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This paper deals with metaphorical transference of technical concepts to our everyday way of speaking. At the focus of the investigation there will be the question why one finds specifically in German, in comparison with Portuguese, for instance, frequently, tecnological metaphors related to other metaphorical concepts. On the basis of some examples extracted from the comparative survey "Brasilianische und deutsche Wirklichkeiten – eine vergleichende Fallstudie zu kommunikativ erzeugten Sinnwelten " [Brazilian and German realities – a comparative case study of communicatively created universes of meanings], we will discuss what traces of the German language and of historical-cultural development of the German nation contribute to such dynamics of everyday metaphors.
The present article analyzes the development of the system of spatial prepositions in the acquisition of German as a foreign language by Brazilian learners. The study is based on a corpus of written language data produced by students in the undergraduate course in Letras, collected from 1996 to 1998. The theoretical bases of the study are theories of second language acquisition, cognitive processing of space, and the linguistic encoding of spatial relations through prepositions. The main section of the analysis begins with the quantitative evaluation of the occurrences of spatial prepositions found in the data. Subsequently, each preposition found in the corpus is individually discussed in relation to its correct and incorrect uses. The main results are a steady increase in the number of spatial prepositions used by the subjects from the first year to the fourth year of the course, an increase in the variation of the use of these prepositions, and a constant reduction of the percentage of incorrect uses. In the first phase, acquisition can be seen in the increasing specificity of the semantic oppositions involved in neutralizations, whereas in the second phase, a quantitative reduction of errors can be found.
This paper presents a definition of phraseology, and based on this definition it establishes the different types of phraseological units. Then it tries to characterize the idiomatic expression as a metaphoric expression within the scope of phraseologisms, and presents a morpho-syntactic classification of these idioms. The next step consists of a comparison between verbal idiomatic expressions in German and Brazilian Portuguese in order to establish a typology of equivalences between the two languages. It also compares same type of. restrictions which occur in idiomatic expressions of both languages, and emphasizes the importance of register in some of the expressions.
This paper emphasizes the importance of intonational studies, focusing on the final intonational contour in interrogative sentences in German and Brazilian Portuguese. Following considerations about intonation in general we present some observations about effects of intonation in such sentences at both syntactic and pragmatic levels.
O futuro existe?
(2002)
From Vater's Thesis, I bring the discussion about the future verbal tense to the centre of discussion. The aim is to prove hat the future verbal tenses can also express time in German, and, therefore, they have to be included in the verbal System and, secondly, that the expression of modality can also be expressed by the future forms, and that it usually overlaps the notion of time.
In this article, we analyse the use of modality markers in a German text taken from the Freiburger Korpus. We notice how the necessity of preserving face influences the speakers' choices of downgraders and upgraders, devices that determine the intensity of the speech acts and, therefore, the mood of the interaction.
This paper presents an overview of Corpus Linguistics and some possibilities of studies with corpora. It gives suggestions on how to build a corpus and shows the application of Corpus Linguistics in different areas of linguistic research.
Rezension zu Ulrike Schilling: Kommunikative Basisstrategien des Aufforderns. Eine kontrastive Analyse gesprochener Sprache im Deutschen und im Japanischen. Tübingen, Max Niemeyer Verlag 1999 (Reihe Germanistische Linguistik 204, 335 S. ISBN 3-484-31204-1)
Rezension zu Harald Burger, Phraseologie: Eine Einführung am Beispiel des Deutschen. Berlin: Erich Schmidt Verlag 1998 (224 S., DM 69,00 ISBN 3-503-04916-9)
This paper presents results of research into syntactic negation in both German and Brazilian Portuguese dialogues. After some considerations on the nature of negation, its occurrence in a corpus is investigated based on semantic negation categories established from works by Polenz and Engel. Based on Ilari's works, possible syntactic negation forms are presented as formulae that express the relationships between their components. Use frequency of syntactic negation in the semantic categories in each language is presented, as well as possible sources of interference in the use of such elements by foreign speakers, along with considerations about negation, culture and language.
Rezension zu Elke Hentschel, Negation und Interrogation. Studien zur Universalität ihrer Funktion. Tübingen: Max Niemeyer Verlag 1998 (Reihe Germanistische Linguistik 195, ix + 250 S., 112,00 DM, ISBN 3-484-31195-9)
Rezension zu Lorenz Hofer, Sprachwandel im städtischen Dialektrepertoire. Eine variationslinguistische Untersuchung am Beispiel des Baseldeutschen. Tübingen: A. Francke Verlag 1997 (Basler Studien zur deutschen Sprache und Literatur 72, xiv + 306 S., 68,00 DM, ISBN 3-7720-2671-0)
Rezension zu Brigitte Handwerker (Hg.), Fremde Sprache Deutsch. Grammatische Beschreibung – Erwerbsverläufe – Lehrmethodik. Tübingen: Gunther Narr Verlag, 1995 (Tübinger Beiträge zur Linguistik 409, 292 S., 96,00 DM, ISBN 3-8233-5074-9)
Rezension zu Angelika Linke, Markus Nussbaumer, & Paul R. Portmann, Studienbuch Linguistik. Ergänzt um ein Kapitel von Urs Willi 'Phonetik und Phonologie'. 3., unveränderte Auflage. Tübingen, Niemeyer 1996 (Reihe Germanistische Linguistik 121 (Kollegbuch), 472 S. 39,80 DM, ISBN 3-484-31121-5)
This paper contextualizes the teaching and learning of German as a foreign language in Brazil in the socio-historical field of colonial and post-colonial discourse. On the basis of three illustrative texts, from 1620, 1855 and 1998, it discusses the Interlocutionary Positions (Lugares de Interlocução; ORLANDI 1990) assumed by German and Brazilian speakers, as well as the possible consequences for the teaching and learning of German as a foreign language.
The present paper deals with grammaticalization as a comprehensive model of erosive processes in the history of natural languages, exemplified in German and Brazilian Portuguese. Grammaticalization is conceived of as the reduction of pragmatic versatility, semantic concreteness, syntactic liberty and phonetic substance of linguistic elements. It is subdivided into the processes of lexicalization, which transforms polylexematic into monolexematic elements, and deslexicalization, which reduces lexematic to sublexematic elements. In the middle of these processes stands the lexicon, which is seen as the central stock of linguistic elements. Within the lexicon, the process of grammaticalization continues, from lexical word classes through intermediate classes to grammatical word classes. The lower boundary of the lexicon is critical threshold, down to which the process of grammaticalization is compensated for by linguistic recycling that leads lexematic elements back into the linguistic circuit, through the formation of new polylexematic units. Beyond this threshold, however, no recycling is possible any more, so that elements which have once lost their lexical character are condemned to disappear in the long run. The different stages of grammaticalization are introduced and illustrated by means of concrete examples, first from Brazilian Portuguese and afterwards from German.
Aktionsart
(1999)
This paper presents a discussion on aspect and 'Aktionsart' as categories of verbal forms in German and Portuguese. The distinction between the two categories is based on the assumption that 'Aktionsart' is more important in the German verb system, whereas aspect plays a more significant role in Portuguese. Aspect as a morpho-semantic category may be further specified by 'Akrionsart', which is a lexical semantic category and belongs to the meaning of the verb.
The present paper deals with selected morphological, syntactic, semantic and pragmatic characteristics of nominal totalizers in German and in Brazilian Portuguese. In particular, it analyzes the elements 'todo', 'cada', 'ambos' and 'os dois', as well as 'alle', 'jeder', 'der ganze' and 'beide'. In terms of morphology, it describes the formation of gender, number and case forms. In the field of syntax, it focuses on the position of totalizers in the nominal phrase, their relations to determiners and quantifiers, and the functional distribution of declension types. In terms of semantics and pragmatics, it investigates the codification of referential and quantificational information, definiteness and cumulative v distributive totalization. The epistemological interest is defined by the objectives of linguistic comparison between German and Brazilian Portuguese, including the analysis of typical errors committed by language learners in both directions.
This paper deals with the linguistic situation of the European Union, especially considering the role played by the German language. Beginning with some general remarks on the historical mechanisms that may influence the relative importance of a given language on a global scale, the history of the German language is discussed with the aim of explaining its present situation as the language with the greatest number of native speakers in Europe. which, at the same time, plays a relatively unimportant role in international communication.
This article deals with the notion of reality. During the last twenty years, public discourse in Western societies has identified the opposition between the real and the virtual as one of the cultural key questions. Taking concrete examples as a point of departure, the paper investigates the semantics of the polysemic tems virtual and real. A semiotic model of the relation between (human) organisms, concepts and signs is used in order to demonstrate that the virtual cannot be adequately described as something opposed to reality, but must be seen as an indispensable part of it. The way in which organisms constitute reality is discussed in the light of the basic cognitive operations of categorization and the formation of conceptual relations, and also of their linguistic counterparts. The apparent conflict between the real and the virtual, which has led many critics to develop apocalyptic visions of the end of civilization, is, in fact, a phantom, product of an outdated theory of semantics.
This paper examines four German transportation verbs with the prefix weg-, concentrating on their syntax and their semantic and pragmatic interpretations. The empirical data investigated are from across-linguistic Corpus of German and Brazilian Portuguese as foreign languages. The analysis is based on the concept of focus, which is defined as a point on the path along which the patient of the process moves. The focus must be either mentioned or contextually evident. Each transportation verb will be able to establish a typical focus. German prefix-verbs with weg- are characterized by a focus-conflict that can be resolved through different interpretation strategies.
Aspectos dos tempos verbais
(1998)
In this paper I present two tenses of the German verbal system, the so called Doppelperfekt and Doppelplusquamperfekt. Although these tenses have only been marginally dealt with in the grammars, more studies have recently been made on them within the field of Linguistics. In order to describe these tenses, I will concentrate on the following authors: Hauser-Suida & Hoppe-Beugel (1972), Eroms (1984), Thieroff (1992) und Vater (1994). The tenses will be analysed formally and their meaning and usage illustrated with examples taken from the articles above.
This paper aims to present a type of verb which serves to connect two or more propositions to each other in a way similar to that carried out by connectors such as conjunctions and prepositions. It is the objective of this paper to classify the types of semantic connections they establish, such as cause and effect, equivalence, and temporality. Verbs with this type of connectivity are called "connection verbs". They are investigated both in German and Portuguese, organized according to the semantic relations they indicate, and described by means of syntactic and semantic criteria.
This paper focusses On the discussion of the preservation of expressive aspects in translation., Considerations are grounded on the HJELMSLEVian concepts of the isomorphy between the planes of content and expression, which are both constituted by-substance and form. The present study intends to show that the connotative equivalence of a text can only be achieved in the target language when attention is paid to both the formal-stylistic and the textual-normative dimensions. This involves the appropriation of the stylistic values of the linguistic expression in the source language and, mainly, the understanding of the tropes and the relationships between them. Thus, the present study draws on discourse analysis, comprehending "enunciation" theories and the rhetorical and pragmatic considerations on the level of expression. Considering that the literary text is privileged in providing stylistically marked choices, it is important to highlight the phonetic and semantic correspondences, that is, the close relationship between sound and meaning, which harbours one of the major difficulties in translation. The theory is applied to "Os Sertões" (English translation: "Rebellion on the Backlands") by Euclides da Cunha.
German particles usually bring great difficulties to German students. One of these particles, doch, is very often used, especially in conversation. In this paper its various uses are discussed, as well as eases where it can be replaced by other particles, adverbs or conjunctions, without changing the illocution (that is, the intention of the speaker). This study is based on the work of HELBIG, who differentiates eight varieties of doch. Each of them is discussed here according to syntactic, semantic and pragmatic criteria and made explicit through examples.
An important role in the coherence of texts is played by the distribution of information in the sentence. The present paper especially examines the beginning of sentences (topics). Which syntactic elements are most adequate to initiate a sentence, and which of their characteristics can be considered responsible for this? After a short review of the pertinent literature, we shall present grammatical, semantic and pragmatic factors that organize topicalization. The point of departure are the patterns of basic serialization as defined by the grammar. Deviations of these patterns can particularly be a result of the principle of known information. In addition to this constitutive principle, we can distinguish five regulative principles that lead to non-marked topicalizations (situation, empathy, iconicity, lengthening terms, text connection). In the closing sections, the positioning of phrasal accents and some special types of topics will be discussed. All the examples given are from modem German.
This paper aims to investigate the dynamics of text-image interplay as exemplified by various text types applied to second language teaching and translation didactics. Based on examples of texts from the fields of Science, Technology, Literature and Language Teaching, the authors attempt to assess both successful and unsuccessful instances of the application of iconical resources in text production. Some didactic consequences are discussed.
Análise da macro e da microestrutura de dicionários bilíngues português-alemão / alemão-português
(2010)
This paper aims at analyzing macro- and microstructural features of Portuguese-German/German-Portuguese bilingual dictionaries. For this purpose, we will discuss the basic parameters that should guide the conception of a bilingual dictionary: the target users, the direction, the function, and the linguistic anisomorphism.
This article discusses the communicative and the intercultural approaches to language teaching and learning. Firstly, it describes the core theoretical principles, goals, and the roles of teachers and learners in both approaches, as well as the way they are treated in different German textbooks. Secondly, it discusses a set of core principles and concepts (‘activity’, ‘interaction’, ‘motivation’ and ‘communicative posture’), as well as the didactic-pedagogical implications of implementing a communicative approach to language teaching and learning. Finally, it includes a reflection about the necessity for the language teacher to develop an intercultural background, as well as the eclectic use of different linguistic theories and language teaching approaches to make the acquisition of communicative and intercultural competence viable.
It could be said that learner’s dictionaries are the most reliable expression of lexicography in terms of providing the necessary tools to help the learning process of a foreign language. This paper analyses three English learner’s dictionaries in order to establish its stylistic patterns as well as to compare them with four German learner’s dictionaries. Undoubtly, the lexicography of English learner’s dictionaries is a model. However, we argue that this model can not be transfered to German lexicography since each language has its own particularities which demand specific solutions.
This paper aims to contribute to the rich discussion that has been developed in this journal throughout previous editions. Many authors have already written here about their considerations and praxis regarding bilingualism, bilingual contexts and bilingual education from different perspectives. Thus, this paper also brings to discussion aspects of the education in bilingual settings in Brazil, where people speak Portuguese and a variety of German basis called Hunsrückisch as their mother tongue. Moreover, this paper aims to be an account of results from different researches, which deal with the advantages of speaking dialect to learn standard German and the prejudices, learners coming from minority languages confront.
O ensino/aprendizagem da metafonia do português como língua estrangeira por aprendizes alemães
(2009)
The present article deals with a phenomenon of the portuguese language which is well-known and yet rather neglected in brazilian schools as well as in schools abroad: metaphony. Since this regular vowel change is a phenomenon that foms part exclusively of speech and is not represented in writing, it constitutes a problem for foreign learners, in our case speakers of German. We therefore propose a strategy by the help of which the phenomenon of metaphony in Portuguese can be explained, based on analogies with a similar regular sound change in the German language, called Umlaut. Our study is based upon data collected among students at Christian-Albrechts-Universität in Northern Germany.
One of the most striking moments in the life of Brazilian children speaking a minority language happens when they go to elementary school. There, the attitude towards the family language is completely indifferent, if not openly hostile, since the school sees its duty limited to alphabetising the child in the official language, which is Portuguese. This article reflects on practical strategies for teaching school children speaking immigrant languages, focussing on the different meaning of alphabetisation in minority language contexts and on the advantages of early bilingualism, ascertained by research in cognitive science (cf. Bialystok 2005). Immigrant contexts of this nature are being studied in the linguistic atlas project ALMA-H (Atlas Linguístico-Contatual das Minorias Alemãs na Bacia do Prata - Hunsrückisch). Based on data from this project and considering the Brazilian educational context the article proposes strategies that could help to improve the alphabetisation process of those groups by reconciling the dissociation that separates school contexts from family contexts in areas of collective bilingualism in Brazil.
According to the metalexicographical theory, there are three main components in a semasiological dictionary: macro-, micro- and middles structure. The aim of this article is to describe and analyze the microstructure of three general semasiological dictionaries of the German language. As methodological framework, it takes in account the distinction between formal and semantic comment and between definition and density of the constant information program.
Resenha : Karl-Heinz Göttert. Neues Deutsches Wörterbuch. Köln: Helmut Lingen Verlag, 2007 (1150 p.)
(2009)
This articles aims to present some of the main concepts of E. Husserl's phenomenology that can be applied to linguistic communication. The apprehension of those concepts is condition sine qua non for the use of the phenomenology as a matrix for research. The understanding of those concepts will serve as a work instrument in the field of applied linguistic.
Many teachers of German as a second language make some statements regarding this language that mix concepts from three distinct fields: Orthography (letters), Phonetics (phones or speech sounds) and Phonology (phonemes). In this paper I attempt to shed some light on these concepts and fields. I also provide examples of such statements and make comments on them.
This paper offers a description of the contemporary German lexicography using dictionary taxonomy. The parameters used for the classification of dictionaries are the number of languages (monolingual against bilingual dictionaries), the user’s perspective (how useful is each kind of dictionary for the Brazilian scholar) and the two perspectives of the act of speech (text reception against text production).
This article discusses linguistic attitudes and conceptions (beliefs and prejudices) of 20 teachers regarding the ‘German accent’ ((de)voicing of consonants and neutralization of the vibrant) and their implications in their social practices in school lessons, in three German-Portuguese bilingual communities in Rio Grande do Sul. To conclude with, a reflection about how teachers’ conceptions relate to the treatment they dispense to linguistic traces in face to face interactions. The present investigation is inserted in the Interactional Sociolinguistics and in the Sociolinguistics field, specifically in linguistic variation and bilingual studies, and it is especially rooted in linguistic attitudes and conceptions. This research matches instruments and analytical categories of both quantitative and qualitative approaches, examining both teachers’ practices and their linguistic attitudes and conceptions. The results point to educational and identity conflicts which are reflected in speakers’ attitudes of solidarity or linguistic differentiation regarding the use and rating of linguistic variation, as well as in the treatment dispensed to the linguistic features of these communities.
For the most part, in linguistic policies, which mainly manifest themselves in educational measures, substandard varieties are at best ignored, if not actively suppressed. This often deprives pupils in immigrant situations and coming from a dialect background not only of their right to speaking their own language but also from the opportunity of aquiring the related standard, benefiting from early bilingual education. Instead, the national language is often used as the only language of instruction and is therefore likely to outdominate any other variety. This paper analyses two immigrant groups on the American continent which both represent diglossic communities in which High German as the High Variety has been lost or replaced by the national language while the related dialect is continuously used for in-group communication. Despite structural similarities in the sociolinguistic makeup of the two speech communities, there have been different approaches towards the teaching of standard German. The paper shows that language attitudes toward the substandard play a decisive role in these approaches. It is argued that instead of seeing the dialect as an obstacle for aquiring the standard variety it ought to be viewed as a suitable starting point to learning High German. Far from being an out-fashioned relic, dialects in immigrant communities should be conceived of as vantage ground for building multilingual societies which include the own vernacular as an element of identity, the related standard as a means of international communication and, of course, the national standard as an instrument of integration.