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Counteridenticals are counterfactual conditional sentences whose antecedent clauses contain an identity statement, e.g. "If I were you, I’d buy the blue dress". Here, we argue that counteridenticals are best analyzed along the lines of dream reports. After showing that counteridenticals and dream reports exhibit striking grammatical and perceptual parallels, we suggest an analysis of counteridenticals with Percus and Sauerland’s (2003) analysis of dream reports. Following their proposal, we propose to make use of concept generators, realized as centered worlds. To this end, we argue that the presence of 'if' licenses the presence of an 'imagine'-operator, which constitutes the attitude the antecedent clause "x be-PAST y" is taken under. The speaker predicates, in the imagine mode, the consequent property to his/her imagined self.
To capture the different degrees of identification between the subject and the predicate of the identity statement of counteridenticals’ antecedents observed in the literature, we incorporate Percus and Sharvit’s (2014) notion of asymmetric be into the analysis. This proposal has several advantages over existing analyses (Lakoff, 1996; Kocurek, 2016) of counteridentical meaning, as it both explains the different degrees of identification observed for counteridenticals and correctly predicts the parallels between counteridenticals and dream reports.
This paper investigates the meaning adaptability of change of state (CoS) verbs. It
argues that both coercion and underspecification are necessary mechanisms in order to properly
account for the semantic adaptability observable for CoS verbs in combination with their
complements. This type of meaning adaptability has received little formal attention to date,
although some recent work has already led the way on this topic (Spalek, 2014; Lukassek and
Spalek, 2016; Asher et al., 2017). Our paper is part of a cross-linguistic case study of German
einfrieren and Spanish congelar (‘freeze’). We model the meaning adaptability of this test case
within Type Composition Logic (TCL) (Asher, 2011). We build on Asher’s coercion mechanism
and introduce an additional mechanism for underspecification that exploits the fine-grained type
system in TCL.
This paper compares the modal particle fei (Schlieben-Lange, 1979; Thoma, 2009) with the modal particle/sentence adverb aber (not to be confused with the conjunction aber, ‘but’). Intuitively, both items express some form of contrast and correction. We will show that both are special among discourse particles in the following sense: They make a contribution that is interpreted at a level distinct from the level where at-issue content (Potts, 2005) is interpreted, as is standard for modal particles (see Gutzmann, 2015 and the references therein). But more interestingly, they exclusively relate to propositions that have not entered the Common Ground via being the at-issue content of an assertion made by the addressee.
Questioning speech acts
(2018)
The function of mapping from the semantic content of an utterance to its convention of use (a division of labor first made by Frege (1956)) has been attributed to abstract speech act operators (also known as force operators), such as ASSERT, QUESTION, and COMMAND. These operators have been traditionally assumed to occupy the highest echelons of the clausal periphery. The precise formulation of these operators has attracted a lot of attention from semanticists, as they are crucial for formalizing the diverse discourse functions of speech acts (Farkas and Bruce, 2009; Farkas and Roelofsen, 2017; Malamud and Stepheson, 2015; Krifka, 2015). These high operators usually come packaged with two assumptions: i) they are not embeddable under other elements, and ii) they belong to the realm of pure pragmatics and not compositional semantics. Recent research in both semantics and syntax have challenged these assumptions (Krifka, 2015; Davis, 2011; Wiltschko, 2017; Heim et al., 2016). Based on evidence from a language with a rich array of sentence-final particles (SFPs), Cantonese, we argue in this paper that not only are abstract speech operators embeddable, it is also the case that we need compositional mechanisms in these high regions of the clause. We will investigate the SFP stacking phenomenon, and argue that such grammaticalized operations on speech act operators reveal the need for a system that can compose the content of an utterance with multiple particles that update the discourse in a number of different, non-trivial ways.
This paper argues that Double Access sentences in English (Smith, 1978) are a kind of loose talk. When the meaning of a Double Access sentence is computed literally, the result is infelicity. Double Access sentences can be used meaningfully only when rescued by pragmatics which intervenes to interpret the embedded clause loosely. A formal model for loose interpretation, building on Klecha (2018), is provided.
Schwager (2011) and Sudo (2014) argued that there are cases of the so-called third readings of attitude reports, initially discovered by Fodor (1970), that cannot be accounted for in terms of a theory of indexed world variables (Percus, 2000), which is often referred to as the Standard Solution. More complicated alternatives to the Standard Solution have been recently formulated in the literature in a number of papers. We argue that all the seemingly problematic cases can be naturally accounted for in terms of the Standard Solution, if we take into account the existence of previously unrecognized elided material in these reports.
In this paper pronominalization is analyzed in reference to the fictional creatures in the literary work of Guillermo del Toro’ in order to study whether the choice of pronoun serves the function of expressing attitudes towards fictional creatures, such as zombies and vampires, in a way that makes the contexts and the characters’ subjective perceptions the dominant factors and consequently puts aside the semantic or grammatical status of the referent. The paper also investigates whether inanimate pronouns (it/its, which), are used in association with detached appraisal, callousness and dehumanization, and whether personal pronouns (he/his, she/her, and who/whom) are used with attachment, closeness and humanization. These two categories of pronouns (personal and inanimate) are normally distinct, i.e., in most contexts they cannot be used interchangeably. The study of the characteristics of fictional creature pronominalization can shed light on how we use pronouns in order to create creatures that exist only in our imagination, and how a variety of different attitudes towards them is expressed through this specific linguistic tool. In relation to del Toro’s zombies and vampires, it can be argued that the pronominalization serves a certain purpose in order to dehumanize them, differentiate the dead vampire/zombies from the living humans, and to point out the before and the after of the transition between life and death. The pronominalization in reference to fairies, although complicated and not completely consistent, shows a clear tendency towards a correlation between animal–like creatures and inanimate pronouns. In regards to del Toro’s trolls, the pronominalization follows a more consistent pattern, which clearly serves the function of expressing different kinds of attitudes towards the creatures such as detached appraisal and dehumanization, on the one hand, and friendship and alliance, on the other.
In this article, we profile an empirically grounded, cognitive approach to immersion in digital fiction by combining text-driven stylistic analysis with insights from theories of cognition and reader-response research. We offer a new analytical method for immersive features in digital fiction by developing deictic shift theory for the affordances of digital media. We also provide empirically substantiated insights to show how immersion is experienced cognitively by using Andy Campbell and Judi Alston’s (2015) digital fiction piece WALLPAPER as a case study. We add ‘interactional deixis’ and ‘audible deixis’ to Stockwell’s (2002) model to account for the multimodal nature of immersion in digital fiction. We also show how extra-textual features can contribute to immersion and thus propose that they should be accounted for when analysing immersion across media. We conclude that the analytical framework and reader response protocol that we develop here can be adapted for application to texts across media.
This paper experimentally investigates presupposition projection from the scope of the quantifiers every and at least one, as triggered by the factive verb be aware and the iterative adverb again.
The first issue we are concerned with is whether presuppositions project universally or existentially from quantified sentences. Different theoretical accounts endorse opposing views here (e.g., Heim, 1983; Geurts, 1999; Beaver, 2001; Schlenker, 2008, 2009; Fox, 2012), while recent experimental work (Chemla, 2009; Tiemann, 2014) suggests that the force of the projected presupposition varies by quantifier.
The second issue we look at is how the descriptively observed readings arise—in particular, as a direct result output from the projection mechanism, or via additional, independent mechanisms such as domain restriction (e.g., Geurts and van Tiel, 2016): if the domain of the quantifier is restricted, this can yield what looks like non-universal inferences in light of the overall, unrestricted domain, even if the projection mechanism itself yields a universal presupposition. Finally, we test whether the presupposed content also forms part of the entailed content, at least for certain triggers (Sudo, 2012; Klinedinst, 2016; Zehr and Schwarz, 2016).
Our results yield clearly different patterns for every and at least one, with every giving rise to universal presuppositions, which, to a very limited extent, can be weakened by domain restriction, and at least one overwhelmingly giving rise to non-universal presuppositions. Our results also indicate the availability of presupposition-less readings for both triggers in the task at hand, apparently more prevalent than domain restriction. Thereby, we present novel evidence that helps to pinpoint which of the theoretical options can be substantiated experimentally.
Tiwa (Tibeto-Burman; India) has two series of epistemic indefinites: one whose epistemic effects arise via an anti-singleton constraint similar to Spanish alg´un (Alonso-Ovalle and Men´endez-Benito, 2010), and another, wide-scope indefinite whose epistemic effects must be derived differently. I propose that for these latter indefinites, ignorance arises not through domain constraints, but as a result of their choice functional nature through competition with other indefinites. Tiwa’s wide scope indefinites then constitute a new kind of epistemic indefinite, showing that ignorance implicatures for indefinites can arise through different sorts of competition.
Depiction verbs such as paint license i(mage)- and p(ortrait)-readings; for instance, Ben painted a cow can convey that Ben produced an image of an unspecific cow or a portrait of a specific cow. This paper takes issue with a property-based intensional analysis of depiction verbs (Zimmermann, 2006b, 2016) and instead argues for an extensional account. Accordingly, the i-reading is rooted in the introduction of worldly representations by the explicit noun cow as such, whereas the p-reading is rooted in the interpolation of an implicit representation via coercion. This take on the ambiguity captures the following key traits. On i-readings, only representations are accessible to quantifiers and anaphors; moreover, intensional effects such as substitution failure disappear once ordinary objects and representations are adequately distinguished. P-readings, by contrast, involve representations that depend on the portrayed ordinary objects as particulars; correspondingly, only ordinary objects are accessible to quantifiers and anaphors. The proposal is spelled out in Asher’s (2011) Type Composition Logic.
This paper is an attempt to systematically investigate how contrastive focus interacts with various types of not-at-issue content (co-speech and post-speech gestures, lexical presuppositions, and appositives). I look, in particular, at when focus forces at-issue interpretations of typically not-at-issue content, when it does not, and when such at-issue interpretations are impossible even to satisfy focus-related requirements.
I conclude that the main factors affecting how a given type of content aligns along these dimensions are its prosodic (in)dependence and level of attachment in the syntax. The two factors also interact in a non-trivial way, in particular for gestures, which I use as a basis for an analysis of gestures that does not assume that their temporal alignment directly determines their semantics (contra Ebert and Ebert, 2014; Ebert, 2017; Schlenker, 2018), but instead relies on syntax/semantics and syntax/prosody interaction.
Reference of pronouns may be constrained via lexical presuppositions, including marked F-features, implicated presuppositions, and deictic center shifting in certain languages.
This paper explores the acquisition of personal reference terms in Thai, a language that has a highly complex personal reference system. The participants of the study were 67 typicallydeveloping children (TD) and 29 children with autism spectrum disorders (ASD), a population which has long been observed to have difficulties with pronouns. The children were asked to complete simple production and comprehension tasks on personal reference terms. Overall, ASD children performed on par in production but significantly poorer in comprehension than TD children. Given the freedom of choice in the production task, ASD children preferred using fixed referential terms for self-reference, whereas TD children opted for personal pronouns. In terms of comprehension, ASD children were shown to generally be able to detect the person features but they seemed to struggle the most with the pragmatic aspects of personal reference terms. Our results support previous literature that lexical presuppositions are acquired earlier than implicated presuppositions. We add to the literature that the types or the amount of implicated presuppositions matter in acquisition
I present data that suggest the universal entailments of counterfactual donkey sentences aren’t as universal as some have claimed. I argue that this favors the strategy of attributing these entailments to a special property of the similarity ordering on worlds provided by some contexts, rather than to a semantically encoded sensitivity to assignment.
We bring experimental considerations to bear on the structure of comparatives and on our understanding of how quantifiers are processed. At issue are mismatches between the standard view of quantifier processing cost and results from speeded verification experiments with comparative quantifiers. We build our case in several steps:
1. We show that the standard view, which attributes processing cost to the verification process, accounts for some aspects of the data, but fails to cover the main effect of monotonicity on measured behavior. We derive a prediction of this view for comparatives, and show that it is not borne out.
2. We consider potential reasons - experimental and theoretical - for this theory-data mismatch.
3. We describe a new processing experiment with comparative quantifiers, designed to address the experimental concerns. Its results still point to the inadequacy of the standard view.
4. We review the semantics of comparative constructions and their potential processing implications. 5. We revise the definition of quantifier processing cost and tie it to the number of Downward Entailing (DE) operators at Logical Form (LF). We show how this definition successfully reconciles the theory-data mismatch. 6. The emerging picture calls for a distinction between the complexity of verified representations and the complexity of the verification process itself.
We present an experiment which tests children’s comprehension of the requirements of use of pronouns and definites. An adult-like use of definites and pronouns imposes different but related requirements. In the case of definites, a unique referent is required in the context, whereas in the case of a pronoun, the referent in the context has to be salient. In this experiment, we use a novel word task to test three-year-olds’ sensitivity to these requirements. Our results show that children are adult-like in their sensitivity to salience in their comprehension of pronouns, compared to definites. However, they failed to show sensitivity to the uniqueness requirement on the use of definites.
This paper argues that extant approaches to presupposition projection that either rely on strict linear order (Schlenker, 2009) or hierarchy (Romoli and Mandelkern, 2017) cannot provide a uniform account of data drawn from head-final languages. While building on Schlenker’s theory, this paper resolves the issues by restricting the calculation of local contexts to specific points in the parsing process. The consequence is that the theory makes a prediction robust to the head directionality parameter
Discourses in the historical (or narrative) use of the simple present in English prohibit backshifting, though they allow forward sequencing. Unlike both reference time theories and discourse coherence theories of these temporal inferences, we propose that backshifting has a different source from narrative progression. In particular, we argue that backshifting arises through anaphora to a salient event in the preceding discourse.
The semantics of adjectives related to nominals denoting societal roles, such as presidential (from president), have remained understudied. We examine the semantics of what we call role-denoting relational adjectives, providing a formal analysis using the notion of a frame, a unified representation for lexical knowledge, world knowledge, and context. The frames we propose are based on a constructivist philosophical understanding of social roles, leading us to posit a multi-tiered ontology of events and individuals. Using frames and our ontology, we provide a general semantics for role-denoting relational adjectives and roles
The Wolof imperfective auxiliary di is compatible with event-in-progress, habitual and future readings. Furthermore, while varieties of all these readings are available for di when it sits in a syntactically low position, only future readings are available when it sits in a syntactically high position. We aim to account for this puzzle by combining several ingredients independently motivated in the literature: (i) event-relative circumstantial modality for event-in-progress, habitual, and a subset of future readings; (ii) metaphyisical modality for generalized future readings; (iii) the idea that syntactic height determines the type of modal anchor that projects a modal base. This study contributes to our understanding of the relation between syntactic height and modal flavor, as well as the nature of modal-aspectual interactions cross-linguistically.
This paper presents a new account of the generalization that focused elements cannot be elided, framed within Unalternative Semantics, a framework that does away with syntactic F-marking. We propose the mirror image of the generalization: what is elided cannot introduce alternatives. We implement this as a focus restriction in UAS and then go on to show how to account for MAXELIDE effects using the same technique, without making reference to any transderivational constraints.
Miners and modals
(2018)
I generalise Kolodny and MacFarlane’s miners puzzle by showing epistemic analogues of their case exist. After motivating various conservative approaches to the original problem, I show how they fail to solve the problem in its epistemic guise. I argue that a probabilistic approach to information-sensitivity gives a general solution to the problem.
According to Ogihara (1995), the usage of the embedded present in a speech report such as John said that Mary is in the room is restricted by the cause of John’s belief (the state that made John think that Mary is in the room): the present tense can be used only if this cause still holds at the time that John said that Mary is in the room is uttered.
This paper presents experimental evidence demonstrating that this is only one of the factors that licenses a felicitous usage of the embedded present tense. In particular, we show that the cause of belief still holding is not a necessary condition, and identify two additional, sufficient (but not necessary) factors: in cases of false belief, who is aware of the falsity of the belief and duration of the reported state. While these factors are independent, they collectively support the idea that the present tense encodes ‘current relevance’, even in embedded contexts (e.g. Costa 1972; McGilvray 1974). This gives rise to the question of how we can derive ‘current relevance’ and, in particular, whether previous analyses of the embedded present tense are adequately equipped to do so.
In recent years, experimental research has demontrated great variability in the rates of scalar inferences across different triggering expressions (Doran et al. 2009, 2012, van Tiel et al. 2016). These studies have been taken as evidence against the so-called uniformity assumption, which posits that scalar implicature is triggered by a single mechanism and that the behaviour of one scale should generalize to the whole family of scales. In the following, we present an experimental study that tests negative strengthening for a variety of strong scalar terms, following up on van Tiel et al. (2016). For example, we tested whether the statement John is not brilliant is strengthened to mean that John is not intelligent (see especially Horn 1989). We show that endorsement rates of the scalar implicature (e.g., John is intelligent but not brilliant) are anti-correlated with endorsements of negative strengthening. Further, we demonstrate that a modified version of the uniformity hypothesis taking into account negative strengthening is consistent with van Tiel et al.’s data. Therefore, variation across scales may be more systematic than suggested by the van Tiel et al. study.
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.