title: The multimodal сontent of the first German language teaching manuals
metadata.name: dc.contributor.author
metadata.value: Baeva, Galina A.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2023-02-13T13:46:56Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2023-02-13T13:46:56Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2022
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Bаeva G. A. The multimodal сontent of the first German language teaching manuals. German Philology in St Petersburg State University, 2022, iss. 12, pp. 347–377. https://doi.org/10.21638/spbu33.2022.118 (In Russian)
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: https://doi.org/10.21638/spbu33.2022.118
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/39099
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: The information explosion caused by the invention of printing in the middle of the
  15th century, the Reformation and Luther’s activities led to the elevation of the German
  language to the level of “high” languages in which it was possible to teach in German
  schools in addition to the three sacred languages. For the first time, the German language
  became not only an object of description, but also an object of instruction in
  German schools, where, along with the abacus and the basics of the Law of God, they
  taught reading and writing in their native German. There is a need not only for linguistic
  comprehension of the German language, but also for its introduction into teaching.
  The communicative practices presented in the first literacy manuals in German reflect
  a multimodal process carried out through three main information channels — verbal,
  prosodic and visual. The article describes the formation of the process of integrating
  verbal information, focused primarily on the teacher, with prosodic (syllabification,
  onomatopoeia and sound production, etc.) and non-verbal, visual, information contained
  in tables, graphics and pictures (taking into account gestures, facial expressions,
  etc.), designed for the student. The objectives of the article are to describe the functional
  interaction and the invasive potential of verbal, visual, sound and graphic signs
  in the process of communication when teaching literacy in German. The content of the
  analyzed literacy manuals of the 16th–17th centuries, compiled by Valentin Ikelzamer,
  Fabian Frank, Peter Jordan, Ortolph Fuchsberger, etc., demonstrates the dynamics of
  the development of this type of text from monomodal verbal manuals, through the
  inclusion of tables and diagrams in the verbal text to the integrative embedding of a
  picture (image) in a verbal context and the “centric” inclusion of a staged image, in
  which the leading role is given to the image, and the verbal part acts as an explanation.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: ru
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: German Philology in St Petersburg State University;Issue 12
metadata.lang: -
metadata.name: dc.subject
metadata.value: multimodality
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: visualization
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: linguodidactics
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: verbal and nonverbal communication
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: persistence
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: The multimodal сontent of the first German language teaching manuals
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 347-377.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/39099/1/347-377.pdf
resources.format: Adobe PDF
resources.size: 2,42 MB