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Institute
Der folgende Artikel soll einen Überblick über ein Phänomen geben, das unter verschiedenen Namen einen Einzug in deutsche Grammatiken und linguistische Fachtexte gehalten hat. Man begegnet ihm als "Attribuierungskomplikation", "schiefes Attribut", "grammatische Illusion" und Ähnlichem. Gemeint sind Daten wie der grüne Bohneneintopf, der vierstöckige Hausbesitzer oder das direkte Objektpronomen, sowie die Absturzursache des TWA-Jumbos und die Kritikpunkte an Lakoff. Im Folgenden soll aufgezeigt werden, wie die Diskussion um (scheinbar) fehlerhafte Attribuierungen von N+N-Komposita wieder zu einem virulenten Forschungsthema wurde (§1) und wie dessen Behandlung in Grammatiken (§2), (populären) Sprachkritiken (§3) und Fachtexten (§4) aussieht. In §5 wird eine abschließende Diskussion gegeben.
Das im vorliegenden Artikel untersuchte Phänomen im Deutschen ist in der Literatur bisher quasi unentdeckt geblieben. Die einzige Ausnahme bildet der Beitrag von Berg (2008). Die Beobachtung ist folgende: Unter bestimmten Bedingungen, die mit Emphase zu tun haben, kann die lexikalisch festgelegte Betonung, also der Wortakzent, verschoben werden. Im Normalfall betrifft dieser Prozess nicht-native lexikalische Einheiten, denn die Akzentverschiebung passiert in der Regel von hinten nach vorn. Da deutsche Erbwörter initial-, also erstbetont, sind, ist das schwer möglich (jedoch s.u.). Fremdwörter, die auf den hinteren Silben betont sind, sind deshalb prädestiniert. Die meisten Beispiele kommen aus dem Bereich der Wortklasse Adjektiv: spektakulär, skandalös, sensationell, optimal, ideal, brutal, fulminant, perfekt, gigantisch. Im angedeuteten expressiven Gebrauch kann der Wortakzent von der letzten auf die erste Silbe wandern [...].
This study explores the relation between the development of narrative skills at the macrostructural level and the productive lexical abilities (verbs) of German-Russian children. The narratives are elicited using the Multilingual Assessment Instrument for Narratives (MAIN) and the lexical abilities are assessed using different tests. Twenty-one preschoolers (mean age: 3;9), forty-four 1st graders (mean age: 6;11) and twenty-two 3rd graders (mean age: 9;3) were included in the study. Correlation analyses were performed between verb lexicon and the following macrostructural components: Story Structure, Structural Complexity and Internal State Terms. The analysis also targets cross-language effects. In addition, the production of verbs within the elicited narratives was taken into account. Some positive correlations were found; however, no clear pattern across age groups and languages was observed. It is suggested that cognitive abilities might be a more decisive factor than lexical abilities and/or that the verbs assessed via the vocabulary tests are more specific than the ones required to achieve high scores for macrostructure.
Issues on topics
(2000)
The present volume contains papers that bear mainly on issues concerning the topic concept. This concept is of course very broad and diverse. Also, different views are expressed in this volume. Some authors concentrate on the status of topics and non-topics in so-called topic prominent languages (i.e. Chinese), others focus on the syntactic behavior of topical constituents in specific European languages (German, Greek, Romance languages). The last contribution tries to bring together the concept of discourse topic (a non-syntactic notion) and the concept of sentence topic, i.e. that type of topic that all the preceding papers are concerned with.
Introduction
(2019)
Příspěvek zkoumá roli emocí v konstrukcích identity, jak je nacházíme okolo roku 1900 v německém a ĉeském tisku ze Znojma, města s německy i s ĉesky mluvícím obyvatelstvem. Po analýze konstrukcí identity v básni vyjadřující protest proti Badeniho jazykovým nařízením z roku 1897 je pozornost věnována konstrukcím identity také v dalších textech. Konstrukce identity v německých a ĉeských periodikách v mnohém korespondovaly a byly jednou z dŧleţitých strategií nacionalistické propagandy. Jako její základní sémantickou jednotku – propagém – je v německých i ĉeských novinách moţno identifikovat existenciální ohroţení vlastního národa. K internalizaci konstrukcí identity a k úspěšné cirkulaci propagandy významnou měrou přispělo právě zapojení emocionality do těchto konstrukcí.
For this study one hundred sixty-seven Russian-/Turkish-German preschool children were tested with a battery of language proficiency tests in both languages. On the basis of 1.5 SD below monolingual norm for L2 German and 1.25 SD below bilingual mean for either home language, 9 children at risk of developmental language disorders (DLD) (mean age of 4 years and 5 months) were identified and 16 age-matched TD children were selected out of the cohort. All these children were tested with the LITMUS-MAIN and –SR tests in German. The results across TD and at risk of DLD group were compared. TD clearly outperformed at risk of DLD in SR. In elicited narratives, macrostructure and microstructure were scrutinized across groups. Similar to the previous findings, our results show significant differences between at risk of DLD und TD in the microstructure, e.g. total number of word tokens and verb-based communication units and SR. For the macrostructure, TD outperformed at risk children only for story complexity. The study expands our knowledge on the cut-off criteria for the identification of bilinguals at risk of DLD, scrutinized very early narratives for bilinguals at risk of DLD features and questions the similarity of cognitive skills in TD and at risk of DLD children.
Identical topic (IT henceforth) was previously known as copying topic (Xu & Liu (1998:141-157). It is fully or partially identical to a corresponding element (CE henceforth) occurring in the following part of the clause. Broadly speaking, IT is semantically empty. Being an unusual type of adding, it properly falls into the central concern of this volume.
It seems IT can be attested in all Chinese dialects, though the phenomena in question have been poorly documented and have scarcely been studied under a unified category. IT seems to be a better candidate to characterise topic prominent languages than many other topic types including the non-gap topic, which has long been called "Chinese style topic" since Chafe (1976) and has been viewed as a major characteristic of topic prominent languages (e.g., Li & Thompson, 1976, Xu & Langendoen 1985, Gasde 1999). I believe the study of IT structure is necessary to obtain a clearer and more complete picture of topic structure in general. As far as I know, Wu dialects of Chinese, including Shanghainese, are the ones which have the richest IT types and the greatest text frequency of IT. Therefore, this study will be based on both Mandarin and Shanghainese data.
The paper investigates the origins of the German/Dutch particle toch/doch) in the hope of shedding light on a puzzle with respect to doch/toch and to shed some light on two theoretical issues. The puzzle is the nearly opposite meaning of the stressed and unstressed versions of the particle which cannot be accounted for in standard theories of the meaning of stress. One theoretical issue concerns the meaning of stress: whether it is possible to reduce the semantic contribution of a stressed item to the meaning of the item and the meaning of stress. The second issue is whether the complex use of a particle like doch/toch can be seen as an instance of spread or whether it has to be seen as having a core meaning which is differentiated by pragmatics operating in different contexts.
We use the etymology of doch and doch as to+u+h (that+ question marker+ emphatic marker) to argue for an origin as a question tag checking a hearer opinion. Stress on the tag indicates an opposite opinion (of the common ground or the speaker) and this sets apart two groups of uses spreading in different directions. This solves the puzzle, indicates that the assumption of spread is useful and offers a subtle correction of the interpretation of stress. While stress always means contrast with a contrasting item, if the particle use is due to spread, it is not guaranteed that the unstressed particle has a corresponding use (or inversely).
Ziel des vorliegenden Aufsatzes ist es, zu einer neuerlichen Diskussion der Begriffe 'Medium' und 'Kommunikation' in der Linguistik beizutragen. Dabei versuche ich insbesondere, den philosophisch-kulturwissenschaftlichen Diskurs, in welchem die Themen 'Medialität' und 'Perfonnanz' seit längerer Zeit intensiv diskutiert werden, zu dem in der Angewandten Linguistik geläufigen Modell der Kommunikationsformen in Beziehung zu setzen und Möglichkeiten einer Verbindung dieser beiden Diskurse zumindest anzudeuten. Der Aufsatz gliedert sich in vier Abschnitte: Zunächst werden einige geläufige Mediendefinitionen vorgestellt. Im zweiten Kapitel stelle ich dann die Frage 'Ist Kommunikation ein Transportvorgang?', um auf dieser Grundlage im dritten Kapitel eine alternative Medienkonzeption vorzustellen. Im letzten Kapitel wird dieser Medienbegriff dann sowohl vom Begriff des Zeichensystems, als auch von dem der Kommunikationsform abgegrenzt.