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We focus in this paper on two prosodic phenomena in Chimwiini: vowel length and accent (or High tone). Vowel length is determined in part by a lexical distinction between long and short vowels, and also by various morphophonemic processes that derive long vowels. Accent is penult in the default case, but final under certain morphosyntactic conditions. In order to account for the distribution of vowel length and the location of accents in a Chimwiini sentence, it is necessary to segment sentences into a sequence of phonological phrases. This paper examines the phonological phrasing of both canonical relative clauses and what we refer to as "pseudo-relative" clauses. An account of relative clause phrasing is of critical importance in Chimwiini due to the extensive use of pseudo-relatives in the language. Close examination of the pseudo-relatives reveals that their phrasing is not exactly the same as the phrasing of canonical relative clauses.
Símákonde is an Eastern Bantu language (P23) spoken by immigrant Mozambican communities in Zanzibar and on the Tanzanian mainland. Like other Makonde dialects and other Eastern and Southern Bantu languages (Hyman 2009), it has lost the historical Proto-Bantu vowel length contrast and now has a regular phrase-final stress rule, which causes a predictable bimoraic lengthening of the penultimate syllable of every Prosodic Phrase. The study of the prosody / syntax interface in Símákonde Relative Clauses requires to take into account the following elements: the relationship between the head and the relative verb, the conjoint / disjoint verbal distinction and the various phrasing patterns of Noun Phrases. Within Símákonde noun phrases, depending on the nature of the modifier, three different phrasing situations are observed: a modifier or modifiers may (i) be required to phrase with the head noun, (ii) be required to phrase separately, or (iii) optionally phrase with the head noun.
This paper examines locative relatives in Durban Zulu. We show that locative relatives differ from nominal relatives crucially in prosodic phrasing as well as in resumptive pronoun marking. We propose that the best way to account for locative relatives in Zulu is to resort to the old style adjunction analysis of relative clauses, with an empty operator. The system we propose assumes that such an adjunction analysis co-exists with a head-raising analysis, which accounts for the nominal relative clauses.
Símákonde is an Eastern Bantu language (P23) spoken by immigrant Mozambican communities in Zanzibar and on the Tanzanian mainland. Like other Makonde dialects and other Eastern and Southern Bantu languages (Hyman 2009), it has lost the historical Proto-Bantu vowel length contrast and now has a regular phrase-final stress rule, which causes a predictable bimoraic lengthening of the penultimate syllable of every Prosodic Phrase. The study of the prosody / syntax interface in Símákonde Relative Clauses requires to take into account the following elements: the relationship between the head and the relative verb, the conjoint / disjoint verbal distinction and the various phrasing patterns of Noun Phrases. Within Símákonde noun phrases, depending on the nature of the modifier, three different phrasing situations are observed: a modifier or modifiers may (i) be required to phrase with the head noun, (ii) be required to phrase separately, or (iii) optionally phrase with the head noun.
The morpho-syntax of relative clauses in Sotho-Tswana is relatively well-described in the literature. Prosodic characteristics, such as tone, have received far less attention in the existing descriptions. After reviewing the basic morpho-syntactic and semantic features of relative clauses in Tswana, the current paper sets out to present and discuss prosodic aspects. These comprise tone specifications of relative clause markers such as the demonstrative pronoun that acts as the relative pronoun, relative agreement concords and the relative suffix. Further prosodic aspects dealt with in the current article are tone alternations at the juncture of relative pronoun and head noun, and finally the tone patterns of the finite verbs in the relative clause. The article aims at providing the descriptive basis from which to arrive at generalizations concerning the prosodic phrasing of relative clauses in Tswana.
Relative clauses in Haya
(2010)
This paper gives an overview of the morphology and syntax of Haya relative clause constructions. It extends previous work on this topic (Duranti, 1977) by incorporating data from a number of different dialects and by introducing new data on locative relative clauses. The dialects discussed in addition to the Kihanja data from Byarushengo et al. (1977) include Kiziba, Muleba and Bugabo dialects. Nyambo data taken from Rugemalira (2005) is also compared to Haya in places. The focus of the discussion is on the grammaticality of pronominal elements attached to the verb that refer back to the relativized entity with different types of relativized constituents in Haya. It is shown that there are differences between subjects, objects and locatives in terms of this kind of morphology inside the relative clause, as well as differences between these kinds of morphemes and resumptive pronouns.
Introduction
(2010)
The papers in this volume were originally presented at the Bantu Relative Clause workshop held in Paris on 8-9 January 2010, which was organized by the French-German cooperative project on the Phonology/Syntax Interface in Bantu Languages (BANTU PSYN). This project, which is funded by the ANR and the DFG, comprises three research teams, based in Berlin, Paris and Lyon. [...] This range of expertise is essential to realizing the goals of our project. Because Bantu languages have a rich phrasal phonology, they have played a central role in the development of theories of the phonology-syntax interface ever since the seminal work from the 1970s on Chimwiini (Kisseberth & Abasheikh 1974) and Haya (Byarushengo et al. 1976). Indeed, half the papers in Inkelas & Zec’s (1990) collection of papers on the phonology-syntax interface deal with Bantu languages. They have naturally played an important role in current debates comparing indirect and direct reference theories of the phonology-syntax interface. Indirect reference theories (e.g., Nespor & Vogel 1986; Selkirk 1986, 1995, 2000, 2009; Kanerva 1990; Truckenbrodt 1995, 1999, 2005, 2007) propose that phonology is not directly conditioned by syntactic information. Rather, the interface is mediated by phrasal prosodic constituents like Phonological Phrase and Intonation Phrase, which need not match any syntactic constituent. In contrast, direct reference theories (e.g., Kaisse 1985; Odden 1995, 1996; Pak 2008; Seidl 2001) argue that phrasal prosodic constituents are superfluous, as phonology can – indeed, must – refer directly to syntactic structure.
This study examines articulatory and acoustic inter-speaker variability in the production of the German vowels /i/, /u/ and /a/. Our subjects are 3 monozygotic twin pairs (2 female and 1 male pair) and 2 dizygotic female twin pairs. All of them were born, raised and are still living in Berlin and see their twin brother or sister regularly. We assume that monozygotic twins that are genetically identical and share the same physiology should be more similar in their articulation than dizygotic twins but that the shared time and social environment of twins, regardless of their genetic similarity, also plays a crucial role in the acoustic similarity of twins. Articulatory measurements were made with EMA (Electromagnetic Articulography) and the target positions of the produced vowels were analyzed. Additionally, the formants F1-F4 of each vowel were measured and compared within the twin pairs. Our data seems to point out the importance of a shared environment and the strong influence of learning over the anatomical identity of the monozygotic twins regarding the production of vowels. But, additional results suggest (1) the impact of physiology on the production of a vowel following a velar consonant and (2) the interaction of physiology and stress in inter-speaker variability.
O presente artigo oferece um breve panorama acerca do ensino da língua alemã no Brasil. Seguindo os conceitos e dimensões de bilinguismo e bilingualidade , identifica o ensino de língua alemã como segunda língua e trata do aspecto da interculturalidade restrito à análise da prática em duas escolas bilíngues do Rio de Janeiro, onde a língua/cultura alemã é a segunda língua.(L2) Propõese uma reflexão sobre a questão da interculturalidade no âmbito da comemoração de datas festivas em escolas bilíngues. Dentro dessa temática e no contexto escolar bilíngue, delimitamos o estudo a eventos comemorativos como a Páscoa, marcados pela distribuição de ovinhos de Páscoa/Ostereier. O estudo baseia-se em uma perspectiva sociocultural da linguagem e ressalta as relações entre língua, identidade e estrutura social.
In diesem Aufsatz wird das mentale Lexikon als System beschrieben, in dem Lexeme aufgenommen, gespeichert und nach bestimmten Regeln geordnet und eingesetzt werden. Hierbei spielen Bedeutungsbeziehungen eine grundlegende Rolle. Die Mikrostruktur dieses Netzwerks bildet die Polysemie, die anhand von Bedeutungssternen (mit Kernbedeutung und Nebenbedeutungen einzelner Lexeme) dargestellt werden kann. Anhand von Musterübungen wird gezeigt, wie dieses Thema im muttersprachlichen Unterricht didaktisch umgesetzt werden kann.
Análise da macro e da microestrutura de dicionários bilíngues português-alemão / alemão-português
(2010)
This paper aims at analyzing macro- and microstructural features of Portuguese-German/German-Portuguese bilingual dictionaries. For this purpose, we will discuss the basic parameters that should guide the conception of a bilingual dictionary: the target users, the direction, the function, and the linguistic anisomorphism.
This article discusses the communicative and the intercultural approaches to language teaching and learning. Firstly, it describes the core theoretical principles, goals, and the roles of teachers and learners in both approaches, as well as the way they are treated in different German textbooks. Secondly, it discusses a set of core principles and concepts (‘activity’, ‘interaction’, ‘motivation’ and ‘communicative posture’), as well as the didactic-pedagogical implications of implementing a communicative approach to language teaching and learning. Finally, it includes a reflection about the necessity for the language teacher to develop an intercultural background, as well as the eclectic use of different linguistic theories and language teaching approaches to make the acquisition of communicative and intercultural competence viable.
It could be said that learner’s dictionaries are the most reliable expression of lexicography in terms of providing the necessary tools to help the learning process of a foreign language. This paper analyses three English learner’s dictionaries in order to establish its stylistic patterns as well as to compare them with four German learner’s dictionaries. Undoubtly, the lexicography of English learner’s dictionaries is a model. However, we argue that this model can not be transfered to German lexicography since each language has its own particularities which demand specific solutions.
Ao apelo da Universidade de Coimbra para que, no âmbito da sua semana Cultural, as Faculdades e outros organismos que nela se acolhem glosem o tema da “Imaginação”, responde o Instituto de Estudos Alemães com o colóquio Imaginação do mesmo: a diferença na repetição. No texto que enquadra o conjunto de contributos que hoje aqui se apresentam, se afirma, a dado passo, que “Há inovação e transformação não na impossível invenção de uma origem, mas sim na capacidade de articulação produtiva”. Pode esta ser uma boa síntese daquilo que a moderna descendência da espécie homo leva a cabo, enquanto homo sapiens (sapiens) e, portanto, homo loquens, no exercício da faculdade que é, a um tempo, o seu mais poderoso instrumento de cognição e o mais eficaz e económico veículo de comunicação – competição e cooperação são, recordo, os principais pilares em que assenta o processo da sua sobrevivência enquanto espécie.
Criadas as línguas, de que espaço de manobra dispõe o “homem que fala”, que é também um homo socialis, para as recriar, reinventar, adaptando-as às sempre renovadas coordenadas sociológicas em que se situa e de que ele próprio é o arquitecto?
Türkiye’de son yıllarda birçok üniversitede çeşitli dillere yönelik “mütercim-tercümanlık”, daha yeni bir tanımla “çeviribilim” bölümlerinin açılmasıyla birlikte çeviri eğitimi, bilimsel açıdan araştırmaya değer bir konu haline gelmiştir. Sayıları yıldan yıla artarak bugün 20’ye ulaşan çeviri bölümlerinin hedef ve temel ilkeleri, son on yıllarla ifade edilen evreli bir gelişim sürecinde kurumsallaşmaya yaklaşan “çeviribilim” alanı açısından araştırılmaya değer olgusal durum olarak karşımızda durmaktadır. Bu çalışmanın amacı, bir yandan Türkiye’deki üniversitelerin çeviri programlarını temel alarak sürdürülen eğitim-öğretim etkinliklerini, ortaya koydukları hedefler açısından ele alıp irdelemek; diğer yandan ise çeviri eğitimi uygulamaları ile çeviri eğitimine dönük olarak ortaya atılan yaklaşımlar arasındaki benzerlikleri - farklılıkları tartışmak, çeviri bölümlerinin eğitim-öğretim izlenceleri üzerinden çeviri eğitiminde görülen olası eksikliklere ve yetersizliklere ilişkin çözüm önerileri geliştirmektir.
Politeness has become a key qualification in intercultural competence and didactics. The paper presents parts of an empirical research of the development and shaping of verbal politeness in critical incidents investigating the way German and Turkish students of the German language deal with criticism and complimenting. The findings show that Turkish students of German as a foreign language avoid direct criticism and prefer manners considered to be polite in German. Complimenting is an expression of their own positive feelings and acts as “messages about oneself”, whereas the German students prefer “meritorious praise” referring to merits. The discriminating effects of migration within the Turkish students are smaller than expected perhaps because of the increase of transcultural knowledge. This should give new ideas for the didactics of politeness.