Refine
Year of publication
Document Type
- Part of a Book (274) (remove)
Institute
- Wirtschaftswissenschaften (85)
- Sprachen (79)
- Angewandte Kunst (33)
- Physikalische Technik, Informatik (31)
- Gesundheits- und Pflegewissenschaften (21)
- Elektrotechnik (17)
- Kraftfahrzeugtechnik (15)
- Automobil- und Maschinenbau (10)
- Hochschuldidaktik (3)
- Dezernat Forschung und Drittmittelangelegenheiten (DFD) (1)
Language
- German (168)
- English (84)
- Portuguese (14)
- French (7)
- Italien (1)
In this article, I present changes to the content of the Bachelor’s degree programme German Business Communication that I consider necessary in the light of AI-driven developments both in science and economic fields. I focus on developing critical thinking when students use Generative Artificial Intelligence (GenAI) in their scientific work. This fits in well with the programme’s critical and engaged academic approach. The article sets out with an empirical consideration of AI in academic settings and GenAI application within the framework of the degree programme. Based upon this, a teaching/learning unit on GenAI use in a module of the programme is presented, which was designed and implemented in the winter semester 2025/26. The preliminary results reveal that further considerations are required to expand teaching units on AI tools for specific areas of business communication.
Since its inception in early 2022, Artificial Intelligence (AI) has been debated controversially in the media. The emergence of chatbots, Large Language Models (LLMs), generative AI and AI agents has spurred the discussion about AI strengths, weaknesses and the risks of using AI in business, education, and media. There is rising social concern about the effects of man-machine interaction as well as deep fakes. Therefore, AI media coverage spans from broad acceptance to the critical evaluation of ethical risks. This article examines the perception of AI based upon a qualitative corpus analysis of digital newsletters. The study considers German and English newsletter communications on AI and considers the role of this genre in adapting this disruptive new technology by describing macrostructure, visual elements, style and interactivity with the readers.
The genre “presentation” represents a central communicative act in academic settings, particularly in foreign-language and subject-specific language courses accompanying academic studies, where technical content must be appropriately adapted to the target audience in oral format. However, it is precisely in this context that a special focus is needed on the influence and potential of AI in the creation and implementation of presentations. The objective of this article is to discuss how AI-tools — such as those for text generation, visualization, or language analysis — can support the creation, delivery, and reflection of presentations, but also what negative effects they may have on the development of students’ presentation skills in specialized and foreign language university courses. An overview of relevant AI tools that can also be applied in later professional presentation practice and is intended to provide teachers and learners with a practical repertoire of digital aids. The findings provide impetus for the responsible and skill-oriented integration of AI into foreign language teaching.
Röpke, Wilhelm
(2025)
Eucken, Walter
(2025)
Ordoliberalism
(2025)
Na sua Grammaire du sens et de l‘expression, Charaudeau (1992: 4) coloca a descrição das intenções do sujeito falante no centro de uma gramática de orientação comunicativa. Contudo, nas gramáticas tradicionais, o princípio de organização não parte das intenções do sujeito falante, mas de categorias formais da língua.
O exemplo da enunciação de objetivos acionais possui um interesse especial para uma aproximação comunicativa à gramática, pois abre a possibilidade de tratar, num mesmo paradigma de gramática comunicativa, as formas verbais gramaticalizadas que na gramática tradicional são categorizadas como tempos e modos verbais e, ao mesmo tempo, verbos gramaticalizados em diferentes graus. Além disso, faz uma junção entre a verbalização de um processo mental específico (a formação de um objetivo acional; cf. Rehbein 1977; Lock 1996: 105) e a ação que tiver como objetivo realizar. Há de considerar também que, por sua vez, cada meio linguístico localiza o objetivo acional, de maneira específica, no processo mental da sua formação (Lobato 1971: 289; Wunderlich 1981; Johnen 2003: 250-256).
O objetivo desta contribuição é em primeiro lugar indagar o lugar da enunciação de objetivos acionais numa gramática comunicativa do português e fazer um levantamento de subcategorias gramaticais relevantes que as gramáticas tradicionais não consideram. Em segundo lugar, apresentar-se-á um esboço para um tratado da enunciação de objetivos acionais numa gramática comunicativa do português.
