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Institute
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Alternative Questions with "or not" (NAQ) convey a cornering effect, which is not found with they polar counterparts (PQ). This effect has been claimed to consist of two parts (Biezma 2009): NAQs (i) cannot be used discourse-initially and (ii) they do not license followup questions/subquestions.
In this paper, we ask the following: Are both parts of cornering linked to the same property of NAQs? Or do they reflect distinct linguistic phenomena? We explore the issue by comparing the behavior of NAQs to Complement Alternative Questions (CAQ), a type of question that, like NAQs, presents logically opposite alternatives but, unlike NAQs, fully spells out the second one. Results from two experiments suggest that both parts of cornering can instead be explained in terms of independent semantic and pragmatic principles, which operate beyond the domain of alternative questions.
Sentences containing subjective predicates - e.g., "The movie was awesome"” - are intuitively anchored to a particular perspective; this makes them different from sentences describing objective facts - e.g., "The movie was set in 1995".
While authors have long debated on whether this intuition tracks a lexical distinction between subjective and factual predicates, much remains to be explored on whether, and how, the difference between these two assertions is reflected at the illocutionary level. Relying on evidence from two experiments, we show that assertions containing subjective predicates display different discourse behavior from objective assertions. We take these findings to support the idea that SAs should be assigned a special illocutionary profile, unveiling a genuine empirical difference between subjective and factual speech.
The script of Caryl Churchill’s short play Hot Fudge (like several other plays by this author) contains detailed directions for overlapping conversation. At certain points in the play these may be contributing to a number of effects similar to those described for the naturally occurring ‘collaborative floor’, such as enthusiasm and mutual support. The importance of an interactive approach to constructed conversation is pointed out in the article, particularly that of analysing the overlapped speaker’s response to appreciate the discursive significance of the overlapping turn. For instance, acknowledging and/or reusing the other speaker’s overlapping formulations in a non-oppositional format can show an understanding of these contributions as collaboratively oriented. Therefore, such an interpretation of overlapping dialogue in a dramatic text will affect the reader’s understanding of the interpersonal context (e.g. dominance-seeking/mutual support/collaboration between pairs of speakers). In particular, this approach is taken to show how certain kinds of overlapping similar to those described for the naturally occurring conversation can be used dramatically to supportive rather than conflictive ends. Overall, it is shown how the dramatic characters’ interpersonal orientations become inferable from their use of certain dialogic options.
In these volumes, we are very pleased to present a collection of papers based on talks and posters at Sinn und Bedeutung 22, which took place in Berlin and Potsdam on September 7-10, 2017, jointly organized by the Leibniz-Centre for General Linguistics (ZAS) and the University of Potsdam.
SuB22 received 183 submitted abstracts. Out of these, the organizing committee selected 39 oral presentations in the main session, 4 oral presentations in the special session ‘Semantics and Natural Logic’, and 24 poster presentations. There were an additional 6 invited talks. In total, 58 of these contributions appear in paper form in the present volumes.
In these volumes, we are very pleased to present a collection of papers based on talks and posters at Sinn und Bedeutung 22, which took place in Berlin and Potsdam on September 7-10, 2017, jointly organized by the Leibniz-Centre for General Linguistics (ZAS) and the University of Potsdam.
SuB22 received 183 submitted abstracts. Out of these, the organizing committee selected 39 oral presentations in the main session, 4 oral presentations in the special session ‘Semantics and Natural Logic’, and 24 poster presentations. There were an additional 6 invited talks. In total, 58 of these contributions appear in paper form in the present volumes.
Der Beitrag, der an einen am 22.05.2017 an der Universidade Católica Portuguesa in Lissabon gehaltenen Vortrag anknüpft, setzt sich mit der Entstehung der Fremdsprachendidaktik und Fremdsprachenforschung in Deutschland aus der Philologie seit dem 19. Jahrhundert auseinander. In besonderem Maße wird dabei das Wechselspiel zwischen Unterrichtspraxis und Philologie einerseits sowie Philologie und Fremdsprachendidaktik/Fremdsprachenforschung andererseits fokussiert. Es wird aufgezeigt, wie im 19. Jahrhundert die Bedürfnisse einer zunehmend institutionalisierten Lehrerbildung zur Etablierung der Neuphilologie an den Universitäten führten, die freilich den Fremdsprachenunterricht nicht direkt in ihren Ausbildungsprogrammen berücksichtigte. Gleichzeitig entwickelte sich aber v.a. auf der Ebene der Schulen ein Diskurs, der als Fremdsprachendidaktik ante litteram bezeichnet werden kann. In der zweiten Hälfte des 20. Jahrhundert führt das zunehmende Interesse etwa einer Angewandten Linguistik an Fragestellungen des Fremdsprachenlernens schließlich über die aus heutiger Sicht als Etappe anzusehende Konstituierung der Sprachlehrforschung zur Ausdifferenzierung einer Fremdsprachendidaktik / Fremdsprachenforschung als eigenständiger wissenschaftlicher Teildisziplin. Dies soll am Beispiel der romanischen Sprachen aufgezeigt werden.
Das Buch Phonetik, Phonologie und Schrift von Silvia Dahmen und Constanze Weth ist in der Reihe LiLA - Linguistik fürs Lehramt im UTB-Verlag im Dezember 2017 erschienen. Die von Petra Gretsch und Gabriele Kniffka herausgegebene Reihe richtet sich an Lehramtsstudierende und Lehrkräfte, wobei eine praxisnahe Verknüpfung theoretischer sprachwissenschaftlicher Inhalte und didaktischer Methoden im Fokus steht. Für den Bereich Deutsch als Fremd- und Zweitsprache werden dabei sprachkontrastive Beispiele berücksichtigt.
Das Buch, herausgegeben und eingeleitet von Norbert Richard Wolf, erschien im Reformationsjahr 2017 im Universitätsverlag Winter als Band 7 der Schriften des Europäischen Zentrums für Sprachwissenschaften (EZS). Auf 217 Seiten widmen sich neun Autoren dem Erbe Martin Luthers aus einer jeweils eigenen Perspektive. Der Band präsentiert die Ergebnisse des gleichnamigen Kolloquiums, das im Mai 2017 vom Institut für Deutsche Sprache anlässlich des 500. Jahrestags der Reformation veranstaltet wurde.
Die Analyse und Bewertung der Sprachlernspiele in dem Lehrwerk 'MOMENT MAL 1' und 'MOMENT MAL 2'
(2018)
Das soziale und interaktive Lernen steht im Vordergrund des gesamten Lernprozesses. Auch der Erwerb einer Fremdsprache, egal in welchem Alter, verlangt soziale und interaktive Lernprozesse. Sprachlernspiele übernehmen in diesem Lernprozess eine wichtige Rolle. Diese Sprachlernspiele werden in dem kommunikativen, sowie interkulturellen Ansatz und in alternativen Methoden als Unterrichtsmaterial in den Lehrwerken benutzt. Obwohl Sprachlernspiele schon Mitte der 70er Jahre des zwanzigsten Jahrhunderts in kommunikativ orientierten Methoden ihren Höchstpunkt erreicht haben, ist das Interesse an ihrem Einsatz im Fremdsprachenunterricht bis heutzutage geblieben. Ziel dieser Studie ist, die Sprachlernspiele in den, im deutschen Sprachunterricht verwendeten Lehrwerk "Moment Mal 1" und "Moment Mal 2" zu analysieren, sie nach ihren Eigenschaften und Sprachfertigkeiten zu klassifizieren und die Bedeutung des Spielfaktors im Fremdsprachenlernen hervorzuheben. Diesbezüglich ist eine generelle Definition des Spiels behandelt und seine Eigenschaften, die zur Klassifikation der Sprachlernspiele einen Beitrag geleistet haben, hervorgehoben worden. Außerdem ist der Stellenwert der Sprachlernspiele im Fremdsprachenunterricht erforscht worden. In dieser Studie wurde die Lehrwerkanalyse als Methode verwendet. Die Sprachlernspiele in dem, im Deutschunterricht benutzten Lehrwerk "Moment Mal 1" und "Moment Mal 2" wurden nach dieser Methode analysiert. Von der allgemeinen Spieldefinition und den Zielen des Fremdsprachenunterrichts ausgehend wurden die Sprachlernspiele in diesem Lehrwerk sowohl nach ihren Eigenschaften, als auch bezüglich der Weiterförderung der Sprachfertigkeiten klassifiziert. Außerdem wurden die Sprachlernspiele aus diesem Lehrwerk in den Anadolu-Gymnasien, wo Deutsch als erste Fremdsprache gelehrt wird, ausgeübt.
Das Verhältnis Philologie vs. Studienbegleitender Deutschunterricht in der Auslandsgermanistik vor dem Hintergrund des ukrainischen Hochschulsystems wird in dem Beitrag von Anja Lange aus Kiew beleuchtet. Die momentan höhere Attraktivität des studienbegleitenden Deutschunterrichts erklärt die Autorin durch die besseren Berufsperspektiven gegenüber der klassischen Philologie.
Als DAAD-Lektorin, die sowohl Übersetzer an der Philologischen Fakultät als auch Maschinenbauer im studienbegleitenden Deutschunterricht am Kiewer Polytechnischen Institut benannt nach Ihor Sikorsky ausbildet, sieht die Autorin erhebliche Unterschiede sowohl im Studieninhalt als auch in den Berufsperspektiven, die ein Indiz dafür sein könnten, warum die klassische Philologie weniger Zulauf als der studienbegleitende Deutschunterricht hat.
Seit der Herausbildung des akademischen Faches Deutsch als Fremdsprache in den 1970er Jahren und im Anschluss an die Auseinandersetzung mit der Grundfrage nach Struktur und Konzeption des Faches in den 1990er Jahren des vorigen Jahrhunderts wird der Zusammenhang von Germanistik und Deutsch als Fremdsprache kontrovers diskutiert. Dabei stehen sich zwei Positionen gegenüber. Die erste Position deutet Germanistik und Deutsch als Fremdsprache in einer hyperonymischen Beziehung. Deutsch als Fremdsprache wird der Germanistik untergeordnet und dementsprechend als der Mediävistik, der germanistischen Linguistik und der germanistischen Literaturwissenschaft gleichberechtigt angesehen. In diesem Sinne erweist sich ein Studium des Deutschen als Fremdsprache als integraler Bestandteil einer Germanistikausbildung. Demgegenüber fasst die zweite Position Germanistik und Deutsch als Fremdsprache als zwei sich unterscheidende Fächer auf. Dabei wird Deutsch als Fremdsprache einer Fremdsprachenphilologie gleichgestellt, die im Unterschied zur Germanistik andere Erkenntnisinteressen verfolgt. Der Beitrag diskutiert im Lichte der in den 1990er Jahren geführten Strukturdebatte den komplexen Zusammenhang von Germanistik und Deutsch als Fremdsprache im Kontext des Lehrens und Lernens des Deutschen als Fremdsprache jenseits des deutschen Sprachraums. Dies wird exemplarisch am Beispiel des Studiums von Germanistik und Deutsch als Fremdsprache in Thailand gezeigt.
Marie Wrona präsentiert in ihrem Beitrag "Ist das ein Komma oder kann das weg? - Topologische Felder und Kommasetzung. Erste empirische Befunde" ein Experiment zur Kommadidaktik. Sie untersucht, inwiefern sich die Kommasetzungskompetenz von SchülerInnen verbessert, wenn diese mithilfe des topologischen Feldermodells vermittelt wird, das auf der Verbklammer im Deutschen aufbaut, anstatt wie bei traditionellen Ansätzen mithilfe von Signalwörtern wie Subjunktionen. Die SchülerInnen lernten, das finite Verb zu bestimmen und so zu entscheiden, ob ein Komma gesetzt werden muss oder nicht. Nach der Unterrichtseinheit setzten die SchülerInnen v.a. deutlich weniger falsche Kommata
Teknoloji alanında sergilenen gelişmeler her dönemde birçok alana olduğu gibi yabancı dil öğretimi alanına da etki etmiş ve bu alandaki ortam, materyal, araç-gereç, yöntem, teknik vb. daha birçok değişkeni biçimlendirmiştir. Yabancı dil öğretiminin tarihsel gelişim sürecinde çağın teknik gelişmelerine paralel olarak ders kitapları, tepegöz saydamları, dia filmler, analog (kasetlerde) ve dijital (CD vb.) ses materyalleri, analog ve dijital filmler, dijital sunu materyalleri, bilgisayar destekli etkileşimli öğrenim uygulamaları gibi geniş bir materyal yelpazesi oluşmuştur. İlk kişisel bilgisayarın üretildiği 1980 yılından itibaren eğlencelik dijital oyunlar da geliştirilmiştir. 36 yıllık bu süreçte eğitsel dijital oyunlar da geliştirilmiş ve yabancı dil öğrenim/öğretim materyalleri yelpazesine eğitsel dijital oyunlar da eklenmiştir. Günümüzde piyasada birçok eğitsel dijital oyun mevcuttur ve bunlar donanım, yazılım, yapı, içerik vb. gibi özelliklerine göre çeşitli gruplara/türlere ayrılmaktadır.
Este artigo aborda parte dos resultados de uma pesquisa mais abrangente que objetivou compreender (inter)relações que se estabelecem entre práticas de leitura e escrita em alemão e em português de crianças do Ensino Fundamental e o contexto de língua de herança em que estão inseridas. Quanto à dimensão teórica, o estudo filia-se à área da Linguística Aplicada em diálogo com a Educação em contextos interculturais. A pesquisa, de base qualitativo-interpretativista, teve como locus uma escola municipal, em zona rural do município de Blumenau, Santa Catarina. Quanto aos procedimentos metodológicos, foram utilizadas duas propostas de produção de narrativas escritas, uma em português e outra em alemão. Os resultados sugerem que (i) as crianças têm domínio restrito de uma estrutura narrativa e aplicam-na parcialmente nas produções em ambas as línguas; (ii) o vocabulário e as estruturas gramaticais são característicos das práticas linguageiras cotidianas; iii) os estudantes desconhecem ou não internalizaram regras ortográficas, especialmente da língua alemã. A partir dos resultados da pesquisa afirma-se a importância de se garantir, na educação formal, o aprendizado da língua de herança, ao lado do português, em contextos bi/multilíngues similares.
Os materiais audiovisuais, como filmes e seriados, proporcionam ao professor a oportunidade de apontar exemplos de diferentes tipos de falantes da língua-alvo: tanto falantes nativos (comumente tomados como modelo) quanto interculturais (HOUSE 2007), sendo estes falantes não nativos que se apropriaram adequadamente da língua estrangeira para a comunicação. Apresentar falantes interculturais ao aluno é importante para que ele possa romper com a concepção de falante nativo ideal como modelo de aprendizagem (RAJAGOPALAN 2012); por essa razão, é imprescindível que esse tipo de personagem seja representado adequadamente em seriados e filmes. Tendo isso em vista, pretendemos analisar, neste trabalho, os seriados Erste Wege in Deutschland e Jojo sucht das Glück, no que se refere a suas protagonistas (ambas, supostamente, falantes interculturais). Foram analisados, respectivamente, dois e cinco episódios das séries, buscando refletir sobre as protagonistas com base na caracterização de falante intercultural nos estudos da área (BYRAM, GRIBKOVA E STARKEY 2002; HOUSE 2007; OLIVEIRA 2012). Os resultados apontam para uma representação artificial dessas personagens, pois elas reproduzem, de forma geral, características típicas de um falante idealizado, o qual gera imagens estereotipadas da língua-alvo.
O presente artigo tem como objetivo analisar a construção de imagens discursivas de aprendizes em sumários e em atividades contidas em livros didáticos de Alemão como Língua Estrangeira (ALE), e de que modo essas construções antecipam que tipo de inserção esse aprendiz teria de/poderia ocupar nessa comunidade de produção/circulação de textos na língua alvo. Nesse sentido, o quadro teórico se constrói a partir da articulação entre a perspectiva polifônica da linguagem (BAKHTIN 2011), a noção de práticas discursivas (FOUCAULT 2004; MAINGUENEAU 2008) e o disciplinamento de saberes (FOUCAULT 2002), considerando a relevância de tal articulação para uma crítica à Linguística Aplicada a partir de Rocha e Daher (2015). Por meio das análises de livros didáticos de ALE, observamos a construção de imagens de aprendiz que parece retirá-lo das situações de interação, considerando-o mero espectador, que se ocupará de repetir sentenças e estruturas determinadas por uma simulação artificial de situações comunicativas, mais do que permitir a ele espaços de interação e de inserção nessas situações. Além disso, os materiais comunicam uma imagem de aprendiz-consumidor-turista, interessado em aprender a língua para fazer viagens, realidade essa distante da brasileira.
O cotidiano nas salas de aula de ALE nos contextos universitário e institucional extracurricular - como é o caso do projeto PALEP - Projeto Aulas de Línguas em Espaços Públicos (UERJ/UFRJ) – tem imposto desafios de várias ordens a todos os envolvidos no processo de ensino-aprendizagem. Consideramos como pressuposto da pesquisa a ideia de que professores e gestores da ensino-aprendizagem estão diante de salas de aula de natureza "multinível" e que o reconhecimento dessa natureza tem implicações político-pedagógicas que terão reflexo no papel de alunos e professores, no desenvolvimento do material didático e também nos objetivos do processo de aprendizagem. O objetivo deste artigo é, portanto, discutir aspectos teóricos da atividade de ensino-aprendizagem como uma atividade complexa e identificar três dimensões do reconhecimento da natureza "multinível" das salas de aula de ALE: a dimensão social, que engloba questões relacionadas às possibilidades de socialização e cooperação levando em conta a multiplicidade de níveis em sala de aula; a dimensão pedagógica, que impõe transformações na racionalidade didática em sala; e, por fim, a dimensão política, que nos permite compreender melhor processos de produção do fracasso e de evasão em cursos de ALE.
Este artigo se propõe a discutir algumas questões de interesse tradutológico referentes às três traduções brasileiras (1950; 1977; 2017) da obra Der Witz und seine Beziehung zum Unbewussten, de Sigmund Freud - cuja primeira publicação data de 1905. Parte-se de argumentos expostos em um debate entre o poeta e tradutor brasileiro Haroldo de Campos e o tradutor francês de Freud, Jean Laplanche, acerca das possibilidades de traduzir os chistes citados por Freud no referido livro, para identificar as diferentes estratégias adotadas pelos tradutores brasileiros. Longe de apresentar uma análise completa das diversas versões ou um cotejo exaustivo entre o original e as três (re)traduções, o que este trabalho visa é defender que elas constituem aproximações diferentes – porém todas válidas e potencialmente relevantes para o leitor-alvo - em relação a determinados aspectos da obra "original".
Este trabalho analisa a língua alemã como marcador de identidade étnica teuto-brasileira na cidade de Pomerode (SC) entre a década de 1980 e os dias atuais através de histórias de vida, isto é, de relatos que os teuto-brasileiros fizeram de sua vida pessoal e social. Para essa compreensão investiga-se os sentidos atribuídos pelos depoentes à lingua no que diz respeito ao seu aspecto objetivo e subjetivo. A pesquisa encontra-se apoiada na teoria da etnicidade relacional e em estudos sobre identidade étnico-cultural e na metodologia de História Oral. A língua alemã em Pomerode é, de um lado, vivenciada individualmente e, de outro lado, compartilhada no coletivo étnico e está relacionada à produção de sentidos que cada depoente vivenciou na família e na comunidade étnica, o que caracteriza permanência e transformação do papel dessa língua e uma negociação de sentidos individuais e coletivos. A redefinição do papel da língua alemã em Pomerode está associada, por um lado, ao próprio grupo étnico, ou seja, a autocompreensão de sua identidade étnica e, por outro lado, à mercantilização da identidade, ou seja, à instrumentalização da língua.
Os seriados televisivos vêm se destacando como opção de lazer bastante recorrente entre pessoas de diferentes faixas etárias, em especial, dentre estudantes. Diante disso, este trabalho tem como objetivo abordar as vantagens do uso de tal material para o ensino de aspectos linguísticos, político-sociais, ideológicos e socioculturais de língua alemã. Trata-se do recorte de uma pesquisa que se encontra ainda em desenvolvimento, no qual destacaremos o seriado Deutschland 83. Ressaltaremos a importância do uso de materiais autênticos para o ensino de línguas e a necessidade do ensino com foco em aspectos da cultura estrangeira. Concluímos que o seriado Deutschland 83 é um material com potencial a ser explorado, permitindo que o aprendiz se aproxime da cultura e língua alemã, ao mesmo tempo em que proporciona ao aluno material para gerar uma reflexão sobre sua própria realidade.
Das Ziel dieses Beitrags besteht darin, am Beispiel der türkischen Germanistikstudenten an der Ege Universität die Merkmale und Entwicklung der pragmatisch-diskursiven Fähigkeit als eine Teilkompetenz der fremdsprachlichen Gesprächskompetenz zu untersuchen. Die Arbeit gliedert sich in zwei Abschnitte: Der erste Teil befasst sich mit der ausführlichen Beschreibung der Gesprächskompetenz als fremdsprachliche Kompetenz im Deutschen als Fremdsprache, der Bewertung der fremdsprachlichen Gesprächskompetenz als sprachproduktive Leistung und der Vorstellung von Subkategorien der pragmatisch-diskursiven Fähigkeit anhand der Beispiele aus dem Arbeitskorpus. Im zweiten Teil wird das Untersuchungsdesign und die Analyseergebnisse ausführlich dargestellt.
Eigen- und Fremdkultur im Fremdsprachenunterricht (Deutsch) : Entwicklungsfaktoren und –stufen
(2018)
Der Dozent für deutsche Sprache Mohammed Salem Yosof von der Al-Azhar-Universität Kairo geht der Bedeutung der Kulturvermittlung für den Spracherwerb in Ägypten und der arabischen Welt nach. Salem Yosof zeigt anhand vieler Beispiele aus der Praxis die Schwierigkeiten, "die meisten sprachlichen und kulturellen Relationen so zu verstehen und zu erklären wie in der eigenen Muttersprache."
The article provides an insight into the Czech translations of the lecture 'Weihnachtsgeheimnis' by Edith Stein (1891-1942), which were published in 1991 and 2003. The analysis of the translations is based on Skopos theory, the ideas of Christiane Nord and hermeneutic approaches; the author points out the specific features and demands of translating religious texts.
Die Dozentin für deutsche Sprache Fatma Oukasha von der Al-Azhar-Universität Kairo geht der Bedeutung der Kulturvermittlung für den Spracherwerb in Ägypten und der arabischen Welt nach. Oukasha stellt dabei fest: "Das vorhandene Modell des Germanistik-Studiums an den arabischen Germanistik-Abteilungen bietet diese Gelegenheit des tiefen interkulturellen Kennenlernens m.E. kaum."
Es ist unbestreitbar, dass das Studium der Germanistik in Ägypten (bzw. in anderen arabischen und nicht-arabischen Ländern) nicht nur das Kennenlernen der deutschen Sprache umfasst, sondern auch die Begegnung mit der deutschen Kultur zum wesentlichen Ziel hat. Jedoch wird sich dies kaum realisieren lassen, ohne dass diese Sprache und Kultur richtig, nämlich verständlich, vermittelt wird.
Der von der GGR (Gesellschaft der Germanisten Rumäniens), von der Universität Oradea und von der Christlichen Universität Partium veranstaltete 11. Internationale Kongress der Germanisten Rumäniens fand zwischen 04.-07. Juni 2018 in Oradea statt. Neben den drei allgemeinen Forschungsgebieten (Sprach- und Literaturwissenschaft, Didaktik) erschienen weitere drei Forschungsgebiete mit spezieller Ausrichtung. Unter dem Schwerpunkt "Interkulturalität in Aktion" hat man Themen wie: 4.1. Interreferenţialităţi cultural-literare româno-germane. Geteilte, gemeinsame Welt: Nebeneinander und Miteinander in Rumänien; 4.2. Deutschungarische Kulturtransferprozesse im mitteleuropäischen Raum, behandelt. Das Forschungsgebiet "Übersetzungswissenschaft und Konferenzdolmetschen" wurde in die Sektion 5 zugeordnet. Schließlich haben sich NachwuchswissenschaftlerInnen in der Sektion 6 - "Forum junger ForscherInnen" versammelt.
The aim of this paper is to present the results of an empirical analysis of the use of non-alphabetic graphic signs (e.g. asterisks, slashes, plus signs etc.) in the context of repairs in Russian and German informal electronic communication. The data for the analysis were taken from the “Mobile Communication Database MoCoDa” (http://mocoda.spracheinteraktion.de/), which contains Russian and German private electronic communication via SMS, WhatsApp and other short message services, and the “Dortmunder Chat-Korpus” (http://www.chatkorpus.tu-dortmund.de/korpora.html). This paper describes the functions of various graphic resources in the context of repairs in both data collections and compares the occurrences of these functions in current Russian and German computer-mediated communication. It concludes that particular signs in both data sets share the same subset of functions, but they differ in terms of how frequently these resources occur in each form of communication.
This paper deals with topic markers interacting with discourse information in imperatives. It compares two topic markers from Slovenian (‘pa’) and Japanese (‘-wa’) and shows that while they mostly match in terms of the foci they associate with, their functions differ in imperatives: only ‘pa’ may yield a concessive imperative reading. It is shown that this reading can be derived while keeping a single entry for ‘pa’ by making attitudes of discourse participants part of the focus ‘pa’ associates with. The split between Slovenian and Japanese can then be attributed to minor differences in terms of which foci ‘pa’ and ‘-wa’ may associate with.
This paper explores Turkish numeral constructions, which have typologically two interesting properties: (i) the existence of an optional classifier, (ii) the incompatibility of plurals with them. I argue that numerals are modifiers of type <<e,t>,<e,t>> defined only for atomic properties (Ionin and Matushansky 2006). The explanation rests on the semantics of bare singulars proposed to denote sets of atoms (contra Bale et al. 2010), and the semantics of the classifier claimed to be a partial identity function presupposing atomic properties.
This paper presents an exploratory production study of Bharatanatyam, a figurative (narrative) dance. We investigate the encoding of coreference vs. disjoint reference in this dance and argue that a formal semantics of narrative dance can be modeled in line with Abusch’s (2013, 2014, 2015) semantics of visual narrative (drawing also on Schlenker’s, 2017a, approach to music semantics). A main finding of our investigation is that larger-level group-boundaries (Charnavel, 2016) can be seen as triggers for discontinuity inferences (possibly involving the dynamic shift from one salient entity to another).
The proper semantic treatment of the complements of Responsive Predicates (ResPs), those predicates which may embed either declarative or interrogative clauses, is a longstanding puzzle, given standard assumptions about complement selection. In order to avoid positing systematic polysemy for ResPs, typical treatments of ResP complements treat their arguments either as uniformly declarative-like (propositional) or interrogative-like (question).
I shed new light on this question with novel data from Estonian, in which there are verbs think-like meanings with declarative complements and wonder-like meanings with interrogative complements. I argue that these verbs’ meaning is fundamentally incompatible with a proposition-taking semantics for ResPs, and therefore a question-taking semantics is to be preferred.
This paper argues that traces only range over individual semantic types and cannot be type shifted into higher types to circumvent this restriction. The evidence comes from movement targeting positions where DPs must denote properties and the behavior of definite descriptions in these positions. These constraints on possible traces demonstrate that syntactic operations impose active restrictions on permissible semantic types in natural language.
The meaning of counterfactual conditionals is standardly described using the similarity approach (Stalnaker, 1968; Lewis, 1973). This approach has recently been challenged by Ciardelli et al. (2018). They argue that the similarity approach is in principle unable to account for the meaning of counterfactuals with an antecedent consisting of a conjunction embedded under a negation (¬(p^q)). Ciardelli et al. (2018) dismiss the approach on these grounds and offer an alternative. The main goal of the present paper is to defend the similarity approach against this attack. I will argue that the problem that underlies the observations in Ciardelli et al. 2018 is more general and not solved by the solution they offer. I will furthermore argue, against Ciardelli et al. (2018), that the cause of the problem is not the similarity approach, but the interaction of negation with the meaning of counterfactual conditionals. The paper will conclude with a first outline of a solution for the problem, which still uses the similarity approach, but combines it with an alternative semantics for negation.
Schlenker (2010) recently provided data from English and French suggesting that, contrary to standard assumptions (McCawley, 1982; Potts, 2005; Arnold, 2007; AnderBois et al., 2011), non-restrictive relative clauses (NRCs) can take narrow scope under operators of the sentence within which they are embedded. This paper presents three experiments in German confirming this claim. The results show that embedded readings are available with NRCs in German and give first insights into the puzzle under which conditions these embedded readings do or do not show up.
Schlenker (2012) proposes that when framed within a modern Stalnakerian view of presupposition and common ground (Stalnaker, 1998, 2002), Maximize Presupposition! (Heim, 1991; Sauerland, 2008) can be viewed as a special case of the maxim of Quantity (Grice, 1975).
We provide data suggesting that in some cases, Maximize Presupposition! applies even when speakers are not expected to use a presupposition as vectors of new information. We argue that these data support the view that Maximize Presupposition! is an independent pragmatic principle, distinct from Quantity.
It is traditionally assumed that lexical causative verbs (e.g. kill) express direct causation only, while periphrastic (bi-clausal) causatives (e.g. cause to die) may also express indirect causation. In favour of this constraint, Fodor famously observed that the (change of) state introduced by lexical causative verbs is not accessible for separate adverbial modification by temporal (or manner) adverbials. In this paper, I present old and new arguments against the direct causation constraint under the definitions of directness of Fodor and Wolff. I then propose a new definition of directness in terms of ab-initio causal sufficiency framed in Kvart’s probabilistic account of singular causation. I argue that directness so redefined is an implicature rather than an entailment of lexical causative verbs, which enables me to account for old and new data. Furthermore, I account for why the constraint on separate modification by temporal adverbials can be relaxed with eventuality-denoting subjects.
The verb ‘rise’ can be used both with property-denoting nouns like ‘temperature’ but also with NPs like ‘a Titan’ or ‘China’. Whereas in the former case the change triggered by a rising event is directly related to the subject (its current value increases), this does not hold for ‘a titan’ or ‘China’. In this case it is a property of these objects, say their height or their political power, which increases in value. Furthermore, ‘rise’ does not target a particular property as the examples above show. This data has led Cooper (2010) to the conclusion that it is presumably not possible (i) “to extract a single general meaning of words which covers all the particular meanings of the word in context”, and (ii) “to determine once and for all the set of particular contextually determined meanings of a word”. In this article we present a solution to the two problems raised by ‘rise’ in a frame theory. ‘Rise’ is analyzed as a scalar verb which does not lexicalize a complete scale in its meaning. Rather, it shows underspecification relative to the dimension (property) parameter of a scale. The set of admissible properties is determined by a constraint on the value ranges of properties. If the property is not uniquely determined by the subject, the comprehender uses probabilistic reasoning based on world knowledge and discourse information to defeasibly infer the most likely candidates from this set (2nd problem).
The first problem is solved not by simply introducing objects into the representation of a discourse but instead by pairs consisting of an object and an associated frame component which collects the object information contributed by the discourse. Changes triggered by events like the one denoted by ‘rise’ are modelled as update operations on the frame component while the object component is left unchanged.
Extreme nouns and maximizers
(2018)
Maximizers (completamente ‘completely’, totalmente ‘totally’) are degree modifiers restricted to maximum standard adjectives. Spanish adjectives of completeness [ACs] (completo ‘complete’, total ‘total’) display a behavior similar to that of their adverbial counterparts when they combine with nouns like idiot. This paper argues that ACs are maximality modifiers of idiot-like nouns, which are defended to be gradable and denote extreme degrees of properties.
Establishing a parallelism between adverbs and adjectives of completeness allows us to explore scalarity across categories and the relevance of scale structure in the nominal domain.
In this paper, I address verbal predicates of change in Southern Aymara, an understudied Andean language. I concentrate on verbs that are derived with the suffix -cha. This suffix derives degree achievements and creation predicates. I propose that they should be analyzed uniformly as degree achievements. The main empirical point of this paper is that there are two degree morphemes that combine with verbs with -cha, namely, a covert positive morpheme v.POS and an overt suffix -su. The latter is a degree morpheme that restricts the standard of comparison to lexical or contextual maximal degrees. I propose an analysis in terms of Maximize Presupposition: v.POS and -su constitute lexical alternatives where the latter is preferred over the former when maximal values are reached. v.POS is thus felicitous when no maximum is reached. The discussion bears on how telicity is achieved cross-linguistically when degree achievements are considered, thus enriching our typologies on the topic.
Whether degrees should be modeled as simple semantic primitives or ontologically complex entities has been an issue in recent formal semantic research. This article aims to make a contribution to this scholarly enterprise by investigating the Differential Verbal Comparative (DVC) construction in Chinese. DVCs exhibit peculiar properties : (i) obligatory differentials, and (ii) DPs as differentials(e.g., liang ben xiaoshuo ‘two CL novel’).
We propose that a degree is the entity correlate of a property that is formed on the basis of a measure, akin to Chierchia-style kind. This new kind of degree, coupled with a difference function-based semantics for comparatives, correctly predicts the behaviors of DVCs which would otherwise remain formally inscrutable. This article’s contributions are twofold: (i) it provides direct support for the degree-as-kind analysis by extending its empirical scope; and (ii) by combining degrees as kinds with a difference function-based semantics, it represents an improvement over the previous degree-as-kind analysis based on linear ordering.
Some kind of relative clause
(2018)
Amount Relatives (ARs) differ from restrictive relative clauses in that they do not refer to a particular object denoted by the head of the relative clause, but to an amount of such objects (Carlson, 1977a; Heim, 1987). Traditionally, ARs have been regarded as degree expressions.
In this paper I argue against this view and propose instead that amount interpretations of relative clauses are in fact a special case of kind interpretation.
Based on a sample of seven languages, I show that the so-called modal inferences in ever free relatives (ignorance and indifference) are not universally available. The primary reading of ever free relatives crosslinguistically turns out to be a “non-modal” one, which is available to all languages under investigation. The implication is that if there is a modal inference triggered by the use of the ever-morpheme in FRs, the inference is likely to have a source external to the ever free relative (Lauer, 2009; Condoravdi, 2015; Hirsch, 2016). In line with this conclusion, I propose to generalize Hirsch’s (2016) analysis of ignorance ever free relatives, suggesting that all ever free relatives, no matter how they are ultimately interpreted, are instances of (un)conditionals + donkey-anaphoric definite descriptions.
Generics and typicality
(2018)
Cimpian et al. (2010) observed that we accept generic statements of the form 'Gs are f' on relatively weak evidence, but that if we are unfamiliar with group G and we learn a generic statement about it, we still interpret it in a much stronger way: (almost) all Gs are f .
This paper makes use of notions like 'representativeness' and 'contingency' from (associative learning) psychology to provide a semantics of generics that explains why people accept generics based on weak evidence. We make use of the Heuristics and Biases approach of Tversky and Kahneman (1974) and the Associative Theory of Probability Judgements to explain pragmatically why people interpret generic statements in a much stronger way. The spirit of the approach has much in common with Leslie's (2008) cognition-based ideas about generics, but the semantics is grounded on Cohen's (1999) relative readings of generic sentences. The basic intuition is that a generic of the form 'Gs are f' is true, not because most Gs are (or tend to have) f , but because f is typical for G, which means that f is valuably associated with G.
'Enough'-/'too'-constructions (E/T constructions) have an implicative reading: e.g., "Mary was clever enough to leave early yesterday" entails Mary left early yesterday. I argue that this implicative reading is not due to the lexical semantics proper of 'enough'/'too', but due to its bi-clausal structure (e.g., the above-mentioned example is analyzed as "Mary left early yesterday because she was clever enough"). I analyze 'enough' and 'too' simply as degree modifiers that involve a comparison: 'enough' means reaching the lower bound of an interval, while 'too' means exceeding the upper bound of an interval. Then inspired by Schulz (2011), Baglini and Francez (2015), and Nadathur (2016), I relate the semantics of E/T constructions to causal dependence: due to some sufficiency/excess, the infinitival complement clause in E/T constructions is episodically or generically (depending on its aspect being perfective or imperfective) true/false. I also argue that this infinitive has its tense and aspect marked on the main predicate of sentences, resulting in the seeming correlation between aspect and implication in languages that overtly make a distinction between perfective and imperfective aspects (e.g., French).
This paper addresses the question of how to account for the semantic variability of weak free adjuncts. Weak free adjuncts are non-clausal adjuncts that associate with an argument of the main predicate, contribute propositional content, and can interact with temporal or modal operators, which leads to different, adverbial-clause-like interpretations. I focus on a specific type of weak adjuncts, non-clausal as-phrases, and propose a unified semantic analysis for the full range of interpretational possibilities that takes into account the interpretational contingency on different syntactic positions. I show that this analysis improves on Stump’s (1985) original analysis of weak adjuncts. I then go on to discuss the limitations of both Stump’s account and the unified account. Both accounts fail to capture that the interaction of weak adjuncts with modal operators underlies certain restrictions on the properties of the modal operators—an observation that has not been discussed in the literature so far.
The paper proposes a new semantics for good-predications involving finite if -and that-clauses. The proposal combines a standard semantics for conditionals with a standard semantics for the positive form of gradable adjectives and a minimal semantics for modal good. The predicted truth-conditions and conditions of use solve the mood puzzle presented in the first part of the paper. The remainder of the paper defends the classical notion of comparative goodness in terms of a comparison between possible worlds against Lassiter (2017)’s challenge.
Shared mechanism underlying unembedded and embedded enrichments:
evidence from enrichment priming
(2018)
In this paper, we use a priming paradigm to explore the mechanisms underlying unembedded and embedded scalar enrichments. In particular, the aim is to see if local pragmatic enrichment could be a shared mechanism, involved in both. The two experiments presented adopt Bott & Chemla's (2016) enrichment priming paradigm and test whether unembedded and embedded enrichments could prime each other. The goal is to investigate whether local pragmatic enrichment is indeed being accessed for the interpretation of the unembedded scalar and whether local enrichments, like other lexical semantic phenomena, are susceptible to priming.
This paper investigates the interpretation of Japanese -toka and -tari, two nonexhaustive particles that receive conjunctive interpretations in upward-entailing environments, but disjunctive interpretations in downward-entailing and question contexts.
We analyze -toka and -tari as items that introduce unstructured sets of alternatives in a Hamblin-style alternative semantics (Hamblin, 1973; Kratzer and Shimoyama, 2002), and derive their conjunctive and disjunctive readings via an interaction between these sets and the semantics of the environment containing them.
Revising a proposal by Guerzoni (2003), we propose to derive universal projection of presuppositions in wh-questions, where attested, from a family of three felicity conditions on question use. Assuming that these felicity conditions can be violated under certain conditions, this proposal predicts a typology of contexts where universal projection can exceptionally be unattested. We propose that this prediction is correct, presenting a family of scenarios where the expected absence of universal projection is observed.
Bu araştırmada, 2016 yılında U. Ü. bilimsel araştırma projelerini destekleme birimi (BAP) desteğiyle başlatılan bir proje kapsamında yapılan yabancı dil öğretiminde dijital oyunlar ve oyunlaştırılmış uygulamalar geliştirme çalışmaları ele alınmıştır. Proje sürecinde yapılan alanyazın taraması ve öğretmenlerle yapılan anket çalışması sonucunda yabancı dil öğrenimi ve öğretimi süreçlerinde 3B dijital oyunların yeterince kullanılmadığı ve öğretmenlerin dijital oyun kullanma ve geliştirme konusunda yeterli kuramsal ve uygulamalı bilgiye sahip olmadıkları belirlenmiştir. Bu sonuç dikkate alınarak yapılan bu çalışmanın üçüncü bölümünde öğretmenlere ve materyal geliştiricilere yol göstermek amacıyla dijital oyun geliştirme süreci aşama aşama somut örneklerle ortaya konmuş, bu süreçte kullanılabilecek, materyal geliştirme araçları ayrıntılı olarak tanıtılmıştır. Söz konusu proje süreçlerinde elde edilen ve bu çalışmada ortaya konan bilgilerin yabancı dil öğretiminde dijital oyunların yaygınlaşmasına ve yabancı dil öğretmenlerinin kendi dersleri için dijital oyun materyallerini geliştirmelerine katkı sağlanması hedeflenmektedir.
Çeviri faaliyeti, 18. yüzyılda Osmanlı Devleti'nin batılılaşması ve modernleşmesinde önemli bir yere sahipti. Bu amaca yönelik olarak çeviri eylemi, Osmanlı döneminde aydınlanma çağındaki fikirlerin yayılması ile birlikte siyasal ve bilimsel fikirlerin yerleşmesinde de çok etkili olmuştur. Bu durum Türkiye Cumhuriyeti'nin kuruluş yıllarında da devam etmiştir. Bu çeviri faaliyetini gerçekleştiren "gizli kahramanlar", yani çevirmenler, Türk diline ve edebiyatına yaptıkları katkılara nazaran pek tanınmazlar ve bilinmezler. Peki, bu çevirmenler kimlerdi? Kimlerin eserleri hangi dilden ve ne zaman çevrilip, hangi yayınevleri tarafından yayımlanmıştır? Türkçe Çevirmenler Sözlüğü'nde Türk edebiyatına katkıda bulunan ve Türk edebiyatının çeviri yoluyla zenginleşmesinde katkı sağlayan çevirmenlerin listelerini oluşturmak amaçlanmıştır. Ege Üniversitesi ile Johannes Gutenberg Üniversitesi Germersheim-Mainz (Almanya) mütercim tercümanlık bölümlerinin ortak yürüttükleri GIP (Germanistische Institutspartnerschaft) projesi bağlamında Türkçe Çeviriler Bibliyografyası kitap çalışması fikri de ortaya çıkmıştır. Uzun bir yöntem arayışından sonra başta Ege Üniversitesi Kütüphanesi, Hacettepe Üniversitesi Kütüphanesi, İstanbul Üniversitesi Kütüphanesi, Boğaziçi Üniversitesi Kütüphanesi ve Milli Kütüphane kayıtlarını barındıran ve T.C. Kültür ve Turizm Bakanlığı Kütüphaneler ve Yayımlar Genel Müdürlüğü ve TÜBİTAK ULAKBİM'in Ulusal Toplu Katalog veri tabanından yararlanılarak yabancı dilden Türkçeye aktarılan eserler ele alınmıştır. Çalışmada Cumhuriyetin ilk yıllarından 2016 yılına kadar Türkçeye aktarılan dil ve edebiyatların nesir, nazım ve tiyatro gibi edebi türlerine göre çevirileri incelenmiştir. Toplam 18.741 eser ve 6.006 çevirmen kaydına ulaşılmıştır.
Seit dem funktionalen Ansatz in der Übersetzungswissenschaft ist die Frage nach der Zielgruppe aus der Übersetzungskritik nicht mehr wegzudenken. Das ist unser Ausgangspunkt bei der Untersuchung der Spanisch-Deutsch und Spanisch-Englisch-Übersetzung von Los mayas en las rocas des Autors Javier Covo Torres. Dabei handelt es sich um ein für Touristen konzipiertes Buch, das eine didaktisierte Einführung in die Kultur der prähispanischen Maya geben möchte. Übergeordnetes Untersuchungsziel ist die Bewertung der Adäquatheit der Zieltexte, wobei wir uns methodisch auf einige Parameter der Übersetzungsbewertung von Silvia Parra Galiana stützen, die eine Überprüfung in zwei Phasen vorschlägt, welche unterschiedliche Kriterien abdecken. Unser besonderes Augenmerk gilt dabei dem Zusammenspiel von Text und Illustrationen, denn letztere stellen den Übersetzer vor besondere Herausforderungen. Die Ergebnisse stellen wir in Zusammenhang mit verlegerischen Entscheidungen, die fernab des Wissens- und Diskussionsstands der akademischen Disziplin getroffen werden
Die audiovisuelle Übersetzung von Wortspielen am Beispiel der ecuadorianischen Webserie Enchufe.tv
(2018)
Die voranschreitende Internationalisierung audiovisueller Medien zieht die Notwendigkeit der Überbrückung sprachlicher Barrieren nach sich. In Deutschland, traditionell ein Synchronisationsland, werden dazu immer häufiger Untertitel herangezogen. Der vorliegende Beitrag setzt sich mit den Anwendungsmöglichkeiten dieser Form des audiovisuellen Übersetzens in Bezug auf humoristische Elemente auseinander. Dabei werden zwei theoretische Ansätze zur Übertragung des Komischen vorgestellt, die anschließend anhand des praxisnahen Beispiels dreier Sketche der ecuadorianischen Webserie Enchufe.tv auf die Probe gestellt werden. Den drei Sketchen ist gemein, dass sie sich auf Wortspiele, also auf eine Erscheinungsform des Komischen stützen, die sich der Wiedergabe in einer anderen Sprache in außergewöhnlichem Maße widersetzt. Auf diese Weise werden einerseits die Stärken der vorgestellten Methoden aufgezeigt, andererseits wird aber auch die Notwendigkeit ihrer Ausweitung auf die besonderen Eigenschaften audiovisueller Texte deutlich
Der folgende Beitrag beschäftigt sich mit Sprechern des Hunsrückischen in Brasilien und deren Gebrauch des Schriftdeutschen im 20. Jahrhundert. Basis der Analyse ist ein Korpus von Privatbriefen, die während der ersten Diktatur geschrieben wurden. Der Fokus der Analyse ist die Frage nach einer uniformen Schriftnorm für diese Sprechergruppe, deren Muttersprache fast ausschließlich mündlich verwendet wurde. Es wird argumentiert, dass der Estado Novo nicht die einzige Ursache für den Dachsprachenwechsel vom Deutschen zum Portugiesischen war, jedoch entscheidend dazu beigetragen hat, dass die Etablierung einer brasilianischen Schriftnorm des Deutschen endgültig verhindert wurde.
Die hier zu besprechende Dissertation des schwedischen Germanisten Nicolaus Janos Raag ist an der Universität Uppsala (Schweden) unter der Betreuung von Dessislava Stoeva-Holm entstanden. Die Arbeit will zeigen, welche Rolle Substantivkomposita im Rahmen der Wissensvermittlung und des Kulturtransfers spielen, wie deutsche Komposita lateinisch vermittelte Inhalte in die eigene frühmittelalterliche klösterliche Kultur der Rezipienten integrieren und welche Veränderungen sie dabei erfahren. Für die Untersuchung wurden Substantivkomposita ausgewählt, da sie prädestiniert für die Benennung von bisher Unbekanntem sind und durch ihre binäre Struktur die Fähigkeit besitzen, zwei Größen zueinander in Beziehung zu setzen, wobei die semantische Relation zwischen den Konstituenten eines Kompositums prinzipiell offen und auf morphologischer Ebene nicht ausgedrückt ist.
This paper provides an overview of the connection between word formation and text type linguistics. Following a brief outline of the current state of research, desiderata and weaknesses of previous research as well as perspectives of a text type oriented research on word formation will be introduced. Here, I advocate a stronger inclusion of oral (with regard to the medium) and conceptually spoken text types (cf. Koch/Oesterreicher 1985). The focus is on the analysis of word formations within the text type of battle rap, which can be classified as oral and conceptually spoken. The analysis gives an insight into my habilitation project outlined in the essay and shows how this project can be realized.
This study explores four German nominalization patterns (-ung; -erei; Ge- -X-e; nominalized infinitives) using corpus and web data. We conclude that they can be considered a word formation paradigm, as some functions depend on paradigmatic oppositions. Our case study supports gradual differences between inflectional and word formation paradigmaticity.
The project WBLUX (Wortbildung des moselfränkisch-luxemburgischen Raumes) at the University of Luxembourg aims at the investigation of Luxembourgish word formation through different text sorts and genres. In order to achieve this goal the compilation of an annotated corpus is needed. This article gives an example for benefits of using a corpus with annotations like parts of speech, lemmata and word formation affixes in the analysis of productivity of some selected word formation affixes of Luxembourgish. Then it describes how one can achieve such a corpus from a technical point of view. This includes the choice of corpus format, of a database platform and the designing of programs needed for the annotation process of word formation itself. This article also suggests new corpus linguistic approaches for research of word formation like analyzing the usage of word formation bases in the entire corpus or performing context analysis in order to determine semantical functions of each suffix.
Morphology Days is a (nearly) biennial international meeting which deals with morphology within different frameworks and in various perspectives Previous editions of this conference have taken place in Leuven (2015), Leeuwarden (2013), Leiden (2012), Nijmegen (2011), Luik (2009) and Amsterdam (2007) While the first editions of the conference were mainly addressed to researchers working on morphology in the Netherlands and in Belgium, the last editions – including this one – included international contributions The programme and the book of abstract is available at the conference’s homepage at https://morphologydays2017.wordpress.com/program/. Organized by Philippe Hiligsmann, Kristel Van Goethem, Nikos Koutsoukos and Isa Hendrikx from the Université Catholique de Louvain, and Laurent Raiser from the Université de Liège, this edition of Morphology Days hosted more than 30 researchers, among which 3 plenary speakers, coming not only from Belgium but also from France, Germany, Greece, Hungary, Italy, Japan, the Netherlands, Spain, the United Kingdom and the United States. Although both inflection and derivation (affixation) where dealt with in the talks, this conference report will only address the studies on derivation.
An inventory of the Middle High German word families is still missing wheras the Old High German and New High German word families are recorded by the dictionaries of J. Splett. In this paper a semi-automatic method is represented which can help to find and analyze the Middle High German word families. By several scripts a combined list of MHG and OHG lemmata is tranformed and expanded to a table containing among other things a column with a simplified variation of Splett's word formation formulas and a column with the common base of the word family the lemma probably belongs to. In a labour-intensive last step, these proposals have to be manually checked and corrected.
Department of British and American Studies in cooperation with SKASE (The Slovak Association for the Study of English) organized the Word-Formation Theories III & Typology and Universals in Word-Formation IV Conference. The Conference took place at P.J. Šafárik University in Košice, Slovakia, from 27 June to 30 June 2018. The event was organized by Slávka Tomaščíková, Lívia Körtvélyessy and Pavol Štekauer (P.J. Šafárik University in Košice, Slovakia) and with the support of the APVV project No: APVV-16–0035 Research into extralinguistic factors of word-formation and word-interpretation. The program and the book of abstracts are available at the conference homepage http://kaa.ff.upjs.sk/en/alumni-club/33/word-formation-theories-iii-typology-and-universals-in-word-formation-iv.
Am 31. März 2017 und 01. April 2017 fand in Lyon unter Federführung des Forschungszentrums Centre d'Etudes Linguistiques (CEL – EA 1663) und unter Beteiligung des Labors Interactions, Corpus, Apprentissages, Représentations (ICAR – UMR 5191) der Universitäten Lumière Lyon 2 und der Ecole Normale Supérieure de Lyon ein internationaler Kongress zu Formen, Verfahren und Funktionen der Bildung lexematischer und polylexematischer Einheiten im Deutschen (Formation et préformation lexicale de l'allemand) statt. GermanistInnen aus Deutschland, Frankreich, Polen, Russland und Spanien nahmen an diesem Symposium teil.
This paper investigates the spelling of compound nouns in a corpus comprised of Early New High German protocols of witch trials from the 16th and 17th century. Previous studies on the spelling of compound nouns in printed texts have found that scribes increasingly write compound nouns as one word during the 16th century. However, this paper will show that there is still much variation in handwritten texts from that time. The study focusses on identifying factors that lead scribes to write compound nouns either as one word or two, such as linking elements and the use of upper case letters. I will argue that while there is more variation in the spelling of compound nouns in the handwritten corpus than in printed texts, there still is a strong tendency to line up the boundaries of the graphemic and syntactic words.
German "-isch" and English "-ish" share a common Germanic origin, which is evidenced by striking similarities concerning the derivation of ethnic adjectives "(englisch/English)" or property-denoting adjectives "(kindisch/childish)". However, after an initial period of parallel characteristics, the two languages display drastic changes, with English developing an approximative sense when attached to adjectival bases (e.g. "greenish") and expanding to a wide range of other word categories, while German "-isch" develops multiple functions and also comes to firmly occupy a morphological niche with non-native bases. The paper sheds light on the evolving divergence between German and English by presenting results from two diachronic corpus-based studies. Additionally, explanations with respect to the typological parameter of 'Boundary Permeability' are provided.
Besides some well-established forms like autoritär 'authoritarian'; humanitär 'humanitarian'; new coinages ending with -itär can be found in German. These adjectives are closely related to nouns ending with -ität. From an etymological point of view; these formations are morphologically transparent. Not only are the adjectives new; but -itär emerges as a new suffix.
A typical characteristic of Central German dialects, especially of the Ripuarian dialect, is that it has collective nouns with ge- + -ze (cf. gesteinze) besides those with ge- + -e (cf. gesteine) corresponding to Dutch gesteente and gestene. A relationship between ge- + -ze and ge- + -te has been assumed for a long time. A corpus-based comparison is given in order to explain the genesis of these different formation types (ge- + -e, ge- + -ze, ge- + -te) and their relations. It seems likely that earlier Dutch formations influenced their Ripuarian counterparts. Rarely, the circumfix ge- + -te also occurs in Ripuarian texts and may be autochthone. One main result is that the suffic -ze in Ripuarian restores the collective formation in the circumfix ge- + -e when it was destroyed by the e-apokope. This is a rare instance where an element of word formation is replaced by another one in order to neutralize the isolation effect of sound change.
This paper studies the morphological productivity of German N+N compounding patterns from a diachronic perspective. It argues that the productivity of compounds increases due to syntactic influence from genitive constructions ("improper compounds") in Early New High German. Both quantitative and qualitative productivity measures are adapted from derivational morphology and tested on compound data from the Mainz Corpus of (Early) New High German (1500–1710).
Phrasal compounding is a phenomenon illustrated by slept all day look. Prototypical examples are determinative compounds with a nominal head and a phrasal non-head. They raise interesting questions about the interaction of syntax and morphology and have been discussed in this context by Botha (1981) for Afrikaans and Lieber (1992) for English. Also in German and Turkish, they have received ample attention. This volume has as its main purpose to extend the range of languages for which phrasal compounds are discussed. It consists of a brief introduction (chapter 1), six chapters devoted to individual languages, and a final chapter with a more general outlook. The use of further in the title is perhaps surprising, in particular because the volume under review is the first of a new series. It is motivated by the fact that the papers are from “the second workshop on phrasal compounding”, held in Mannheim in 2015. In this review, I will first present and discuss each chapter, then consider some general points about the volume.
This paper presents the results of two experiments in German testing the acceptability of (non-)restrictive relative clauses (NRCs/RRCs) with split antecedents (SpAs). According to Moltmann (1992), SpAs are only grammatical if their parts occur within the conjuncts of a coordinate structure and if they have identical grammatical functions. Non-conjoined SpAs that form the subject and the object of a transitive verb are predicted to be ungrammatical. Our study shows that the acceptability of such examples improves significantly if the predicate that relates the parts of the SpA is symmetric. Moreover, it suggests that NRCs and RRCs behave differently in these cases with respect to the SpA-construal. We can make sense of this observation if we follow Winter (2016) in assuming that transitive symmetric predicates have to be analyzed as unary collective predicates and thus provide a collective antecedent for the RC at the semantic (not the syntactic) level. As we will argue, this accounts for some of the disagreement we found in the literature and gives us new insights into both the semantics of symmetric predicates and the semantics of NRCs.
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.
This paper focuses on morphological verb errors in elicited narratives of Russian-German primary school bilinguals. The data was collected from 37 children who were separated into four groups according to the age and language acquisition type (simultaneous and successive). The Multilingual Assessment Instrument for Narratives (MAIN) (Gagarina et al. 2012) was used for data collection. The narratives produced in mode telling after listening to a model story were analysed and morphological verb errors in Russian and German were classified. Therefore, the error classification of Gagarina (2008) for Russian monolingual children was expanded and for the classification of German errors an own classification was suggested. Errors in Russian typically produced by monolinguals and unique bilingual errors as well were documented. The results show that the language of the environment (German) increases with age. Older children make fewer errors than younger ones. Nevertheless, a strong heterogeneity between children within each group can be observed.
This article investigates the influence of tense and aspect on the choice of verb forms in texts written by Russian-speaking learners of German. Through eight written narrations, each produced by advanced learners of German with L1-Russian and German native speakers, the use of verb forms and relevant linguistic means (perfect markers, temporal adverbs and temporal clauses) was compared and analysed.
The study shows that even very advanced Russian-speaking learners of German could not meet target language preferences in German. They tended to deploy a different temporal perspective than German native speakers (simple past instead of present tense) and they also showed an overuse of the perfect tense, especially when describing completed actions. These differences compared to the preferences of German native speakers can be explained as transfer effects from the L1 of Russian-speaking learners since – unlike in German – the grammatical aspect in Russian is obligatory and its perfective form offers an effective tool to express completeness.
The aim of the present study was to test the influence of picture composition on the narrative complexity of preschool children, and to compare the different procedures of the Cat Story of Hickmann (2002) and the Fox Story of Gülzow & Gagarina (2007) with the Baby Birds and Baby Goats Story of MAIN, by Gagarina et al. (2012). For this purpose, 27 children between the ages of 5;01 and 6;09 were tested with both variants to check whether a macro-structurally controlled picture structure would lead to more complex stories. The results show that narratives with a Goal-Attempt-Outcome structure, i.e. the Baby Birds and Baby Goats Stories, make children with increasing age tell more complex stories by means of a rise in story complexity than the narratives of Hickmann and Gülzow & Gagarina without that structure.
The aim of this paper is to analyse the development of narrative macrostructure and the impact of socio-economic status (SES) and home literacy environment (HLE) on the narrative macrostructure of monolingual preschoolers in Germany when retelling and telling a story. The analysis of narrative macrostructure includes three components: story structure, story complexity, and story comprehension. Oral narratives were elicited via Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). 198 monolingual children between age 4;6 and 5;11 participated (M=63 months, SD=5 months). The comparison of narrative macrostructure in three age groups (4;6 to 4;11 years, 5;0 to 5;5 years, 5;6 to 5;11 years) illustrate significant age effects in story structure, story complexity and story comprehension skills. There were weak significant positive correlations of some of these skills with aspects of socio-economic status and home literacy environment, for example between story comprehension skills and the educational background, the frequency and duration of the child’s exposure to books and the number of books in the household.
This contribution aims to describe privacy, publicness and anonymity as essential analytic dimensions for media linguistic research. The dimensions are not inherent in and predetermined by the technical features and forms of communication provided by mobile devices, but are used by the participants as an orientation grid for shaping their online and offline practices in and with mobile media. Considering both mobile device use in the public realm and the dissemination of increasingly private content in social media (which is said to lead to ‘blurred boundaries’ between the private and the public), the paper provides a brief overview of the main developments in mobile media research: Studies adopting various approaches – e. g. sociological-ethnographic, linguistic and media studies – illustrate how publicness, privacy and anonymity are actively shaped and brought about by mobile media users in face-to-face and remote social encounters. As this shows that publicness, privacy and anonymity are still relevant concepts for users, future media linguistics studies should focus on the dynamic multimodal practices by which they are contextualized and accomplished.
The Multilingual Assessment Instrument for Narratives (MAIN) is part of LITMUS (Language Impairment Testing in Multilingual Settings). LITMUS is a battery of tests that have been developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment (2009−2013).
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The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Telling. MAIN contains four parallel stories, each with a carefully designed six-picture sequence. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness. The instrument has been developed on the basis of extensive piloting with more than 550 monolingual and bilingual children aged 3 to 10, for 15 different languages and language combinations. Even though MAIN has not been norm-referenced yet, its standardized procedures can be used for evaluation, intervention and research purposes. MAIN is currently available in the following languages: English, Afrikaans, Albanian, Basque, Bulgarian, Croatian, Cypriot Greek, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hebrew, Icelandic, Italian, Lithuanian, Norwegian, Polish, Russian, Spanish, Standard Arabic, Swedish, Turkish, Vietnamese, and Welsh.
Gegenstand aller natürlichen Sprachen, die Menschen hervorgebracht haben, ist das Sprechen. Die Schrift einer solchen Sprache kann insofern als sekundäre Errungenschaft bezeichnet werden. Sorten und Gattungen der menschlichen Sprachen und Schriften sind historisch wie auch heute von großer Vielfalt und krassen Gegensätzen geprägt: z.B. die indoeuropäischen Sprachen mit flektierendem Grammatikbau versus der vielen sinotibetischen Sprachen mit analytischem Bau oder das lateinische Alphabet versus die logographische chinesische Schrift. In dieser Arbeit wird gezeigt, welche Faktoren die Korrespondenz der schriftlichen Repräsentation auf eine Sprache entscheiden und in welcher Art und Weise die Schrift die sprachlichen Entwicklungen beeinflussen kann.
Introduction
(2019)
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.
In this paper, data from a current study on bilingual language acquisition and language promotion of children is presented. 96 narratives from 32 Turkish-German and Russian-German bilingual children were examined with regard to the acquisition of narrative ability in three rounds of tests. The macrostructure of each narrative was evaluated based on the theories of Westby (2005), Stein and Glenn (1977) and Gagarina et al. (2012). In the quantitative analysis, the factor age of onset (AoO) was considered and therefore, two hypotheses were introduced: 1) There is an influence of AoO on the narrative ability of L2 German bilingual children. And 2) The narrative ability will converge over time and after three years there will be no difference between the groups. Neither of those hypotheses could be confirmed by the examined narrative data. Hence, other influences on narrative ability were discussed in the last chapter and prospects for further research were given. In sum, the article shows that more narrative data of these children should be collected to make a comprehensive conclusion about the influence of AoO on narrative ability.
This study investigates macrostructure in elicited narratives of 69 monolingual German-, Russian- and Swedish-speaking adults. Using the LITMUS-MAIN (Multilingual Assessment Instrument for Narratives), and its Baby Goats and Baby Birds stories, story structure and story complexity, concerning episodic organization, were examined across the 3 languages. As theoretical underpinnings, a multidimensional model of macrostructure was used. This model includes analyses of story structure (SS), in which a narrative merits a maximum score of 17, based on the occurrence of five types of macrostructural components (Internal states as initiating event and as reaction, Goal, Attempt and Outcome), and of story complexity (SC), which measures combinations of Goals, Attempts and Outcomes within one episode. The highest attainable complexity is the GAO-sequence, when a Goal, Attempt and Outcome are produced within the same episode. The results for SS were similar for German, Russian and Swedish, where adults included 11-12 components per story. A more detailed analysis of the individual components revealed striking similarities across the 3 languages, both for frequently used and seldom occurring components. SC did not differ significantly across languages nor across stories, whilst for SS, a slight difference between the two stories was found. We interpret this finding as story complexity (a qualitative measure of macrostructure) being of a more universal nature. Furthermore, our results indicate that caution is warranted when conclusions about children’s narrative skills are to be drawn on the basis of the MAIN Baby Goats and Baby Birds stories.
With the demographic explosion of young people in major African cities, we are witnessing the emergence of youth languages and new speech forms. In search of well-being, these young people, plagued by poverty, social injustice, unemployment and idleness, invent linguistic codes that allow them to find themselves. The linguistic and sociolinguistic description of these youth languages is the object of this volume. The contributions inform on the statutes and functions of the youth languages of Africa, their forms and structures, their representations, and envisage perspectives and prospective didactics.
Transdisciplinary research is research not only on, but also for and, most of all, with practitioners. In the research framework of transdisciplinarity, scholars and practitioners collaborate throughout research projects with the aim of mutual learning. This paper shows the value transdisciplinarity can add to media linguistics. It does so by investigating the digital literacy shift in journalism: the change, in the last two decades, from the predominance of a writing mode that we have termed focused writing to a mode we have called writing-by-the-way. Large corpora of writing process data have been generated and analyzed with the multimethod approach of progression analysis in order to combine analytical depth with breadth. On the object level of doing writing in journalism, results show that the general trend towards writing-by-the-way opens up new niches for focused writing. On a meta level of doing research, findings explain under what conditions transdisciplinarity allows for deeper insights into the medialinguistic object of investigation.
This article presents an analysis of the police television series A Touch of Frost (Yorkshire Television, 1992) and the crime novels by Rodney Wingfield upon which it is based.
In order to analyse the way the protagonist, Inspector Jack Frost, is characterised in either version, data is drawn from the pilot episode of the series and Wingfield’s debut novel Frost at Christmas (1984). Wingfield was less than impressed with television’s version of Frost, stating, ‘He just isn’t my Frost’. The rationale for this article is to apply established models in stylistics to investigate the differences between the original and the adaptation. A core motivation for stylistics is to ‘support initial impressions in various extracts’ readings’ and to ‘describe the readers’ response with some precision’ (Gregoriou 2007: 19); this article therefore offers a close linguistic explanation for an author’s dissatisfaction with the adaptation of his own work. The famously reticent Wingfield did not elaborate in detail on why he disapproved of the television version of Frost, although several critics observed that Wingfield felt television had ‘softened’ his creation. This article contends that ‘softness’ is represented in language through politeness strategies adopted by speakers whilst impoliteness represents the ‘tougher’ speech of Wingfield’s original iteration of Jack Frost. In order to demonstrate this contention, this study will analyse pragmatic elements of the dialogue of both novel and television versions of Frost through the analytical framework for impoliteness developed by Culpeper (1996; 2010). This framework will be integrated into the model for analysing the elements of narrative outlined by Simpson and Montgomery (1995), in turn suggesting an elaboration of this model. In investigating whether television’s Jack Frost is ‘softer’ than the character envisaged by Wingfield, free direct speech and accompanying physical behaviour in novel and television adaptation are analysed, focussing on whether the perceived softness of the latter has been partly achieved by making the speech of Frost less impolite on television.
A growing body of evidence shows a positive relation between the language skills of a child and the socio-economic status (SES) of his/her parents. These studies have mainly been conducted in an American English monolingual context. The current paper addresses the question of whether SES has a comparable impact on the simultaneous bilingual language acquisition. In this study, noun and verb test scores of German simultaneous bilingual children with Turkish and Russian as heritage languages are related to the SES of their parents – to verify the existence and the nature of a common pattern. The results do not show common patterns across the two heritage language groups, suggesting the existence of other confounding factors.
Narratives 2.0 : a multi-dimensional approach to semi-public storytelling in WhatsApp voice messages
(2019)
Based on a corpus of voice message narratives in German WhatsApp group chats, the present study contributes to research on social media storytelling in that it focusses on stories of personal experience which are embedded in a communication platform which favours a continuous dialogic exchange, narrated to well-defined non-anonymous publics and multimodal (comprised of visual and audible posting types). To capture the characteristics of this type of social media storytelling, the paper argues that Ochs and Capps’ (2001) dimensional model originally developed for conversational narratives (including the dimensions of tellability, tellership, embeddedness, linearity, moral stance) should be expanded by the dimensions of publicness, multimodality and sequencing. The prototype of storytelling in WhatsApp group chats is based on recent personal experiences; it is related by a single teller as an initial, sequentially non-embedded and linearly organised “big package” story (in a single voice message sometimes introduced by a text message containing an abstract); other group members routinely document their evaluative stances in rather conventionalised text message responses in the semi-public group space.
Ziel dieses Beitrags ist der Vergleich von Formen und Diskursfunktionen der nominalen Anredeformen in verschiedenen Fernsehwahldebatten aus Brasilien, Portugal, Deutschland, Frankreich und Spanien.
Die sprachvergleichende Perspektive ist aus mehreren Gründen von besonderem Interesse. Zum einen liegt ein sprachstruktureller Unterschied zwischen dem Portugiesischen und den anderen Sprachen vor, der darin besteht, dass das Portugiesische eine große Zahl nominaler Anredeformen in sein Pronominalparadigma integrieren kann, wohingegen es diese Möglichkeit im Deutschen, Spanischen und Französischen nicht oder nur sehr begrenzt gibt.
Ein anderer Unterschied ist, dass es im Portugiesischen einen gewissen Spielraum dafür gibt, die interlokutive Distanz in der Interaktion durch Anredeformen auszuhandeln, was sich auch in den Wahldebatten zeigt. In den anderen drei Sprachen besteht diese Möglichkeit nur sehr eingeschränkt.
In allen fünf Debatten stehen die Anredeformen jedoch in engem Zusammenhang mit Fragen, wie z.B. der, wie Respekt oder Professionalität gezeigt wird, wodurch somit ein gewisser Zusammenhang zwischen der Wahl der Anredeformen und dem diskursiven Ethos manifest wird. Die Wahl der Anredeformen kann als strategisch betrachtet werden, wie auch der Wechsel von der Anrede zur delocutio in praesentia (Rede über den Gesprächspartner in seiner Gegenwart). Doch trotz dieser Parallelen zeigen sich deutliche Unterschiede in der Ausgestaltung, die die Frage nach interkulturellen Differenzen aufwerfen.
In ihrer neuesten Publikation befasst sich die ausgewiesene Wortbildungsexpertin Elke Donalies mit Fällen wie Wetterbeobachter, Dickhäuter, Vergissmeinnicht, zartfühlend und wieviel, deren linguistische Erfassung nach wie vor Probleme bereitet. Grund dafür dürfte zum einen sein, dass die Worthaftigkeit der untersuchten Einheiten vielfach fraglich ist (z. B. zart fühlend als syntaktische Fügung vs. zartfühlend als Wort bzw. Wortbildungsprodukt). Zum anderen ist die Analyse der Einheiten – bei Zuordnung zum Bereich Wortbildung – schwierig und im Resultat entsprechend vielfältig (z. B. Dickhäuter als Derivation, Zusammenbildung oder synthetic compound (vgl. S. 114)). Donalies hat sich also mit der Wahl derartiger "linguistischer Problemmacher" viel vorgenommen und insgesamt drei Jahre Projektzeit im Rahmen ihrer IDS-Tätigkeit dafür aufgewendet (Januar 2015–Januar 2018).