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In many languages, a passive-like meaning may be obtained through a noncanonical passive construction. The get passive (1b) in English, the se faire passive (2b) in French and the kriegen passive (3b) in German represent typical manifestations. This squib focuses on the behavior of the get-passive in English and discusses a number of restrictions associated with it as well as the status of get.
The present article is a follow-up study of the investigation of labiodentals in German and Dutch by Hamann & Sennema (2005), where we looked at the perception of the Dutch labiodental three-way contrast by German listeners without any knowledge of Dutch and German learners of Dutch. The results of this previous study suggested that the German voiced labiodental fricative /v/ is perceptually closer to the Dutch approximant /ʋ/ than to the corresponding Dutch voiced labiodental fricative /v/. These perceptual indications are attested by the acoustic findings in the present study. German /v/ has a similar harmonicity median and a similar centre of gravity to Dutch /ʋ/, but differs from Dutch /v/ in these parameters. With respect to the acoustic parameter of duration, German /v/ lies closer to the Dutch /v/ than to the Dutch /ʋ/.
This study reports on the results of an airflow experiment that measured the duration of airflow and the amount of air from release of a stop to the beginning of a following vowel in stop vowel-sequences of German. The sequences involved coronal, labial and velar voiced and voiceless stops followed by the vocoids /j, i:, ı, ɛ, ʊ, a/. The experiment tested the influence of the three factors voicing of stop, place of stop articulation, and the following vocoid context on the duration and amount of air as possible explanation for assibilation processes. The results show that the voiceless stops are related to a longer duration and more air in the release phase than voiced ones. For the influence of the vocoids, a significant difference could be established between /j/ and all other vocoids for the duration of the release phase. This difference could not be found for the amount of air over this duration. The place of articulation had only restricted influence. Velars resulted in significantly longer duration of the release phase compared to non-velars. A significant difference in amount of air between the places of articulation could not be found.
This work investigates laryngeal and supralaryngeal correlates of the voicing contrast in alveolar obstruent production in German. It further studies laryngealoral co-ordination observed for such productions. Three different positions of the obstruents are taken into account: the stressed, syllable initial position, the post-stressed intervocalic position, and the post-stressed word final position. For the latter the phonological rule of final devoicing applies in German. The different positions are chosen in order to study the following hypotheses:
1. The presence/absence of glottal opening is not a consistent correlate of the voicing contrast in German.
2. Supralaryngeal correlates are also involved in the contrast.
3. Supralaryngeal correlates can compensate for the lack of distinction in laryngeal adjustment.
Including the word final position is motivated by the question whether neutralization in word final position would be complete or whether some articulatory residue of the contrast can be found.
Two experiments are carried out. The first experiment investigates glottal abduction in co-ordination with tongue-palate contact patterns by means of simultaneous recordings of transillumination, fiberoptic films and Electropalatography (EPG). The second experiment focuses on supralaryngeal correlates of alveolar stops studied by means of Electromagnetic Articulography (EMA) simultaneously with EPG. Three German native speakers participated in both recordings. Results of this study provide evidence that the first hypothesis holds true for alveolar stops when different positions are taken into account. In fricative production it is also confirmed since voiceless and voiced fricatives are most of the time realised with glottal abduction. Additionally, supralaryngeal correlates are involved in the voicing contrast under two perspectives. First, laryngeal and supralaryngeal movements are well synchronised in voiceless obstruent production, particularly in the stressed position. Second, supralaryngeal correlates occur especially in the post-stressed intervocalic position. Results are discussed with respect to the phonetics-phonology interface, to the role of timing and its possible control, to the interarticulatory co-ordination, and to stress as 'localised hyperarticulation'.
Ziel des Teilprojekts ist die thematische Erschließung der Korpora, um sowohl themenspezifische virtuelle Subkorpora zusammenstellen zu können als auch aufgrund der Analyse sachgebietsbezogener Häufigkeitsverteilungen z.B. Lesarten disambiguieren zu können. Ausgangspunkt ist die Erstellung einer Taxonomie von Sachgebietsthemen. Dies erfolgt in einem semiautomatischen Verfahren, welches die Anwendung von Textmining (Dokumentclustering) und die manuelle Zuordnung von Clustern in eine externen Ontologie beinhaltet. Es wird argumentiert, dass die so gewonnene Taxonomie sowohl intuitiver als auch objektiver ist als bestehende, rein manuelle Ansätze. Sie eignet sich zudem gleichermaßen für manuelle als auch für maschinelle Klassifikation. Für letzteres wird der Naive Bayes'sche Textklassifikator motiviert und für ein klassifiziertes Korpus von knapp zwei Milliarden Wörtern evaluiert.
In the theoretical context of Critical Applied Linguistics, this paper examines two aspects that are important for a consideration of the possible imaginaries that permeate the contact between a Brazilian student and German as a foreign language. I analyze the possible consequences of the argument that German is a very "cultivated" and difficult language, as well as the lack of incentive, in didactic material, for reflections on the peculiarities of a possible contact between a Brazilian student and the German language or a native speaker of that language. Finally, this paper intends to discuss whether if there is any didactic material used for teaching of German in Brazil which stimulates the pupils to criticize the peculiarities and the imaginaries that permeate their contact with the German culture and language.
The following essay discusses the possibilities of integrating linguistic and semantic aspects of teaching German as a Foreign Language in secondary schools in Santa Catarina using an interculturally orientated approach. Drawing on the insight that 'otherness' is a relational notion, so that the image we create of 'the other' depends essentially on the understanding of one's own culture and the histories, values and social reality inscribed in it, the article proposes a didactic approach that uses the teaching of morpho-syntactic structures to instigate intercultural reflections. Moreover, to be able to fully exploit the potential of divergent notions of 'self' and 'otherness' in the language classroom, teaching activities are proposed that allow learners to respond individually to the material presented. The article proposes and discusses various didactic activities that allow the teacher to use the course book in order to create and explore interculturally significant material.
This paper provides an analysis of an alternative strategy to A´-movement in both German and Dutch where the extracted constituent is preceded by a preposition and a coreferential pronoun appears in the extraction site. The construction has properties of both binding and movement: Whereas reconstruction effects suggest movement out of the embedded clause, there is strong evidence that the operator constituent is linked to an A-position in the matrix clause; this paradox is resolved by assuming a Control-like approach that involves movement from the embedded clause into a theta-position in the matrix clause with subsequent short A´- movement. The coreferential pronoun is interpreted as a resumptive heading a Big-DP which hosts the antecedent in its specifier.
Die Durchführung kontrastiver Untersuchungen setzt vor allem eine gründliche Beschreibung der zu vergleichenden Sprachen auf der Grundlage eines Grammatikmodells voraus. Kontrastive Arbeiten zum Sprachenpaar Deutsch/Türkisch, die diese Bedingung erfüllen, finden sich nur selten. Das dürfte auf die nur bedingt vergleichbaren Strukturen der besagten Sprachen zurückzuführen sein. Zwar existiert die semantische Kategorie Reflexivum im Deutschen und im Türkischen. In vielen Fällen ist es jedoch nicht möglich, die Existenz eines syntaktischen und semantischen Reflexivums in den beiden Sprachen nachzuweisen. Im folgenden Beitrag soll der Versuch unternommen werden, dieses Problem anhand eines Vergleichs der reflexiven Konstruktionen im Deutschen und im Türkischen zu verdeutlichen.