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Rezension zu Kunkel-Razum, Kathrin et al. Warum es nicht egal ist, wie wir schreiben. Berlin: Bibliographisches Institut, 2018. 64 pp.
When becoming integrated into the German vocabulary, foreign words reflect paradigmatic changes regarding orthography, grammar as well as semantics. In this context, German orthography is also highly determined by orthographic codification, which continues to influence the development of spelling to the present day. This study compares digital linguistically annotated corpora containing texts written by professional as well as non-professional writers; these corpora contain several billion foreign words (of Greek, Latin and French origin, and in the second part of the study of English/American and Italian origin), studied over a period of 20 years following the German orthographic reform of 1996. The results may potentially help the official regulations to adapt to the spelling practices observed – either by describing the rules more precisely or by proposing possible spelling variants or eliminating those which are not in common use. The study may also help to support correct lexicographic codification in dictionaries.
Marie Wrona präsentiert in ihrem Beitrag "Ist das ein Komma oder kann das weg? - Topologische Felder und Kommasetzung. Erste empirische Befunde" ein Experiment zur Kommadidaktik. Sie untersucht, inwiefern sich die Kommasetzungskompetenz von SchülerInnen verbessert, wenn diese mithilfe des topologischen Feldermodells vermittelt wird, das auf der Verbklammer im Deutschen aufbaut, anstatt wie bei traditionellen Ansätzen mithilfe von Signalwörtern wie Subjunktionen. Die SchülerInnen lernten, das finite Verb zu bestimmen und so zu entscheiden, ob ein Komma gesetzt werden muss oder nicht. Nach der Unterrichtseinheit setzten die SchülerInnen v.a. deutlich weniger falsche Kommata
Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ-achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ-achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ-achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ-achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ-achievement discrepancy and additional reading and spelling difficulties.
[Rezension zu:] Volksduden. So schreiben wir richtig! Mannheim: Bibliographisches Institut, 2012 (960p.)
Many teachers of German as a second language make some statements regarding this language that mix concepts from three distinct fields: Orthography (letters), Phonetics (phones or speech sounds) and Phonology (phonemes). In this paper I attempt to shed some light on these concepts and fields. I also provide examples of such statements and make comments on them.
This paper discusses a foundation for writing Hunsrückisch as a German immigrant language in contact with Brazilian Portuguese. This foundation brings together the main conclusions obtained by the Group for the Studies of Hunsrückisch Writing (Grupo de Estudos da Escrita do Hunsrückisch – ESCRITHU). This group was formed at the Language Institute at the Federal University of Rio Grande do Sul with the goal of proposing not only a system of orthographic norms for a language that exists mostly just in oral forms, but also to encourage research on and linguistic education for speakers of this immigrant language. An already extant literature in Hunsrückisch includes journal and magazine texts such as Sankt Paulusblatt or the Brummbär-Kalendar, published between 1931 and 1935, as well as texts by authors such as Rambo (2002 [1937-1961]), Gross (2001), and Rottmann (1889 [1840]). From these texts various writing formats, guidelines, and goals for an orthographic norm are analyzed, be they for the written expression of the speakers or for useful instruments in the transliteration of ethnotexts within the ALMA-H project (Linguistic- Contactual Atlas of the German Minorities in the La Plata Basin: Hunsrückisch), with which ESCRITHU collaborates.
U članku se opisuje morfonologija glagolske osnove u prezentskoj paradigmi na građi hrvatsko-crkvenoslavenskih (dalje: HCS) glagola s temeljnom osnovom na -i- u kojih tom završnom -i- prethodi zubni sonant: r, l, n (tj. tipa tvori-ti, moli-ti, brani-ti). U obzir su uzeti svi glagolski leksemi tog tipa iz kartoteke Rječnika crkvenoslavenskoga jezika hrvatske redakcije: 110 li-glagola, 127 ni-glagola i 83 ri-glagola i njihovi prezentski oblici. Metoda opisa je usporedba dotičnog fragmenta HCS gramatike sa staroslavenskim stanjem kao i sa stanjem u starohrvatskim (čakavskim) govorima. U staroslavenskom jeziku u prezentskoj je paradigmi tihglagola osnova okrnjena (tj. okrnjen je sufiks -i-) i pojavljuje se u dvije varijante: palatalnoj (u 1. licu jednine), i tvrdoj (u svim ostalim oblicima). Tako u prezentu nalazimo u osnovi alternacije r ~ ŕ, l ~ ĺ i n ~ ń. U HCS tekstovima morfonološki su najinovativniji ri-glagoli. Kako je u hrvatskom depalataliziran fonem ŕ, kod ri-glagola nije sačuvan staroslavenski morfonološki model. HCS građa ne pokazuje staroslavensku alternaciju r ~ ŕ, tj. kod ri-glagola nema variranja osnove u prezentu (okrnjena osnova u svim oblicima završava nepalatalnim suglasnikom). Kod li-glagola i ni-glagola staroslavenski je morfonološki model očuvan. Međutim, u tekstovima su ipak potvrđene rijetke devijacije od tog modela. Naime, usprkos postojanju grafijskoga sredstva za označavanje palatalnosti fonema ĺ i ń ispred gramatičkog morfema 1. lica jednine -u (tj. uporaba slova ű iza l, n), neki su pisari u rijetkim slučajevima izostavljali označavanje palatalnosti, tj. pisali grafem u (molu, branu). Autorica predlaže različita moguća objašnjenja te pogreške i utvrđuje u kojoj je mjeri ta pojava ograničena na određene HCS tekstove.
Bilježenje palatalnih konsonanata najviše je problema izazivalo u slavenskih naroda koji su nastojali prilagoditi osnovnu latinicu fonemima svojih jezika. U ovom se radu promatraju bilježenja palatala u pisaca zadarsko-šibenskoga kruga, i to u vremenu od 14. do 17. stoljeća. U toj su regiji nastali prvi hrvatski tekstovi pisani latinicom. Cilj rada jest ustvrditi kako su pojedini autori latinicom zapisali sporne foneme hrvatskoga (čakavskoga) jezika, koje su razlike i istosti njihovih grafijskih rješenja i koje se tendencije ogledaju u višestoljetnoj uporabi latinice na ovom području.