. The aim of this paper is to identify similarities and differences between German, Croatian, and English based on examples from televised election debates. The following research questions are addressed: How do politicians behave in debates with regard to voice and body? How are the debates moderated? How do politicians interact with one another? How do they position themselves and others? Are there any cross-linguistic differences? The analysis reveals considerable differences in communication and behavior among politicians. Gestures are used most frequently in the Croatian debate, while emotional expressions dominate in the English one. All debates are moderated, yet interruptions occur more often in the German and Croatian ones. The topics are predetermined; however, Croatian politicians tend to use their speaking time to introduce additional viewpoints. Questions and topics are mostly addressed directly, with the exception of Trump, who avoids answering some questions. In the German debate, moderators use affirmation more frequently, whereas disagreement, positive and negative evaluation, and insistence are more prominent in the Croatian and English debates. Verbal aggression appears in all debates, but insults in the Croatian one are notably more direct and aggressive.

Advertising is an integral part of everyday culture, as it draws upon current trends, reflects social developments and is subject to cultural influences. In the context of teaching German as a foreign language, the analysis of advertising texts has been shown to possess considerable didactic potential. This is because it encourages learners to engage in critical reflection on linguistic means of persuasion and manipulation. Furthermore, it provides them with insights into cultural influences and linguistic design elements. Idioms play a special role in this regard. They appear in advertisements frequently, attract attention, arouse emotions and activate cultural references. As fundamental elements of all languages, they play a pivotal role in the development of communicative competence. The present article examines the use of idioms in advertisements in a German-Albanian-Turkish context and analyses their didactic relevance for teaching German as a foreign language. The study is grounded in a workshop conducted with Albanian and Turkish students of German, in which advertisements from various industries were systematically selected and analysed contrastively. The analysis focuses on text segments that contain at least one idiom and records their occurrence, function and possible equivalents in the three languages. The findings indicate that idioms employed in advertising texts serve a dual function: to persuade and to capture attention. Moreover, these idioms often convey meanings that are influenced by cultural factors. The comparison reveals both linguistic and cultural similarities and differences that can influence learners’ understanding. The utilisation of authentic advertisements in the context of German as a foreign language instruction has been demonstrated to be an efficacious medium for fostering linguistic sensitivity, intercultural competence and analytical skills.

The aim of the following remarks is to provide an answer to the conference question “Quo vadis, German linguistics?” The point is to reestablish linguistics as a philology, i.e., as a science that proceeds primarily inductively. For this reason, the article does not start from pre-existing and already defined concepts, but from authentic statements, i.e., real texts that were not formulated solely for the purpose of answering the central question. Based on two passages, the question is asked what is meant by the term “culture” and how this is expressed in these two source texts. The first text is the drama “Schlageter” by the Nazi author Hanns Johst, which was published in 1933; the second text is a passage from a political speech by the AfD politician Alexander Gauland. The first text understands culture as so-called high culture, which is contrasted with the concept of struggle, presented as a fundamental German attitude. Gauland uses several meanings of the term culture in order to polemicize against a politician of Turkish origin in different ways. It becomes clear from the outset that linguistics must focus primarily on the content of linguistic signs, but that always requires context and co-situation. If arguments are based solely on the formal aspect of language, misjudgments are inevitable; this is illustrated by a court decision on an Austrian politician. Finally, six methodological postulates are formulated that result from the consideration of linguistics as a cultural science.

The aim of this article is to examine the concept of „play“ in a broad sense as a form of social interaction and to apply it to the realm of flirting, seduction, and pick-up lines. The focus is on the language of this form of interaction, its characteristic features, and the playful linguistic mechanisms at work. Special attention is given to the rhetorical and semantic strategies that structure the communicative play between seriousness and irony, closeness and distance, openness and concealment. Based on a selected corpus of typical flirt and pick-up lines, linguistic devices such as wordplay, hyperbole, paradox, repetition, ambiguity, and conventionalized expressions are analyzed. These phenomena serve not only to create humor but also to test social boundaries and establish asymmetric roles within the interaction. The analysis shows that many of these utterances are characterized by wordplay, creative use of language, and playful breaking of conventional communication norms. Humor often arises from the combination of expectation violation, exaggeration, and ambiguity. A single flirt line can simultaneously be understood as a compliment and an ironic self-presentation. At the same time, these forms reveal an ambivalent function: what may appear as a charming game with language and social codes can also be perceived as crude, intrusive, or even offensive. The article thus aims to uncover the mechanisms behind this linguistic ambivalence and to show how humor, creativity, and social boundary-crossing are interwoven and mutually dependent in the linguistic play of flirtation.

The song „Zatańczę z Aniołami“ by Doda is an example of an artistic representation of the experience of depression – an illness that affects the mental and emotional state of a person but often remains invisible to those around them. The song will be analysed from a multimodal perspective, considering the lyrics, the music and the visual level (the music video on YouTube). The study aims to understand how these three components together create a coherent semantic structure that represents the experience of depression. The analysis is based on the fundamentals of semiotics, discourse analysis of emotions, and the theory of multimodality and songs. The aim of this paper is to analyse Doda’s song „Zatańczę z Aniołami“ from a linguistic and multimodal perspective, taking into account the textual, visual and musical levels. Using a semiotic approach and the analysis of emotional discourse, it shows how words, images and sound together create a coherent symbolic message. The study also aims to show how a piece of music and its lyrics, together with a music video, can function as a vehicle for psychological and emotional meaning through the integrated effect of words, images and sound. The analysis also contributes to research into popular music as a medium for addressing mental illness in society. The song functions not only as a means of individual artistic expression, but also as part of a broader cultural discourse on decline, suffering and healing, which are illustrated through metaphors.

This article explores the representation of male stereotypes in Polish Internet memes and their role in digital culture. The analysis was conducted due to the persistence of traditional and online stereotypes about men, which continue to shape social expectations and everyday perceptions. The study aims to identify recurring patterns in the depiction of men, examine how these stereotypes are humorously exaggerated, and explore the ways memes reflect societal norms regarding masculinity. A corpus of approximately 40 memes was analyzed, selected from the most popular Polish websites and social media platforms. Only memes portraying male figures or themes related to masculinity were considered. The analysis focused on recurring motifs, such as men exaggerating illness, changes before and after marriage, domestic ineptitude, pragmatic approaches to hygiene, gendered thinking, emotional restraint („boys don’t cry“), and efficiency in daily routines. The findings indicate that Polish Internet memes humorously amplify stereotypical notions of masculinity while simultaneously reinforcing normative expectations. Humor arises through exaggeration, contrasts between idealized and everyday male behavior, and ironic portrayals of stereotypical male traits. Memes serve not only as entertainment but also as tools to make social norms visible, offering subtle commentary on gender roles and societal expectations. This study demonstrates that Internet memes play a significant role in shaping perceptions of masculinity, maintaining traditional stereotypes, and contributing to the online dissemination of cultural norms. Understanding these mechanisms can support educational initiatives and efforts toward greater gender equality in digital spaces.

This article examines the impact of learner autonomy on motivation in the development of speaking skills in foreign language education. The study aims to investigate how narrative and emotional elements, appliedthrough affective storytelling, can foster learner engagement and enhance communicative competence. Storytelling is understood here as a method of presenting content through stories that evoke curiosity, suspense, and interest. The affective variant further incorporates emotional dimensions, which strengthen both motivation and engagement. Special attention is given to the relationship between autonomy and motivation: when learners are given the opportunity to influence the course of a story, they experience a stronger sense of self-efficacy. This approach is combined with clear didactic frameworks designed to address the needs of both more autonomous and less autonomous students. The research was carried out with a small group of German studies students who took part in four storytelling-based lessons. Their experiences were documented through surveys, interviews, and classroom observations. The findings suggest that affective storytelling positively influences motivation, language practice, and interaction, while also being shaped by individual learner dispositions and the role of the teacher. The article is structured as follows: first, the research sample, organization, and procedure are described. This is followed by an account of the observations, covering the study itself as well as its results and conclusions. The analysis of the interviews and questionnaires is then presented, from which broader conclusions are drawn. Finally, the article offers didactic recommendations and outlines open research questions alongside perspectives for future studies.

The aim of this article is to introduce one of the main difficulties encountered when working with text material written during the Middle Norwegian period (1350–1550) in Norway, difficulties primarily resulting from language contact with other Scandinavian countries during the Middle Ages. This particular period was characterized by language change and a considerable number of original manuscripts have survived to our times, allowing us to explore the written language of medieval times. Understanding the historical background is necessary when conducting a diachronic study on Middle Norwegian, as external language history plays a significant role in certain linguistic changes. In the text, the language material is presented. The primary challenge is that we can rarely definitely determine that a given manuscript written between 1350 and 1550 is definitely in Norwegian. A lot of traces from Eastern Scandinavian languages can be found, and examples of them are given in this article. Three research papers, written by Norwegian linguists, are presented in an attempt to show an example of a solution to how to work with Middle Norwegian language material. The article underlines that the phrase „to research the Middle Norwegian language“ is most likely far from the truth and promotes the approach of a number of researchers, famous for their work on the Middle Norwegian period and text material.

The review article discusses the book by Renata Szczepaniak, „Sprachliche Zweifelsfälle. Definition, Betrachtungsdimensionen und Erforschung“. The 240-page monograph is an introduction to the study of linguistic cases of doubt in German and is intended primarily as a basis for university courses on this topic. After presenting several examples of linguistic cases of doubt, the introductory section of this article defines the term linguistic case of doubt. It highlights the particular role of the concepts of standard language and linguistic competence in this context. The research on linguistic cases of doubt over the past decades is then briefly outlined. In the next part of this article, the content of the book under review is discussed. The first chapter introduces the topic by referring to possible everyday situations in which one mightencounter linguistic ambiguities. This section also presents the aim and structure of the monograph under review. Chapter 2 discusses the relationship between linguistic cases of doubt and language competence. The concepts of linguistic cases of doubt and linguistic competence are examined. The classification of linguistic cases of doubt is also addressed. The author divides the remaining eight chapters into Part A, „Dimensions of Linguistic Cases of Doubt“ (comprising chapters 3 to 6), and Part B, „Perspectives for Investigating Linguistic Cases of Doubt“ (chapters 7 to 10). Part A discusses the grammatical dimension, the sociolinguistic dimension, and the dimension of language awareness, without which the linguistic analysis of linguistic cases of doubt is impossible. Part B describes four selected cases of doubt using the dimensions presented in Part A. The concluding section of this article presents some general remarks about the monograph under discussion.

The present article is situated at the intersection of variational pragmatics, pragmatics, and variationist linguistics, and examines the extent to which the edited volume „Variationspragmatik: Regionale Vielfalt und situative Unterschiede im Sprachgebrauch“ contributes to the further profiling of this research field, which has not yet been fully consolidated. The starting point is the observation that, while language variation in German linguistics has long been studied at the phonological, lexical, morphological, and syntactic levels, language use as a locus of pragmatic variation has been systematically integrated into the variationist framework less frequently. Against this background, the article analyses the volume as a programmatic attempt to jointly capture regional and situational dynamics of language use and thereby to further outline an empirically and methodologically robust German variational pragmatics. The review pursues three main objectives: first, to reconstruct the conceptual framework of the volume; second, to situate individual studies with regard to their contribution to the theoretical and methodological differentiation of the field; and third, to assess the overall scholarly contribution of the publication.Methodologically, the article follows a systematic and comparative review approach that takes into account programmatic frameworks, empirical findings, and methodological approaches alike. Particular attention is paid to the relationship between regional and situational variation, the scope of the phenomena addressed, and the question of how different approaches – for instance, from register studies, research on digital communication, or interactional linguistics – can be integrated into a common research programme. The analysis demonstrates that the volume does not treat pragmatic variation merely as a supplement to established variationist approaches, but rather profiles it as an autonomous research perspective. Of particular note are the combination of diatopic and diaphasic approaches, the inclusion of digital forms of communication, the opening towards interactional and metapragmatic questions, and the extension to phenomena of textual and knowledge organisation. Overall, the volume proves to be an important stimulus for further development of usage-based variationist linguistics. The publication’s scholarly contribution lies above all in making variational pragmatics visible as a methodologically diverse, theoretically well-integrated, and highly productive research programme for the analysis of German language use.

This review discusses a four-language phraseological dictionary published in 2025 and evaluates its practical applicability. The publication is presented as a continuation of the Danish paremiographic tradition, set against the backdrop of previously published multilingual collections of proverbs in the 1506–2025 period. The reviewed volume consists of a preface, a lexicographical section, and a list of sources. The publication is presented in accordance with lexicographical criteria. The macrostructural and microstructural characteristics of the dictionary are examined. The macrostructure of the dictionary comprises entries of various categories: Danish proverbs, phraseological units, and single-word idioms. The modestly designed microstructural section includes definitions of the Danish entries, Polish, German, and English equivalents, typographical devices to distinguish the languages, and illustrations of selected phraseological units. The drawings visualise the elements of their literal meaning. The appendix of the dictionary consists solely of a list of sources; there is no index of headwords, which would facilitate access to any phraseological unit inone of the four languages. The dictionary is an example of a popular collection of phraseological units in four languages. Due to inconsistencies in the design of the macrostructure and the lack of lexicographical characteristics in the microstructure, its practical value is limited.

Specialized communication plays a critical role in both academic and professional contexts, shaped by increasing digitalization, media development, and the growing importance of effective communication skills. This paper presents an overview of the 2024 edited volume „Fachsprachen – Fachkommunikation – fachdidaktische Diskurse“, edited by Maria Migodzińska and Agnieszka Pietrzak and published by V&R unipress as the seventh volume in the series „SPECLANG: Beiträge zur Berufs- und Fachkommunikation“. The volume originates from the fourth international conference held at the University of Łódź (2023) andbrings together research on specialized languages, professional communication, and language teaching. The contributions are organized into three sections. The first section examines linguistic and translation aspects of specialized languages, including sports, military, craft, culinary, and translation domains, with comparative German-Polish examples highlighting lexical, semantic, and cultural features. The second section focuses on professional communication across diverse contexts, such as technical documentation, corporate websites, blogs, social media, academic presentations, and intercultural collaboration, emphasizing terminology, multimodality, and interaction strategies. The third section addresses didactic perspectives, including competency-based teaching, curriculum innovation, practical programs, and strategies for integrating literature, terminology, and consecutive interpreting in language instruction. Collectively, the volume demonstrates how linguistic analysis and targeted didactic approaches enhance learners’ professional competencies, support intercultural understanding, and bridge academic knowledge with labor market requirements. It underscores the interdisciplinary relevance of specialized communication research and provides both theoretical insights and practical implications for educators, linguists, and practitioners in applied language contexts.

The review article is devoted to the edited volume „Linguistische Grenzübergänge. Einblicke in die Sprachfacetten und Diskurswelten moderner Kommunikation“, published in 2026 by Izabela Kujawa and Roman Opiłowski. The volume brings together ten contributions that originated from a research and teaching project, and offer diverse perspectives on contemporary communication. Its structure follows three thematic areas: discourse analysis and media communication, language use in educational and professional contexts, and minitexts in public space from lexical, intercultural, and multimodal perspectives. Within the field of discourse analysis, topics such as collective identity, political communication, and digital discourse are explored, with particular attention to social media (e. g., platform X) as key spaces of opinion formation. The contributions on media communication highlight the importance of multimodal and intermedial approaches for analyzing present-day communicative practices. Another area of focus is the use of language in educational contexts, especially in the context of German as a Foreign Language, issues such as speaking competence, reflective skills, and professional communication are addressed. The third thematic area examines minitexts (e. g., banners and protest signs) as concise, often multimodal forms of communication appearing in public space, also during protests. Overall, the volume demonstrates considerable methodological diversity and an interdisciplinary character, underscoring the relevance of the discussed issues for current linguistic research on discourse and media.

Swear words and insults were largely overlooked in linguistic research for a long time. It was not until the second half of the 20th century that there was a greater focus on this subject in academic circles. It is worth noting that the subject has been covered in lexicographical works since the 18th century. One example worth mentioning here is the publication „Die Nürnberger Schimpfwörter bildlich dargestellt“ by A.[mbrosius] Gabler (c. 1795). In this context, the monograph „Tierische Personenschimpfwörter imDeutschen und im Polnischen – Semantische und funktionale Aspekte“ by Aleksandra Kamińska deserves particular attention. The author uses slang dictionaries and general dictionaries published between 1964 and 2018 as a corpus for a comprehensive contrastive study of the German-Polish language pair. The main focus of the study is on animal-based swear words, i.e. swear words containing animal elements, predominantly drawn from the realm of domestic and farm animals. This concerns, on the one hand, the prevalence of personal insults in quantitative terms, and, on the other hand, their meaning and usage in both languages. The findings gathered by the researcher reveal a significant disparity in the number of linguistic units examined in German and Polish, which can be explained, among other things, by the number of available dictionaries containing swear words. According to Kamińska, from a semantic and pragmatic perspective, differences of varying degrees can be identified in terms of consistency (or lack thereof) in the definition of terms, reference to individuals and collectives, and gender and age markers in animal-based personal insults. The analyses carried out are characterised by a high level of detail and thus provide significant insights. The study is particularly valuable because of its comprehensive and in-depth nature. This provides a complete insight into the linguistic characteristics of the field in question. The chosen research perspective also provides important insights into issues related to lexicology, lexicography, word-formation morphology and phraseology. Another key benefit of the study lies in its cultural context, which is of great importance for understanding in interlingual communication situations.

The review article discusses the book by Monika Schwarz-Friesel and Manfred Consten, „Textlinguistik. Eine Einführung“ (2nd, fully revised and expanded edition). In the introductory section, the role of text in human communication, as well as text linguistics as a research discipline and its tasks, are briefly addressed. In the subsequent, much more extensive chapters, various questions of text linguistic research are discussed in a very detailed and comprehensive manner. The authors primarily deal with the definition of text and the classification of texts, pointing out different challenges associated with these aspects of text linguistics. Furthermore, they devote their attention to such fundamental concepts of text linguistics as cohesion, coherence, anaphora and cataphora, as well as the thematic-rhematic structure. The issue of reference in texts is also considered, viewed from the perspective of the text-world model. In the context of these reflections, aspects connected with the phenomenon of reference or referentiality are also addressed, which include, above all, conceptualisation, evaluation and perspectivisation. However, the book does not only take theoretical aspects into account. In the final chapter, the authors show in which areas and in what ways insights of text linguistics can be applied in practice.

The present review article is devoted to the monograph by Schwarz-Friesel (2025), which examines the linguistic dimension of antisemitism. The author demonstrates that antisemitic content is not confined to explicit hate speech but is often conveyed through implicit linguistic means. In this context, it is emphasised that language plays a central role in the construction of reality and influences both cognitive and communicative processes. Drawing on numerous examples from a wide range of text types – from theological writings and literary works to modern media and online comments – the study shows that antisemitic stereotypes and semantic patterns have exhibited remarkable continuity over the centuries. Particular attention is paid to indirect forms of expression, such as implicatures, metaphors, rhetorical questions, and linguistic camouflage, which obscure antisemitic content and make it more difficult to detect. Strategies of denial and self-legitimation, which frequently occur in antisemitic discourse, are also examined. A further focus is placed on Israel-related antisemitism as a currently dominant form in whichtraditional hostile images are recontextualised. In addition, the role of mass media as well as multimodal forms of communication, such as images, memes, and films, is addressed. The monograph makes an important contribution to linguistic research on antisemitism by highlighting the role of language in the emergence, dissemination, and stabilisation of hatred. Finally, the need for critical reflection on language and for ethically responsible communication is emphasised as a means of countering of antisemitic discourse effectively.

The article presents an analysis and evaluation of Agnieszka Piela’s monograph „Literatura źródłem związków frazeologicznych. Słownik“ (Katowice 2024), which explores literary sources of Polish phraseology. The study is grounded in the assumption that the phraseological inventory of a language functions not only as a linguistic system but also as a cultural archive reflecting collective experiences, value systems,and modes of conceptualizing reality. Within this framework, literature is approached as a significant – yet insufficiently systematized – source of phraseological motivation. The paper outlines the theoretical foundations of Piela’s work, particularly her understanding of motivation in phraseology and her view of literary texts as origins of stabilized multiword expressions that enter general use of language. Special attention is given to the terminological proposal introduced by the author, namely the concept of literaturyzm [‚literarism‘], defined as a linguistic unit derived from literary texts. Piela distinguishes between lexical literarisms (e g., eponyms) and phraseological literarisms, understood as multiword expressions that originate directly from literary works or allude to their content while functioning outside their original context in a stabilized formal and semantic shape. The article further discusses the classification criteria proposed in the monograph. These include formal typology (expressions, verbal phrases, and sentential units), range of distribution (international vs. national units), and a degree of phraseological status (strong vs. weak stabilization). Attention is also paid to the structure and functionality of the dictionary section, which contains 142 entries arranged alphabetically. Each entry comprises a definition, variant forms, illustrative contexts, lexicographical attestations, and an authorial commentary providing etymological and cultural-historical background. In conclusion, the monograph is presented as both a terminological systematization and a lexicographical contribution to the study of literary-motivated phraseological units in Polish. By combining theoretical reflection with detailed documentation, the work offers a coherent methodological framework and opens new perspectives for further research on the interaction between literary texts and the development of phraseology in general use of language.

The subject of this review article is the edited volume „Sprachliche Kreativität in Bildungs- und Fachsprache“, edited by Kirsten Schindler and Alexandra Lavinia Zepter, published in 2025 by Narr Francke Attempto Verlag in Tübingen. The volume comprises 315 pages and is situated at the intersection of language didactics, linguistics, and psycholinguistics. At the core of the volume lies the question of linguistic creativity in educational and academic contexts, bringing together a range of theoretical and empirical approaches to this phenomenon. Already the title points to a tension between linguistic practice and the cognitive or mental preconditions of creativity, which is unfolded in various ways throughout the contributions. From a linguistic and cognitive-scientific perspective, the volume represents an important contribution to the current debate in which creativity is understood not only as a linguistic product or a property of texts, but also as a process, a situationally embedded practice, and a cognitively grounded capacity. The volume thus invites the readerto reflect on the extent to which linguistic creativity can be defined as an independent object of linguistic research, or whether it should rather be understood as an interface between language, cognition, and action.

Intercultural competence is often addressed in German language textbooks for adults but is usually treated at the cognitive levels of remembering and understanding, while productive and interactive learning objectives (analysing, evaluating, creating) are largely neglected. The types of exercises tend to focus on knowledge retrieval rather than action-oriented language skills. This article explores the extent to whichcurrent print textbooks for German as a foreign language convey intercultural content and competence appropriately, and what is the role standardized exercise formats and typologies – especially those like „True/False“. The article aims to present exercise concepts that support the transition from declarative to procedural knowledge and address higher-level learning objectives (evaluating, creating) according to Bloom’s taxonomy. By linking realistic scenarios with appropriate linguistic actions, a sustainable expansion of both intercultural and linguistic competences can be achieved. Intercultural competence should be taught in an action-oriented linguistic context in order to effectively promote integration and inclusion. The qualitative content analysis of selected print and online textbooks within projects at the Technical University of Košice (TOURNEU, FALINAR) is based on the comparison and potential further development of exercise models that strengthen communicative language competence and intercultural awareness. Textbooks often cover intercultural aspects (e. g., etiquette, cultural hotspots), but more complex conflict resolution strategies are less frequently addressed. They typically present receptive and cognitive types of exercises, with few productive or simulation-based tasks. Online projects show potential for interactive and multi-level exercises. Using selected DaF (German as a Foreign Language) textbooks and EU projects, examples are presented that go beyond standardized knowledge transfer and aim for deeper awareness, differentiation, and application of intercultural competences. Innovative exercise formats – such as simulation-based tasks or multi-level rating scales – are better suited to promote communicative competence in intercultural contexts. In this context, value hierarchies, evaluative adjectives, and cultural standards play a central role. The integration of these approaches into job-oriented language textbooks is essential in order to linguistically equip teacher of German for more complex intercultural communication situations.