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It is well known that Luis Kutner (1908-1993) played an important role in the development of the living will (advance directive, Patientenverfügung). But it is not clear when he developed his concept. We have screened the Luis Kutner Papers,deposited at the Hoover Institution Archives at Stanford University to answer this question. We found out that in the second half of 1967, Kutner dealt intensively with the issue of euthanasia. On December 7, 1967, he delivered a speech at the annual meeting of the Euthanasia Society in New York and presented the concept of the living will to the audience. So Kutner surely was a pioneer in this field, but further research is necessary to clarify, if he (or maybe Elsa W. Simon or Abraham L. Wolbarst) was the "originator" of the living will concept in the sense of passive euthanasia.
This thesis investigates how students with Cantonese (L1) and English (L2) backgrounds acquire German as a third language (L3), with a focus on the acquisition of the Vorfeld (fronting) constructions of German. In L3 studies, the roles played by mother tongue, L2 and developmental grammar may be distinguished. Previous L3 studies have suggested that the role of L2 seems to be prominent in L3 strategy building, including interlanguage transfer from L2 to L3. Pursuing a cognitive approach, we argue that incremental production and language processing strategies are significant factors in accounting for third language acquisition and production.
A total of 45 university students of German completed a questionnaire and submitted copies of their compositions, followed by picture elicitation tasks. Three typical fronting types were found to be common amongst the learners:
1. Für mich, jede Familie hat eigene Situation und Probleme.
2. Obwohl gibt es viele Probleme mit alten Leuten zusammen lebt, finde ich gut dafür.
3. Jetzt die meisterns haben schon nach Hong Kong zurückgekommen.
Type 1 is argued to reflect indirect transfer of native language function-form characteristics. Type two is argued to be an intralingual error in which the learners have overgeneralized the verb second (V2) rule, without acquiring the correct function of the Vorfeld construction. The third type shows that apart from the influence of English in adverb fronting constructions, adverbs of stance or perspective adverbs like ‘jetzt’ semantically do not form part of the proposition and they are therefore treated as “extra-sentential” constituents which do not affect the basic V2 construction.
The findings suggest that learners may have primarily acquired the topic function of German fronting, while failing to fully acquire the focus function. For the focus function, learners seem to prefer alternative constructions such as existential sentences using ‘es gibt’. Both of these findings implicate L1 Chinese influence.
As an overall perspective on the incipient field of third language acquisition research I propose a holistic and coherent view which encompasses syntax, semantics and pragmatics at all levels of language development. By probing an independent paradigm of L3 studies, we aim to contribute to a new dynamic research space as well to ongoing debates in the SLA field by attributing greater autonomy and consciousness to the learner, even on the level of grammatical interaction.
The metaphor of DIADEM informs the way in which Proverbs depicts the character of a woman of strength and her place in the society. The metaphor serves the Proverbs to conceptualise a prudent, virtuous and reasonable character in relation to the divine and the human, and thus to provide the main support of a successful life.
Writing the history of archaeology has become increasingly diverse in recent years due to developments in the historiography of the sciences and the humanities. A move away from hagiography and presentations of scientific processes as an inevitable progression has been requested in this context. Historians of archaeology have begun to utilize approved and new historiographical concepts to trace how archaeological knowledge has been acquired as well as to reflect on the historical conditions and contexts in which knowledge has been generated. This volume seeks to contribute to this trend. By linking theories and models with case studies from the nineteenth and twentieth century, the authors illuminate implications of communication on archaeological knowledge and scrutinize routines of early archaeological practices. The usefulness of different approaches such as narratological concepts or the concepts of habitus is thus considered.