410 Linguistik
Refine
Year of publication
Document Type
- Article (49)
- Part of a Book (31)
- Review (15)
- Working Paper (6)
- Conference Proceeding (5)
- Book (3)
Language
- German (76)
- English (19)
- Portuguese (10)
- Turkish (4)
Has Fulltext
- yes (109)
Keywords
- Deutsch (109) (remove)
Institute
Ich möchte […] drei Beispiele für den produktiven Dialog zwischen Historischer Sprachwissenschaft und Sprachtypologie liefern: 1. Den phonologisch-typologischen Wandel des Deutschen von einer Silben- zu einer Wortsprache, 2. die frühnhd. 'Justierung' der Abfolge grammatischer Kategorien am Verb gemäß der universellen Relevanzskala, und 3. die Entwicklung unseres Höflichkeitssystems am Beispiel der Anredepronomen. Weder liefere ich Neues noch kann ich ins Detail gehen. Es geht hier nur darum, für die gegenseitige Wahrnehmung und Zusammenarbeit linguistischer Disziplinen zu werben.
Im vorliegenden Aufsatz werden vor dem Hintergrund der bisherigen germanistischen und bohemistischen Phraseologieforschung und in Anlehnung an die Herangehensweise von PIIRAINEN (2001) bzw. DOBROVOĽSKIJ/PIIRAINEN (2009) einige Phraseme benannt, die eine Art verstärktes Potenzial für eine geschlechtsbedingte Restriktion aufweisen. Die Überlegungen zu der Auswahl dieser Phraseme, ihrer phraseographischen Verarbeitung, der Ermittlung erforderlicher Angaben zur Geschlechtsmarkierung und einem eventuellen interlingualen phraseologischen Vergleich werden an verbalen Phrasemen mit Substantivkomponenten aus dem semantischen Bereich der Somatismen illustriert.
Die bisherige mangelhafte Berücksichtigung der substantivierten Infinitive in zweisprachigen Wörterbüchern Deutsch-Tschechisch kontrastiert mit deren oft hoher Vorkommenshäufigkeit sowie mit den Anforderungen, die an moderne Übersetzungswörterbücher seitens ihrer Benutzer gestellt werden, u. a. auch im Bereich der Darstellung der Kollokabilität und Erfassung der Synonymie bzw. Wortbildungskonkurrenz. Die Aufnahme und Darstellung der Infinitivkonvertate im entstehenden Großen Akademischen Wörterbuch Deutsch-Tschechisch wird in diesem Beitrag aus einer Corpus-Driven-Position behandelt.
Dieser Beitrag basiert auf dem Forschungsprojekt DICONALE, das sich die Erstellung eines konzeptuell orientierten, zweisprachigen Wörterbuchs mit Online-Zugang für Verballexeme des Deutschen und Spanischen zum Ziel gesetzt hat. Das Anliegen dieses Beitrags ist es, die relevantesten Eigenschaften des geplanten Wörterbuchs exemplarisch anhand von zwei Verblexemen aus dem konzeptuellen Feld der KOGNITION vorzustellen. Neben der Beschreibung der paradigmatischen Sinnrelationen der Feldelemente zueinander wird besonderer Wert auf die syntagmatischen Inhalts- und Ausdrucksstrukturen und auf die kontrastive Analyse gelegt. Es wird versucht, einerseits einen Überblick über die wichtigsten Besonderheiten des Wörterbuchs anzubieten und andererseits die Relevanz solcher Kriterien für die heutige kontrastive Lexikographie Deutsch-Spanisch nachzuweisen.
Textkompetenz in mehreren Sprachen : Forschungsergebnisse und weiterführende Forschungsansätze
(2014)
The article presents results of an empirical study which examines productive transfer in the area of text skills competence and the associated writing skill which could be attributed to the learners' contact with several languages. The research was conducted within the research project "Multilingualism in the Czech Republik: Learning and Teaching German after English." After a short presentation of the key concepts in the development of the study and a presentation of selected results, implications and a modell for further research in multilingual writing and on transfer processes between languages are introduced.
O objetivo principal deste artigo é apresentar uma visão geral dos resultados obtidos em uma pesquisa empírica envolvendo aprendizes adultos de alemão como língua estrangeira com conhecimentos prévios de inglês. O foco deste artigo recai sobre os processos envolvidos no ensino/aprendizagem de terceiras línguas, levando-se em consideração que a língua alemã é comumente aprendida como uma segunda língua estrangeira após o inglês. Os principais questionamentos da pesquisa estão baseados em processos de transferência positiva, bem como na interferência linguística observada em um grupo de 50 aprendizes de alemão dos níveis A1 a B1 do Quadro Europeu Comum de Referência para as Línguas. Ao que concerne a relação entre as línguas alemã e inglesa, a afirmação de que o inglês exerce um papel importante na aprendizagem de alemão pôde ser confirmada, sendo o parentesco etimológico entre as duas línguas um dos mais importantes fatores para se determinar a ocorrência de influência interlinguística. Por outro lado, a interferência linguística resultante da coexistência de ambas as línguas demanda o desenvolvimento de uma didática do plurilinguismo que compreenda métodos alternativos para o ensino/aprendizagem de alemão como segunda língua estrangeira no Brasil.
Die vorliegende Arbeit widmet sich der phonetischen Motivation phonologischer Palatalisierungsprozesse, bei welchen Vorderzungenvokoide die Palatalisierung (bzw. Affrizierung) vorangehender Plosive bewirken. Durch akustische Analysen zu deutschen und bulgarischen stimmlosen alveolaren und velaren Verschlußlauten wird der Einfluß nachfolgender vorderer Vokoide und des tiefen Vokals /a/ auf die geräuschähnliche Phase nach der plosiven Verschlußlösung der Konsonanten untersucht. Zum Zwecke der Überprüfung einer nach universellen phonologischen Prinzipien formulierten Hierarchie der wahrscheinlichen Inputkandidaten für Palatalisierungen werden akustische Messungen zur Zeitdauer und zu den spektralen Eigenschaften des konsonantischen Segments in wortinitialen Konsonant-Vokoid-Sequenzen vorgestellt. Die Ergebnisse der Studie unterstützen nur teilweise die vorgeschlagene Hierarchiehypothese und zeigen, daß sprachspezifische Besonderheiten einen Einfluß auf die Anordnung der Elemente der Hierarchie ausüben.
‘Çeviribilim’ olarak adlandırılan araştırma alanında geride bırakılan son birkaç on yıla bakıldığında bilim ve kültürde yaşanan kimi olay ve gelişmelerin Almanya ve Avrupa merkezli ‘çeviri’ araştırmalarına yön verdiği söylenebilir. Bilişim konusundaki gelişmeler, eylem kuramının ve iletişimbilimin dönüşümü, işlevselciliğin yeniden yorumlanması; edimbilimin evrimi, bilişsel felsefedeki yeni gelişmeler, yeni bakış açılarını ortaya çıkarmıştır. Bu bakış açılarının birer sonucu olarak ‘çeviribilim’ olarak adlandırılan çeviri odaklı düşünmelerde yeni ağırlık noktaları ve buradan hareketle ‘kuram’ ya da ‘yaklaşım’ biçiminde ifade edilen çalışmalar oluşmuştur. Kuramcıların belli olgulara bakış açıları onların nesneye yaklaşım biçimlerini ve algılarını etkiler. Çeviri olgusuna dönük savlar ortaya koyan kuramcılara bakıldığında ‘olgular bütünü’ ya da ‘karmaşık olgu’ olarak değerlendirilebilecek bir olguya dair farklı yaklaşım ve tutum alışlardan söz edilmektedir. Bu noktada, karmaşık bir dünyayı temsil eden çok boyutlu bir olgu olarak ‘çeviri’nin kendine özgü niteliği, 90’lı yıllardan başlayarak günümüze kadar gelen süreçte, ‘çeviribilimin’ psikoloji alanı ile ilişkilendirilmesi sonucunu beraberinde getirmiştir. Bu çerçevede araştırmaların ilgisi, ‘çeviri gerçekliği’nde merkeze oturtulan ‘çevirmen’e yönelmiş, ‘çevirmen’in bir ürün olarak ‘çeviri’yi hangi tutum ve ruhsal duruma dayanarak ortaya koyduğuna ilişkin araştırma yönelimi önem kazanmıştır. “Belli koşullar altında bir çevirmeni belli bir çeviri çıktısına, diğer bir deyişle belli bir çeviri metne götüren olay örgüsü nedir?” ya da “çeviri sırasında hangi zihinsel işlemler gerçekleşiyor?” gibi sorulardan hareket eden yaklaşımların bir üst bakışla ele alınması bu çalışmanın ana konusunu oluşturmaktadır.
The present study is about note taking techniques in consecutive translation and their application. In the beginning we analyzed in the relevant literature, consecutive interpretation among translation techniques, note taking, and the function and features of note taking in consecutive translation. Afterwards, we presented the problems that an interpreter might face in consecutive interpretation with concrete examples and provided possible methods and techniques to overcome these. Hereby, we emphasized that note taking techniques are an important feature to remember while translating and its function as a memory supporting tool. In the last section we discussed the roles of a consecutive interpreter and emphasized within this context the usage of the earlier mentioned note taking techniques (use of acronyms, signs, and symbols). Moreover we highlighted that each interpreter has to have his/her own techniques and improve these continuously.
In what follows, I first briefly review Perlmutter (1968, 1970), in which it is argued that aspectual verbs are ambiguous between control and raising. I suggest that while the argument for the raising analysis is solid, the arguments supporting the control analysis of aspectual verbs are less so. As an alternative hypothesis to consider, I introduce the structural ambiguity hypothesis. In Section 3, I review three recent analyses of control and raising. Although there are important differences among them, they all share the basic assumption that the control/raising distinction is due to differences in selectional restrictions that the lexical items impose. Under such an assumption, the lexical ambiguity hypothesis is the only available option. In Section 4, I present evidence for the structural ambiguity hypothesis from studies concerning aspectual verbs in languages from four distinct families, German (Wurmbrand 2001), Japanese (Fukuda 2006), Romance languages (Cinque 2003), and Basque (Arregi Molina-Azaola 2004). These data strongly suggest that across languages aspectual verbs can appear in two different syntactic positions, either below or above vP, or the projection with which an external argument is introduced (Kratzer 1994, 1996, Chomsky 1995). Given these findings, I argue that it is the aspectual verbs' position with respect to vP which creates the control/raising ambiguity. When an aspectual verb appears in a position that is lower than vP, an external argument takes scope over the aspectual verb. Thus, it is interpreted as control. When an aspectual verb appears in a position that is higher than vP, on the other hand, it is the aspectual verb that takes scope over an entire vP, including the external argument. Thus, it is interpreted as raising. In section 5, I extend the scope of this study to include a discussion of want-type verbs in Indonesian, as analyzed in Polinsky & Potsdam (2006). Polinsky & Potsdam argue that the Indonesian want-type verbs must be raising in at least certain cases where they allow a rather peculiar interpretation. Although they assume that there are also control counterparts of the want-type verbs, I argue that applying the proposed analysis to the want-type verbs does away with the need for stipulating two distinct lexical entries for these verbs. Section 6 concludes the paper.
It is well known that English children between the age of 4 and 6 display a so-called Delay of Principle B Effect (DPBE) in that they allow pronouns to refer to a local c-commanding antecedent. Their guessing pattern with pronouns contrasts with their adult-like interpretation of reflexives. The DPBE has been explained as resulting from a lack of pragmatic knowledge or insufficient cognitive resources. However, such extra-grammatical accounts cannot explain why the DPBE only shows up in particular languages and in particular syntactic environments. Moreover, such accounts fail to explain why the DPBE only emerges in comprehension and not in production. This paper hypothesizes that the presence or absence of the DPBE can be explained from the properties of the grammar. Fischer's (2004) optimality-theoretic analysis of binding, explaining cross-linguistic variation, and Hendriks and Spenader's (2005/6) optimality-theoretic account of the acquisition of pronouns and reflexives are combined into a single model. This model yields testable predictions with respect to the presence or absence of the DPBE in particular languages, in particular syntactic environments, and in comprehension and/or production.
This article examines the motivation for phonological stop assibilations, e.g. /t/ is realized as [ts], [s] or [tʃ] before /i/, from the phonetic perspective. Hall & Hamann (2003) posit the following two implications: (a) Assibilation cannot be triggered by /i/ unless it is also triggered by /j/, and (b) Voiced stops cannot undergo assibilations unless voiceless ones do. In the following study we present the results of three acoustic experiments with native speakers of German and Polish which support implications (a) and (b). In our experiments we measured the friction phase after the /t d/ release before the onset of the following high front vocoid for four speakers of German and Polish. We found that the friction phase for /tj/ was significantly longer than that of /ti/, and that the friction phase of /t/ in the assibilation context is significantly longer than that of /d/.
The paper proposes structural constraints for different adjunct classes in German and English. Approaches in which syntax has only the task to provide adjunct positions and in which principles of scope are supposed to explain the distribution of adjuncts are rejected as incomplete. The syntactic requirements are not as rigid as other approaches require, such that there is just one possible position for a given adjunct. Rather the syntactic constraints may be fulfilled in different positions.
This paper deals with the development of discourse competence in German-, Russian- and Bulgarian-speaking children. In particular, it examines the use of anaphoric pronominal reference in elicited narrations of children between the ages of 2;6 and 6;0. As the pronominal (and nominal) systems of target German, Russian and Bulgarian differ in the repertoire and functions of anaphoric elements we will examine which kind of noun phrases children use to make reference to story participants. In a second step of the analysis, we will investigate how pronominal expressions relate to antecedents. In this respect the pronominal form of the anaphor, the syntactic function of the antecedent and the distance between antecedent and anaphor will be analyzed. The findings will be discussed with regard to predictions made by proposals such as the Complementary Hypothesis (Bosch, Rozario, and Zhao 2003) which assumes an asymmetry between the use of personal pro-nouns and demonstrative pronouns when referring back to subject or object antecedents.
This study examines intraoral pressure for English and German stops in bilabial and alveolar place of articulation. Our subjects are two speakers of American English and three speakers of German. VOICING is the main phonological contrast under evaluation in both word initial and word final position. For initial stops, a few of the pressure characteristics showed differences between English and German, but on the whole the results point to similar production strategies at both places of articulation in the two different languages. Analysis of the pressure trajectory differences between VOICING categories in initial position raises questions about articulatory differences. In the initial closing gesture, time from start of gesture to closure is roughly equivalent for both categories, but the pressure change is significantly smaller on average for VOICED stops. Final stops, however, present a more complicated picture. German final stops are neutralized to a presumed VOICELESS phonological state. English final /p/ is broadly similar to German /p/, but English /t/ often shows no pressure increase at all which is at odds with the conventional account of phonation termination via pressure increase and loss of pressure differential. The results raise the question of whether the German final stops should be considered VOICELESS or some intermediate form, at least as compared to English final stops.
The papers of this 33th volume of the ZAS Papers in Linguistics present intermediate results of the ZAS-project on language acquisition. Currently we deal with the question of which functions children assign to the first grammatical forms they use productively. The goal is to identify grammatical features comprising the child's early grammar. This issue is investigated within the analyses of longitudinal data (cf. the papers of Gagarina/Bittner, Gagarina, Kühnast/Popova/Popov, Bewer) as well as within experimental research (see the papers of Bittner, Kühnast/Popova/Popov). The main topic of this volume is the acquisition of definite articles and verbal aspect.
Bewer – who has worked as a student assistant in the project for a long time and wrote her MA-thesis on the topic of the project – investigates children's acquisition of gender features in German. Kühnast/Popova/Popov discuss the correlations between the acquisition of definite articles and verbal aspect in Bulgarian. Bittner presents results of an experimental study on definite article perception in adult German. Gagarina traces the emergence of aspectual oppositions in Russian and examines the validity of the 'aspect before tense' hypothesis for L1-speaking children. Additionally, the paper of Gagarina/Bittner deals with the interrelation between the acquisition of finiteness and verb arguments in Russian and German.
The study examines the hypotheses that the acquisition of the finite verb is an indispensable and linking constituent of the development of SVO utterances. Four apparently separate or at least separable processes are analysed over 6 months in one Russian and one German child: a) the emergence of verbs in the child’s utterances, b) the occurrence of correctly inflected (finite) verb forms, c) the development of multi-component utterances containing a verb, and c) the emergence of (potential) subjects and objects. Russian and German exhibit rich verb morphology, and in both languages finiteness is strongly correlated with inflectional categories like person, number and tense. With both children we find a correlation in the temporal order of these four processes and – what is more relevant for our study – a dependency of a certain development on the utterance level on the emergence of finite verbs. Further, our investigation shows that language-specific development comes in to play already when children start to acquire verb inflection and becomes more contrastive when we observe the onset of the production of the SVO utterances.
This paper investigates the semantic underpinnings of the distinction between two syntactic types of "manner of movement" verbs in Levin (1993), namely the RUN and ROLL classes. According to Levin's (1993) and Levin & Rappaport's (1995) work on unaccusativity, a semantic factor of "internal causation" should be the trigger for the classification of a movement verb as intransitive (=not-unaccusative), and hence for its belonging to the RUN class. We point out empirical problems for this characterisation, mainly coming from the different readings of the German verb fliegen (fly). From a comparison with other semantically similar verbs, we conclude that the semantic description which underlies the class distinction should be refined: instead of "internal causation", the crucial semantic factor is described here as "inherent specification for a momentum of movement". This result indicates that forces, and relations between forces, have to be part of the semantic description of the manner component in movement verbs.
This study investigates supralaryngeal mechanisms of the two way voicing contrast among German velar stops and the three way contrast among Korean velar stops, both in intervocalic position. Articulatory data won via electromagnetic articulography of three Korean speakers and acoustic recordings of three Korean and three German speakers are analysed. It was found that in both languages the voicing contrast is created by more than one mechanism. However, one can say that for Korean velar stops in intervocalic position stop closure duration is the most important parameter. For German it is closure voicing. The results support the phonological description proposed by Kohler (1984).
The paper investigates the origins of the German/Dutch particle toch/doch) in the hope of shedding light on a puzzle with respect to doch/toch and to shed some light on two theoretical issues. The puzzle is the nearly opposite meaning of the stressed and unstressed versions of the particle which cannot be accounted for in standard theories of the meaning of stress. One theoretical issue concerns the meaning of stress: whether it is possible to reduce the semantic contribution of a stressed item to the meaning of the item and the meaning of stress. The second issue is whether the complex use of a particle like doch/toch can be seen as an instance of spread or whether it has to be seen as having a core meaning which is differentiated by pragmatics operating in different contexts.
We use the etymology of doch and doch as to+u+h (that+ question marker+ emphatic marker) to argue for an origin as a question tag checking a hearer opinion. Stress on the tag indicates an opposite opinion (of the common ground or the speaker) and this sets apart two groups of uses spreading in different directions. This solves the puzzle, indicates that the assumption of spread is useful and offers a subtle correction of the interpretation of stress. While stress always means contrast with a contrasting item, if the particle use is due to spread, it is not guaranteed that the unstressed particle has a corresponding use (or inversely).
Rethinking the adjunct
(2000)
The purpose of the present paper is twofold: first, to show that, when defining the adjunct, it is necessary to distinguish in a strict modular way between the syntactic level and the lexico-semantic level. Thus, the adjunct is a syntactic category on a par with the specifier and the complement, whereas the argument belongs to the same set as does (among others) the modifier. The consequence of this distinction is that there is no direct one-to-one opposition between adjuncts and arguments. Nor is there any direct one-to one relation between adjuncts and modifiers.
The second and main purpose of the paper is to account for the well-known difference between the position of a specific set of modifiers (cause, time, place etc.) in, on the one hand, English and Swedish, on the other, German. In English and Swedish the default position of these modifiers is postverbal, whereas in German it is preverbal. Further, in English and Swedish, these modifiers occur in a mirror order compared with their German counterparts, an order which, from a semantic point of view, is not the expected one. I shall demonstrate that this difference is due to the different settings of the verbal head parameter, the former languages being VO-languages and the latter being OV -languages. I shall further argue that in English and Swedish these modifiers are base generated as adjuncts to an empty VP, which is a complement of the main verb of what I shall call the minimal VP (MVP), whereas in German they are adjuncts on top of the MVP. Finally, I shall argue that the postverbal modifiers move at the latest at LF to the top of the MVP, in order to take scope over it, the restriction being 'Shortest move'. The movement results in the correct scope order of the postverbal modifiers.
The proposed structure also accounts for the binding data, in particular for the binding of a specific Swedish possessive anaphor 'sin'. This pronoun, which may occur within the MVP, must not occur within the postverbal modifiers in the empty VP. This supports the assumption that there is a strict borderline between the MVP and the assumed empty VP. The account is also in accordance with the focus data, the specific set of modifiers being potential focus exponents in a wide focus reading in English and Swedish, but not in German.
The ultimate goal of the study is to examine the acquisition of intensifiers in English and German. In this paper an overview of the first results regarding four L1 English-speaking children will be given. Contrary to previous claims in the literature (e.g. Thomas 1990), it will be argued that intensifiers are used by children in early phases of language acquisition. Intensifiers play an important role in early phases of language acquisition since they can be used to express the wish either to be included or excluded in a certain action and thus contribute to structuring a central aspect of the child's discourse.
Seit mehr als 60 Jahren dominiert in der historisch-phonologischen Umlaut-Landschaft EIN Aufsatz, eine vierseitige Skizze des althochdeutschen Umlauts von W. Freeman Twaddell. Keller (1978: 160) nennt diese Theorie 'one of the finest achievements of American linguists'. Ähnliche Lobsprüche findet man mehrmals in der Literatur und der Artikel bleibt bis heute noch DER Eckpfeiler der Umlaut-Debatte (s. Krygier 1997, Schulte 1998).
In den letzten paar Jahren haben wir mit einigen Kollegen – Anthony Buccini, Garry Davis, David Fertig, Dave Holsinger, Robert Howell, Regina Smith – einen neuen Ansatz entwickelt, die wir "ingenerate Umlaut" nennen. "Ingenerate" heißt hier ungefähr 'vorprogrammiert, inhärent, angeboren' und deutet darauf hin, daß wir die Wurzeln vom Umlaut in der Phonetik – noch genauer: in der Koartikulation – suchen. Auch meinen wir, die allmähliche Entfaltung des Prozesses in den "Ausnahmen" zum Umlaut sehen zu können, mit anderen Worten genau in den umlautlosen Formen, die in der Twaddellschen Tradition als willkürliche Ergebnisse der Analogie gesehen werden müssen.
This paper draws a link between the typological phenomenon of the paradigmatically supported evidentiality evoked by perfect and/or perfectivity and the equally epistemic system of modal verbs in German. The assumption is that, if perfect(ivity) is at the bottom of evidentiality in a wide number of unrelated languages, then it will not be an arbitrary fact that systematic epistemic readings occur also for the modal verbs in German, which were preterite presents originally. It will be demonstrated, for one, how exactly modal verbs in Modem German still betray sensitivity to perfect and perfective contexts, and, second, how perfect(ivity) is prone to evincing epistemic meaning. Although the expectation cannot be satisfied due to a lack of respective data from the older stages of German, a research path is sketched narrowing down the linguistic questions to be asked and dating results to be reached.
In contradistinction to main verbs copula verbs like 'sein', 'werden' or 'bleiben' ('be', 'become' or 'remain') can, though with some restrictions, take projections of all lexical categories as complements. Semantically 'werden' and 'bleiben' are considered to be dual operators, related to each other by inner and outer (= dual) negation. But there are contexts where 'bleiben' seems to assume the meaning of its dual 'werden'. What at first glance appears to be an idiosyncracy of German turns out to hold for Swedish, Brazil-Portuguese and other unrelated languages as well.
'Werden' is more restricted than 'sein' and 'bleiben', it cannot have a locative complement. 'Bleiben' has the widest distribution, it can also take infinitives of verbs of position as complement. But in this case 'stehen bleiben' is ambiguous between a "remain" -reading and a "become" -reading.
In 15th century the Swedish verb 'bliva' - a borrowing from German - has undergone a change from the "remain"-reading to the "become"-reading. The "become"-reading of 'bliva' (later form 'bli') is only blocked (as is the German verb 'werden') in the case of a locative complement, where the "remain"-reading has survived. The two readings of 'bli' do not produce any ambiguity, except when taking a verb of position as complement - much the same as in German.
The paper attempts to pinpoint the conditions that lead to this surprising shift of meaning between duals.
Interjeições e onomatopéias recebem pouca atenção dentro dos estudos lingüísticos, e gramáticas e dicionários freqüentemente restringem-se a apresentar uma definição estereotipada e alguns poucos exemplos. Desprezadas pela literatura tradicional, essas expressões encontram seu "habitat natural" nas histórias em quadrinhos, nas quais se tornam elementos imprescindíveis da linguagem própria desse gênero textual. Este breve experimento sobre interjeições e onomatopéias presentes em mangás (histórias em quadrinhos japonesas) traduzidos para alemão e português mostra que, embora haja padrões fonéticos básicos comuns de acordo com o que representam (riso, passos etc.), as interjeições e onomatopéias da amostra diferem muito em ambas as línguas, o que ressalta sua condição de signos lingüísticos, mesmo que diferenciados em relação aos demais elementos do léxico.
Neue Vorschläge in der Valenzlexikographie am Beispiel des spanisch-deutschen Verbvalenzwörterbuchs
(2011)
Neste artigo, discute-se o papel discursivo, semântico e sintático dos marcadores discursivos de origem conjuncional do alemão e do português (wobei, weil e obwohl; porque e que) e enumeram-se algumas evidências a respeito do processo de gramaticalização/ pragmaticalização desses marcadores em ambas as línguas. O estudo faz parte de um projeto de análise contrastiva dos processos de gramaticalização das sentenças complexas do alemão e do português e toma como base uma perspectiva teórica cognitivo-discursiva.
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.
Diese Arbeit untersucht das Phänomen der Graduierung im Bereich der lexikalischen Semantik. Im lexikalischen System einer Sprache existieren Wörter, die durch verschiedene Grade eines Merkmals kontrastieren und eine besondere lexikalisch-semantische Gruppe konstituieren. Die Relation zwischen den Elementen derartiger Gruppen wird als Graduonymie bezeichnet. Diese Studie stellt Überlegungen zur Erweiterung lexikalisch-semantischer Ressourcen durch die Graduonymie dar. Insbesondere wird untersucht, wie graduonymisch aufeinander bezogene Wörter in lexikalischen Online-Ressourcen repräsentiert sind und welchen Stellenwert diese Relation in solchen Systemen aufweisen könnte. Durch einen Wörterbuchabgleich wird die Repräsentation der graduonymischen Paradigmatik von KIND im Online-Wörterbuch elexiko überprüft und mittels Korpusanalysen näher bestimmt. Es handelt sich dabei um eine korpusbasierte Untersuchung mit sowohl quantitativem als auch qualitativem Ansatz.
For the learners of Portuguese and German as foreign languages the subjunctive mood represents a learning problem. Based on syntactic and pragmatic categories, the subjunctive is classified in a way that describes its use and permits the comparison between the Portuguese subjuntivo and the German Konjunktiv.
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.
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.
Inhärenz und Etablierung
(1981)
Die folgenden Überlegungen zum Problem der Inhärenz und Etablierung beziehen ihre wesentlichen Anregungen aus dem Aufsatz von H. Seiler "Zum Problem der sprachlichen Possessivität" (1972), wo eben dieses Problem eingebettet wird in den Rahmen von Inhärenz und Etablierung. […] Ziel der Untersuchung ist es, ausgehend von einer vorläufigen Definition der letztgenannten Begriffe […] und angelehnt an eine kasussemantische Methodik, Possessivität als ein sprachliches Phänomen zu beschreiben, das verstanden werden muß im Rahmen allgemeiner relationaler Erscheinungen: Inhärenz und Etablierung ist in meinem Verständnis immer Inhärenz und Etablierung semantischer Relationen, einem Lexem ist immer eine solche Relation (mehr oder weniger) inhärent, es wird stets zwischen Lexemen eine Relation etabliert. Damit ist auch eine Brücke zur Valenz, die man als Inhärenz im verbalen Bereich verstehen könnte, gegeben […]. Nach einer Klärung des Umfeldes wird die Inhärenz zunächst für das Deutsche und Türkische einer genaueren Untersuchung unterworfen, eine weitere Detailanalyse ist dem Nahuatl gewidmet. Untersuchungen zu weiteren Sprachen […] sollen das gewonnene Bild erweitern und modifizieren. Die Untersuchungen zur Etablierung können nur als allererste Ansätze gelten, wie die gesamte Arbeit lediglich den Anspruch stellt, den Bereich nicht etwa erschöpfend abzuhandeln, sondern nur die Richtung aufzuzeigen, in der mögliche Ergebnisse zu suchen sind.
Either in the realm of the mother tongue debating, or in the problematization of the second language classroom, the matters related to the assessment conduct and to the linguistic behavior of both teachers and students should not be underestimated or even left aside. Linguistic diversity is broadly present in the school context, and it is imperative not to overlook the way this reality is considered and the linguistic policies which are present and necessary. Whereas the assessment process is an integral part of the formation of the student’s identity, it is relevant to consider the theoretical concept of this process as well as the practice current in the school context. This paper gathers definitions on the assessment conduct and linguistic behavior, highlighting the role played by the teacher in classroom routine aiming at the flexibility of the process, as well as the appreciation of the pupil’s linguistic individuality.
Recent developments in typology which put the notions of linguistic function and operation into the focus of interest and establish them as the ultimate base on which languages are comparable prove fruitful for contrastive linguistics. The functional approach is illustrated in a contrastive analysis of Persian and German relative clauses. In a sketch of the theory of the relative clause, four grammatical functions to be fulfilled by relative constructions are deduced, and the two languages are compared with respect to the various ways in which they realize them. Learning problems can thus be predicted with greater confidence, be explained more satisfactorily, and be remedied more efficiently, because they are seen as learner's attempts to transfer, beside the underlying functions and operations, which the languages do have in common, the techniques of their realization, which they do not have in common.
Die Durchführung kontrastiver Untersuchungen setzt vor allem eine gründliche Beschreibung der zu vergleichenden Sprachen auf der Grundlage eines Grammatikmodells voraus. Kontrastive Arbeiten zum Sprachenpaar Deutsch/Türkisch, die diese Bedingung erfüllen, finden sich nur selten. Das dürfte auf die nur bedingt vergleichbaren Strukturen der besagten Sprachen zurückzuführen sein. Zwar existiert die semantische Kategorie Reflexivum im Deutschen und im Türkischen. In vielen Fällen ist es jedoch nicht möglich, die Existenz eines syntaktischen und semantischen Reflexivums in den beiden Sprachen nachzuweisen. Im folgenden Beitrag soll der Versuch unternommen werden, dieses Problem anhand eines Vergleichs der reflexiven Konstruktionen im Deutschen und im Türkischen zu verdeutlichen.
Çeviribilimde Yöntem Sorunu
(2004)
Dieser Beitrag bearbeitet und behandelt die Funktion der Methodologie beim Erwerb wissenschaftlicher Erkenntnisse in Bezug auf das Verstehen des Übersetzungsvorgangs. Wie bekannt ist das Problem der Methodologie eines der meist diskutierten Themen in der Übersetzungswissenschaft. Obwohl inzwischen eine Reihe von wissenschaftlichen Ansätzen zu diesem Thema existiert, hat die Übersetzungswissenschaft noch keinen theoretischen Rahmen entwickelt, in dem der betreffende Forschungsgegenstand definiert wird. Aus diesem Grund unterscheiden sich die Arten der Angehensweise von übersetzungswissenschaftlichen Problemen. Außerdem scheinen die Definitionsbemühungen hinsichtlich des Forschungsgegenstandes der Übersetzungswissenschaft und der Methodenprobleme der übersetzungswissenschaftlichen Ansätze nicht unbedingt zufrieden stellende Antworten auf die Fragen in diesem Bereich zu liefern. Das Definitionsproblem der genauen theoretischen und methodologischen Orientierung der Übersetzungswissenschaft in der allgemeinen Wissenschaftswelt hängt neben ihrem strittigen Standort als einer neuen Disziplin auch von zwei weiteren Grundfaktoren ab: 1. Probleme, mit denen man bei der Festlegung einer vereinenden Übersetzungstheorie konfrontiert ist, da die Übersetzung einen vielseitigen und komplexen Objektbereich umfaßt; 2. ungenügende Forschungen in Bezug auf methodologische Ansätze in der Übersetzungswissenschaft. Wie bekannt profitiert man bei der Entwicklung einer Übersetzungstheorie auch von der Methodologie anderer Disziplinen. Diese Methoden sind wie vielseitige Mittel, die bei der Lösung von Problemen in Bereichen wie übersetzungswissenschaftliche Forschungen, Didaktik des Übersetzens und Übersetzungsprozess angewandt werden können. Diese Methoden werden außerdem einen Beitrag dazu leisten, definierende Übersetzungsmethoden hinsichtlich über-setzungswissenschaftlicher Ansätze für das Verstehen des Übersetzungsvor-ganges zu entwickeln.
Seit der zweiten Hälfte des zwanzigsten Jahrhunderts sind im theoretischen Bereich der Übersetzungswissenschaft wichtige Veränderungen zu beobachten. Von Cicero bis zur zweiten Hälfte des letzten Jahrhunderts verlagerte sich die ausgangssprachenorientierte Übersetzungsauffassung auf die zielsprachenorientierten. Somit haben sich immer mehr die zielsprachenorientierte Forschungen im Bereich der Übersetzungstheorie als ein übersetzungsrelevantes Phänomen durchgesetzt. Insbesondere haben die nach den 70’er Jahren entworfenen Übersetzungstheorien, in denen der Übersetzer immer mehr in das Zentrum des Forschungsinteresse rückt und entsprechende übersetzungsprozessualorientierte Ansätze sich aufdrängen, an Wichtigkeit eingebüßt. Nach diesen Ansätzen rücken normative Belange in Bezug auf erfolgreiche Übersetzung in Form von Prinzipien und Regeln in den Vordergrund. Heutzutage ist das Interesse an theoretische Forschungen besonders auf deskriptive Beschreibungen des Übersetzungsphänomens gerichtet. Damit die Theorie mit der Praxis übereinstimmt, sollte man vor allem die allgemeinen Grundsätze der Übersetzungstheorien, die Grundlage zur Praxis bilden, explizit verarbeiten. Wenn man auch nicht erwartet, dass die Übersetzungstheorien alle in der Praxis der Übersetzung entstandenen Probleme bewältigen können, ist aber trotzdem davon auszugehen, dass der Übersetzer, welcher über die allgemeine theoretische Grundlage verfügt, in seiner Übersetzungstätigkeit mehr Erfolg haben wird, weshalb die Praxis und Theorie voneinander recht gering abweichen werden. Die Auseinandersetzung mit diesem Tatbestand, also mit der Theorie, kann die Lösung der probablen Fehler erleichtern. Außerdem besteht somit die Möglichkeit, die Effizienz der Theorie auf die Anwendung herauszufinden und demzufolge kann die durch praktische Ausführung ermittelten Ergebnisse eine ganzheitliche Präzisierung der theoretischen Beschreibungen nach sich ziehen.
Çağımızda bilim, teknik, sanat, kültür, ekonomi ve tıp alanındaki hızlı gelişmelerle birlikte çok sayıda yeni bilim dalları ve uzmanlık alanları ortaya çıkmıştır. Buna koşut olarak çeşitli bilim alanlarındaki çalışmalar ve araştırmalar da hızla artmış ve her bilim dalının kendine özgü bir uzmanlık dili oluşmuştur. Bu çalışmada, bir uzmanlık dili olan "Dilbilim Dili"nin özellikleri ve öğretimine ilişkin sorunlar irdelenecek ve çözüm önerileri geliştirilmeye çalışılacaktır. Bu konuyu ele alırken kısaca "Uzmanlık Dili" kavramı, tanımı ve özellikleri konusuna değinmek istiyorum.
Preferences and defaults for definiteness and number in japanese to german machine translation
(1996)
A significant problem when translating Japanese dialogues into German is the missing information on number and definiteness in the Japanese analysis output. The integration of the search for such information into the transfer process provides an efficient solution. General transfer includes conditions to make it possible to consider external knowledge. Thereby, grammatical and lexical knowledge of the source language, knowledge of lexical restrictions on the target language, domain knowledge and discourse knowledge are accessible.