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This paper corroborates the interpretability proposal of Chomsky (1995) with evidence from scrambling in Japanese and German. First it is shown that scrambling in Japanese is semantically vacuous, whereas scrambling in German is semantically contentful. Chomsky’s proposal then predicts that the feature driving Japanese scrambling is erased after checking, while the corresponding feature in German remains visible, specifically for the Shortest Attract condition. Looking at patterns of movement that result in overlapping paths, this prediction is seen to be correct.
Based on thecurrentacademic activities, the dominance of American English in science culture, and on the hereto related suppression of the traditional scientific multilingualism, the article deliberates on the relevance of German in the international knowledge industry. Given the increased demand for the MINT-subjects (Mathematics, Informatics, Natural sciences and Technology) and the exclusive promotion of English as (the only) science language in the globalization tide, fact that is mirrored in the altered publication practice, one must necessarily ask, wheth er there is still a future ahead for German as a science language or for German in science.
Neste artigo abordamos o pluricentrismo da língua alemã através de uma revisão da literatura sobre o tema que privilegia os estudos sobre variantes e variedades do alemão. Após uma retrospectiva histórica, a partir de uma noção pluricêntrica para o ensino de Alemão como Língua Estrangeira, apresentamos uma proposta para análise de material didático a partir de seis categorias. Três categorias são baseadas no Quadro Europeu Comum de Referência para as Línguas: competência, tema e tipo de fonte textual, e três se referem às questões de base do 'DACH-Prinzip': tópicos discursivos de pluricentricidade, abordagem e variedade pluricêntrica. Os resultados da implementação da análise com as categorias propostas apontam para uma relativa incipiência da conscientização da língua alemã como língua pluricêntrica em uso em diferentes centros.
History films personalize, dramatize and emotionalize historical events and characters. They revive the past by exemplifying it in the present, engage ongoing discourses of history and as a result have proven to be the most influential medium in conveying history to large audiences. History films are regarded as an attractive, motivating and efficient (supplementary) teaching and learning medium in history as well as in foreign language classes. As part of the course "Historical Survey of Germany" (BA German-programme at University Putra Malaysia) history film projects on important periods and events in German history were conducted. The article introduces a film project on World War II and describes the pedagogical approach which aims to develop three core competencies of historical understanding – Content Knowledge, Historical Empathy/Perspective Recognition and Narrative Analysis. It discusses selected general findings provided as qualitative data in group and individual assignments. While the responses to questions related to Content Knowledge and Narrative Analysis show that students achieved higher competency levels, the participants showed shortcomings in the rational examination of historical characters, their perspectives and motivations for their actions. Time, practice and guidance can be identified as key factors in developing historical literacy competencies further.
Kommunikative Kompetenz und Identitätsentwicklung : Rezeption von Werbetexten in der Sekundarstufe I
(2009)
Mohou mít pragmatické texty vliv na vývoj nestabilní osobnosti dospívajících? Tento článek se snaží zhodnotit, jakou úlohu hraje tištěná reklama, zaměřená na cílovou skupinu mladistvých, jak při hledání jejich vlastní identity, tak při vytváření komunikativní kompetence v rámci výuky německého jazyka. Dále jsou prezentovány důsledky, které to má pro práci s odbornými texty ve školní výuce němčiny.
This article focuses the expeditions of Maximilian Prinz Wied zu Neuwied and Johann Moritz Rugendas to Brazil. It discusses initially basic aspects of perception from the early colonial period up to the 19th century. It will then analyze the pictorial characterization of Brazil by both travelers and the reception of their work in Europe
I kdyz se dnes v restauracích ve většině případů stále uţívá běţná základní makrostruktura jídelního lístku Polévky – Studená jídla a předkrmy – Saláty – Hlavní jídla – Moučníky, můţeme pozorovat i změny této makrostruktury, které souvisí se změnami ve funkci jídelního lístku, tj. slouţit i k pobavení a zvýšení obratu. Tyto změny se také zrcadlí v modifikaci ztvárnění nadpisů jednotlivých oddílů jídelníčků, přičemţ jsou zvoleny různé strategie.
Die "imaginäre Rache" der Unterlegenen erzeugt eine unglaubliche Dynamik: die "Wortergreifung" des Ressentiments, welche den Kampf der Rassen und der Klassen bewegt, nicht zuletzt die Wortführer in Gang setzt, die Intellektuellen: eine Gruppierung von Individualisten am Rande der Gesellschaft, die, was die Literatur angeht, ihr Ressentiment ungemein beredt macht, wortgewaltig und zerstörerisch, letztlich auch gegen sich selber. Nur dieser Komplex einer Verhaltens- und Handlungsweise aus einer tatsächlichen oder auch nur gedachten und gefühlten Unterlegenheit heraus soll mich im folgenden beschäftigen.
Dialectal variation in german 3-verb clusters : a surface-oriented optimality theoretic account
(2004)
We present data from an empirical investigation on the dialectal variation in the syntax of German 3-verb clusters, consisting of a temporal auxiliary, a modal verb, and a predicative verb. The ordering possibilities vary greatly among the dialects. Some of the orders that we found occur only under particular stress assignments. We assume that these orders fulfil an information structural purpose and that the reordering processes are changes only in the linear order of the elements which is represented exclusively at the surface syntactic level, PF (Phonetic Form). Our Optimality theoretic account offers a multifactorial perspective on the phenomenon.
Die Notwendigkeit eines formalen Umfelds, das die Sprachlernenden unterstützt, ist immer häufiger Gegenstand von Debatten im Bereich der modernen Fremdsprachen, da es für die Entwicklung autonomer Lerner von Bedeutung ist. Daher soll in dieser Studie die Rolle institutionalisierter Räume, insbesondere von Selbstlernzentren, im Prozess der Autonomiebildung und ihre Beziehung zum Fremdsprachenlernprozess beleuchtet werden. Die Studie versucht zu verstehen, wie Studenten/Lerner ihre Autonomie entwickeln, welche Strategien sie verwenden und in welchem Verhältnis dieser Prozess zur Nutzung von Selbstlernzentren steht. Die theoretische Grundlage wird von Autoren aus dem Bereich der Angewandten Linguistik gegeben: Leffa (2018 [1988]); Oxford (1990); Morrison (2011); Tassinari (2012; 2014) und Magno e Silva (2018). Zu diesem Zweck richtet sich diese qualitative Forschung an Studierende, die zwei Klassen des Deutsch-als-Fremdsprache-Studiums der UFPA angehören, die sich in verschiedenen Phasen ihrer Hochschulausbildung befinden. In diesem Kontext schlägt die Studie einige Leitlinien für den Lernenden/Benutzer des Selbstlernzentrums Base de Apoio à Aprendizagem Autônoma (BA³) vor, die darauf abzielen, den Prozess der Autonomiebildung beim Erlernen von Deutsch als Fremdsprache effektiv zu entwickeln.