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In a similar way to dramatic performances and plays, song lyrics establish a complex discourse structure whereby listeners are placed in a position to overhear ‘the pretence of a conversation constructed to convey the performer’s meaning’ (Nahajec 2019: 25; see also Short 1996: 169). In Taylor Swift’s songwriting, listeners are positioned not only to eavesdrop on the narratives presented but are also invited to conceptualise and enact particular roles and scenarios in the discourse. This paper offers a stylistic analysis of songwriting and narrative structure across Swift’s oeuvre to identify how disnarration strategies are used to build stories in her two sister albums written and produced during the Covid-19 pandemic, folklore (2020) and evermore (2020). Specifically, this study examines how disnarration characterises the albums’ narrators, establishes narrator-narratee relationships and invites listeners to adopt a participatory role in the meaning-making process. Through close analysis of four songs across the two albums, this paper builds on developing studies of the stylistics of songwriting (see West 2019) and argues that disnarration strategies foreground particular themes within the discourse, such as nostalgia, wistfulness and regret, and contribute to the fictionalisation and self-aware storytelling characteristic of these albums’ storyworlds.
"Mir ist so digk vor gesait" : Studien zur erzählerischen Gestaltung des "Meleranz" von dem Pleier
(2024)
In der germanistischen Mediävistik richtet sich das Forschungsinteresse vornehmlich auf die höfische Literatur und dabei insbesondere auf die frühen und späten Artusromane. Vor allem die Werke von Hartmann von Aue und Wolfram von Eschenbach sind zentrale Forschungsobjekte, während Texte wie Pleiers ‚Meleranz‘ bisher nur begrenzt Beachtung fanden.
Die Forschungslücke, die die vorliegende Arbeit adressiert, liegt in der detaillierten Analyse der spezifischen Erzähltechniken des pleierschen Textes, die sich sowohl durch die Verwendung traditioneller arthurischer Motive als auch durch innovative narrative Ansätze auszeichnen. Ausgehend von dem Befund eines stark zurückgenommenen Erzählers wird untersucht, welche narrativen Strategien und Verfahren der Pleier im ‚Meleranz‘ anwendet, um trotz dieser Abkehr von der implizierten poetischen Regelhaftigkeit einer dominanten Erzählerfigur das Erzählen vom Ritter ‚Meleranz‘ gelingen und zugleich an einigen Stellen ausgesprochen konventionell wirken zu lassen.
Um aufzudecken, wie der Text ohne die Stimme eines deutlich hervortretenden Erzählers vermittelt wird, nutze ich im Verlauf der Arbeit eine Typologie der Stoffvermittlung durch (arthurische) Erzähler. In den Einzelstudien zum ‚Meleranz‘ werden seine Motive, Erzählmuster und Figurenkonstellationen in einem close reading erarbeitet und mit der Typologie abgeglichen, um bestimmen zu können, welche Vermittlungsformen im pleierschen Text genutzt werden. Mit Hilfe dieses Vergleichs kann das Erzählverfahren im ‚Meleranz‘ extrapoliert und gleichzeitig offengelegt werden. Mittels dieses Vorgehens wird verdeutlicht werden, dass es sich beim ‚Meleranz‘ um einen Text handelt, der arthurische Konventionen lediglich anders inszeniert, um die vermittelnde Funktion der Stimme des Erzählers zu substituieren oder ihr Fehler auszugleichen.
The aim of this article is to elaborate on the nouns listed in the title based on selected vernacular records, which in a certain phrase, but also by themselves, express the meanings making troubles/difficulties and seeking excuses/evasions. First of all, Transylvanian Saxon and High German respectively the German colloquial language have these lexemes in common, as well as vernacular words that do not belong to this linguistic level. Furthermore, it should be clarified that these vernacular words are attested in different sound variants from case to case in the Rhenish, in the Palatine and in the Bavarian-Austrian vernaculars, in the same or similar meanings in corresponding vernacular dictionaries. Transylvanian Saxon proper vocabulary is represented by a borrowing from Latin and two borrowings from Romanian. The dialect documents presented in the article are taken from the Transylvanian-Saxon Dictionary, its archive, the North Transylvanian Dictionary as well as from dialect and specialist literature. The etymological explanations respectively the etymological considerations of the analyzed lexemes have been prepared mainly based on relevant specialist dictionaries.
The article intends to present some facts about the medieval history of the Saxons in the Wallachian town of Câmpulung Muscel/Langenau. German-speaking colonists were settled in Langenau around the 13th century, and their traces can be followed until the middle of the 18th century. A German language document from the 16th century will serve as an illustration, depicting the relations between the Transylvanian Saxons from Râșnov/Rosenau and the population of Câmpulung Muscel/Langenau. The linguistic peculiarities of the document are discussed, as well as the problems of its transcription, which led to different publication variants. This document is also interesting because it contains many Romanian names of persons.
The article deals with the educational language German at German schools abroad and DSD schools in Romania. Schools in regions with autochthonous German minorities are given special consideration, as these contribute to the preservation of the minority‘s cultural identity. Existing empirical studies on language use and language retention at DSD schools are discussed and it is proposed that analyzes should not only be devoted to the norm-orientation in the language use of pupils, but to interactive processes in subject teaching.
Stellenanzeigen in Zeitungen: eine vergleichende Studie anhand deutscher
und kamerunischer Texte
(2023)
Across different cultures in the world, companies recruit new workers by publishing job announcement in newspapers. This contribution examines job announcement in German and Cameroonians newspapers in order to bring out theirs similarities and differences. The analysis reveals that job announcements in both countries are quite similar as far as the communication situation is concerned. Differences and similarities appear in text structure and in the usage of linguistic items.
Unquestionably (or: undoubtedly), every competent speaker has already come to doubt with respect to the question of which form is correct or appropriate and should be used (in the standard language) when faced with two or more almost identical competing variants of words, word forms or sentence and phrase structure (e.g. German "Pizzas/Pizzen/Pizze" 'pizzas', Dutch "de drie mooiste/mooiste drie stranden" 'the three most beautiful/most beautiful three beaches', Swedish "större än jag/mig" 'taller than I/me'). Such linguistic uncertainties or "cases of doubt" (cf. i.a. Klein 2003, 2009, 2018; Müller & Szczepaniak 2017; Schmitt, Szczepaniak & Vieregge 2019; Stark 2019 as well as the useful collections of data of Duden vol. 9, Taaladvies.net, Språkriktighetsboken etc.) systematically occur also in native speakers and they do not necessarily coincide with the difficulties of second language learners. In present-day German, most grammatical uncertainties occur in the domains of inflection (nominal plural formation, genitive singular allomorphy of strong masc./neut. nouns, inflectional variation of weak masc. nouns, strong/weak adjectival inflection and comparison forms, strong/weak verb forms, perfect auxiliary selection) and word-formation (linking elements in compounds, separability of complex verbs). As for syntax, there are often doubts in connection with case choice (pseudo-partitive constructions, prepositional case government) and agreement (especially due to coordination or appositional structures). This contribution aims to present a contrastive approach to morphological and syntactic uncertainties in contemporary Germanic languages (mostly German, Dutch, and Swedish) in order to obtain a broader and more fine-grained typology of grammatical instabilities and their causes. As will be discussed, most doubts of competent speakers - a problem also for general linguistic theory - can be attributed to processes of language change in progress, to language or variety contact, to gaps and rule conflicts in the grammar of every language or to psycholinguistic conditions of language processing. Our main concerns will be the issues of which (kinds of) common or different critical areas there are within Germanic (and, on the other hand, in which areas there are no doubts), which of the established (cross-linguistically valid) explanatory approaches apply to which phenomena and, ultimately, the question whether the new data reveals further lines of explanation for the empirically observable (standard) variation.
Während es jedem unbenommen ist, eine Sprache oder einen Dialekt schön oder häßlich zu finden, wird immer wieder versucht, sprachästhetische Urteile zu begründen. In diesem Essay werden Urteile über die deutsche Sprache gesammelt und linguistisch betrachtet, d.h. nicht nach den sozio-kulturellen Assoziationen, die sie auslöst (Giles/Niedzielsky 1998: social connotation hypothesis), sondern nach sprachlichen Merkmalen (inherent value hypothesis), was Versuche nicht ausschließt, sozio-kulturelle Assoziationen linguistisch zu legitimieren. Konsens scheint darüber zu bestehen, daß die romanischen Sprachen, und unter diesen besonders das Italienische, schöner klingen als die germanischen Sprachen, und unter diesen besonders das Deutsche, während das Deutsche durch Ableitung und Zusammensetzung Wortbildungsmöglichkeiten hat und nutzt, die anderen Sprachen versagt sind. Was die Aussagekraft solcher Vergleiche mindert, ist ihr Eurozentrismus; ästhetische Urteile über „exotische“ Sprachen sind noch selten.
Während es jedem unbenommen ist, eine Sprache oder einen Dialekt schön oder häßlich zu finden, wird immer wieder versucht, sprachästhetische Urteile zu begründen. In diesem Essay werden Urteile über die deutsche Sprache gesammelt und linguistisch betrachtet, d.h. nicht nach den sozio-kulturellen Assoziationen, die sie auslöst (Giles/Niedzielsky 1998: social connotation hypothesis), sondern nach sprachlichen Merkmalen (inherent value hypothesis), was Versuche nicht ausschließt, sozio-kulturelle Assoziationen linguistisch zu legitimieren. Konsens scheint darüber zu bestehen, daß die romanischen Sprachen, und unter diesen besonders das Italienische, schöner klingen als die germanischen Sprachen, und unter diesen besonders das Deutsche, während das Deutsche durch Ableitung und Zusammensetzung Wortbildungsmöglichkeiten hat und nutzt, die anderen Sprachen versagt sind. Was die Aussagekraft solcher Vergleiche mindert, ist ihr Eurozentrismus; ästhetische Urteile über „exotische“ Sprachen sind noch selten.
Attributive participle constructions in German behave like adjectives in terms of inflection and position, but keep their verbal arguments. They can be extended by adjuncts or arguments and these extended attributive present participles mainly occur in written language (Weber, 1994). As the same content can also be expressed in a relative clause (RC), I compare both constructions in order to find out under which conditions a participle construction could lead to processing difficulties and how this relates to RC processing.
Based on previous assumptions for production (e.g. Weber, 1971; Fabricius-Hansen, 2016), three potential factors on the comprehension of prenominal modifiers and RCs are investigated: modifier length, the internal structure and multiple levels of embedding. The hypotheses for an effect on modifier length are mainly based on two processing accounts that make opposite predictions under specific circumstances: memory-based accounts such as the dependency locality theory (DLT) (e.g. Gibson, 2000) and expectation-based accounts such as surprisal (e.g. Levy, 2008). An increase in modifier length results in more intervening material between determiner and noun for the participle construction, contrary to RCs where these elements are adjacent. This separation of the DP could increase memory load. Therefore, longer participles would slow down processing of the noun, while there should be no difference for RCs. Two acceptability judgment experiments showed a tendency for longer participle phrases to receive lower ratings. The modifier length was further investigated in online processing. Contrary to the predicted locality effect, self-paced reading data reveals an anti-locality effect for participle phrases, with lower RTs on the noun when additional material was present inside the modifier. This experiment was followed up by an eye-tracking experiment which replicated the anti-locality effect, but at the participle instead at the noun.
The second factor that was investigated is the argument structure of the participle (or RC verb). My hypothesis is that more “prototypical” adjectives in terms of syntactic structure and semantics are more acceptable and easier to process. Attributive participles are considered hybrids between verbs and adjectives (e.g. Fuhrhop & Teuber, 2000; L¨ubbe & Rapp, 2011) due to their modifier internal verbal function, but adjectival position and agreement with the noun. This double role could lead to difficulties, in particular with a more complex verbal structure. Therefore, the prediction was that the presence of an accusative object inside a participle phrase would lead to lower acceptability ratings and higher reading times in online processing. In the first two acceptability experiments, this prediction was borne out. In addition, an SPR experiment was conducted which manipulated the presence of either an accusative object or adjunct for participles (of verbs that could be used intransitively and transitively) and the corresponding RCs. The experiment showed an effect of the presence of an accusative object on the participle, with higher reading times if an object was present, compared to an adjunct. No such difference was found for the RC verb, which indicates that only participles are processed more slowly when there is an accusative object. An alternative explanation for this finding is the inherent imperfective aspect of the present participle: a direct object could change the event structure in such a way that the aspect no longer matches.
The third factor I investigate is an effect of double embedding on the acceptability of participle phrases and RCs. While double embedded participles are rated lower than double embedded RCs, there is a smaller decrease from single to double embedding for participles than for RCs, contrary to the predictions calculated by the metric of the DLT.
Overall, the results provide evidence for experience-based processing, but they cannot be explained by either memory- or experience-based accounts alone. The effect concerning the presence of an accusative object suggest that properties of the participle distinguish the construction from RCs and affect its processing. The thesis suggests that the latter effect needs to be investigated further in future research. Furthermore, the findings have implications for the role of attributive present participles in German and for hypotheses about similar constructions in other languages.
The article is devoted to a historical German settlement in present-day Slovakia, since the small German minority of the lumberjacks/woodcutters (Slovak. Huncokári) has received little attention. The urgency of the need for research is also pointed out, since there are only very few speakers of this dialect left. The article therefore informs about some background of the settlement history, the present state and about approaches for ethnological field research.
In the context of the emergence of various online dictionaries and platforms that also address phraseological units, their usefulness is being questioned and their potential examined in order to illustrate new directions in the development of digital phraseography. The article shows special traits in the formation of lexicographical content in two selected online dictionaries, using the lemma “cat” as example.
This study aims to present the linguistic landscape of a transylvanian city, namely Mediaș, using the Linguistic Landscape method. It is investigated in which areas of the public space the languages of the historical national minorities are present. The corpus includes inscriptions from the public space that have been analysed and classified according to certain criteria.
Inhalt
I. Literaturwissenschaft und Landeskunde
Markus FISCHER (Bukarest):
Blaublütige Dracula-Fantasie mit idyllischer Coda –
Dana Grigorceas dritter Roman Die nicht sterben ……………….….. 15
Grazziella PREDOIU (Temeswar):
Die Essayistik Herta Müllers…………………………………………………….. 34
Claudia SPIRIDON-ȘERBU (Kronstadt):
Herta Müllers fiktionalisierter Raum, mit Karten lesen –
ein Beispiel aus der Praxis………………………………………………….…..….. 50
Andreea DUMITRU (Hermannstadt):
Das Werden eines Schicksals. Die Stadt Klausenburg als Angelpunkt
einer Existenz in Eginald Schlattners Roman Wasserzeichen .…….70
Roxana NUBERT/ Ana-Maria DASCĂLU-ROMIȚAN (Temeswar):
Der Schriftsteller Franz Xaver Kappus als Vertreter der literarischen
Moderne im Banat…………………………………………………………………….… 84
Sunhild GALTER (Hermannstadt/Sibiu):
Maria Haydls Dichtung als Erinnerungsort siebenbürgisch-sächsischer Kultur? ……………………………………………………………………………..114
Lăcrămioara-Marilena POPA (Hermannstadt/Sibiu):
Das Türkenbüchlein des Ungenannten Mühlbächers – ein
vergessener Bestseller des Mittelalters – heute wieder aktuell? 126
Marius-Daniel STROIA (Hermannstadt/Sibiu):
Schuld und Erlösung in Traugott Teutschs Erzählung
„Der Wortmann“……………..…………………………………………………… 136
Ioana CRĂCIUN-FISCHER (Bukarest):
“Aus jeder Schwäche schmiede ich ein Schwert.” Jüdische Identität und weibliches Selbstbewusstsein in Klara blums Lyrik ………..155
Elẑbieta NOWIKIEWICZ (Polen):
Amerikabild (er) des Reiseberichterstatters und Reiseschriftstellers
A.E. Johann …………………………….……………………………………………… 172
Ana KARLSTEDT (Bukarest):
Fremdheitskonstruktionen in Karin Gündischs Roman COSMIN.
Von einem der auszog, das Leben zu lernen……………………………..193
Teodora ȚUGUI-CARABA (Hermannstadt/Sibiu):
Die mythische Erzählwelt des Wassertales nach Anton Joseph-Ilk: phantastische Gestalten und ihre Symolik………………………………….208
II. Sprach- und Übersetzungswissenschaft
Doris SAVA (Hermannstadt/Sibiu):
Nix für die Katz: Laienlexikografie………………………..……….…… 225
Sigrid HALDENWANG (Hermannstadt/Sibiu):
Das Substantiv Pomānǝ,die damit belegten Wortbildungskonstruktionen und das Verb pomenin in den siebenbürgisch-
sächsischen Mundarten …………………………………………………..…. 243
Ellen TICHY (Prishtina/ Berlin)/Blerta ISMAJLI (Prishtina):
Förderung der deutschen Sprache durch die Auswärtige Kultur-
und Bildungspolitik Deutschland: ein Triple-Win-Modell?….258
Ioana CONSTANTIN (Hermannstadt/Sibiu):
Übersetzen zwischen Kompetenz and Identität ………………. 278
Georg SCHUPPENER (Ústí nad Labem):
Sprache und Kultur der deutschen Holzfäller in den Kleinen
Karpaten…………………………………………………………………….…….. 293
Adeline-Alexandra BERDIE (Hermannstadt/Sibiu):
Mehrsprachigkeit in Mediasch. Ein Beitrag zur Linguistik
Landscape..…..……………………………………………………………………. 305
III. Bücherschau
Maria SASS (Hermannstadt/Sibiu):
Zum mittelalterlichen Dichter und Philosophen Dante
Aligheri (1265-1321)…..……………………………………………..…….… 315
Maria SASS (Hermannstadt/Sibiu):
Rezension…………………………….……………………………………………… 322
The article deals with the promotion of the German language abroad through Germany’s foreign cultural and educational policy. An important concern of the German intermediary organizations abroad is access to culture and education across geographic, political and social borders, but scientific and economic policy. interests, which benefit the needs of the German market, also play a major role. Regarding the fact that more and more skilled workers who are ultimately lacking in their countries of origin are migrating to Germany, the article questions whether it is always a so-called triple-win model.
The present article initially covers the meaning of Pomānǝ, a noun loaned from the Romanian language into certain idioms and collocations of the TransylvaninSaxon vernacular. It goes on to cover this loan word‘s constructions documented in the North-Transylvanian craft vocabulary, mainly hybrid formations, including their meaning and their type of word formation. The verb pomenin loaned from the Romanian language into the Transylvanian-Saxon vernacular is presented in its transitive, intransitive as well as reflexive usage in meaningful vernacular records and outlines its morphological integration into the Transylvanin-Saxon language. Both loan words come with etymological explanations. The vernacular records are taken from South Transylvanian and North Transylvanian specialist and vernacular literature as well as from the Transylvanian-Saxon Dictionary.
This study proposes a cross-linguistic, corpus-based, and constructionist analysis of denominal verbs (DNVs) in English, Dutch and German. DNV constructions include various morphological construction types, such as conversion (e.g. English bottle > to bottle), prefixation (e.g. Dutch arm 'arm' > omarmen 'to embrace') and suffixation (e.g. German Katapult 'catapult' > katapultieren 'to catapult'). We investigate the correlation between the distribution of DNV constructions and the typological properties of the languages, focusing on boundary permeability, inflectional complexity, syntactic configurationality and word-class assignment. The study shows that, although the three languages have the same repertoire of DNV constructions at their disposal, a Germanic cline can be detected in their preferences for non-overt vs overt marking of the word-class change. As such, the study highlights the impact of typological factors on the shape of language-specific constructional networks.
So-called gender-neutral nouns like Freund*innen, Redakteur_in or AutorInnen are suspected to not fit into the linguistic system. This paper argues that if these forms are pronounced with a glottal stop (e.g. Freund[ʔ]innen), only small changes in the grammar are needed to integrate them. It is shown that the suffix [ʔ ɪn] in these derivatives can be analysed as a phonological word and therefore could be a new suffix that is added to the grammar. The phonological structure of its derivatives is shown to be just like the phonological structure of many native German derived nouns as many suffixes form a phonological word of their own. Also, the insertion of [ʔ] in these derived wordforms can be explained by the status of the suffix as a phonological word. Hence, it is argued that speakers do not ignore the regularities of the grammar when they use gender-neutral nouns with [ʔ ɪn], but rather work with these rules to create new words with new meanings.
Based on the privative derivational suffix -los, we test statements found in the literature on word formation using a – at least in this field – novel empirical basis: a list of affective-emotional ratings of base nouns and associated -los derivations. In addition to a frequency analysis based on the German Reference Corpus, we show that, in general, emotional polarity (so-called valence, positive vs. negative emotions) is reversed by suffixation with -los. This change is stronger for more polarized base nouns. The perceived intensity of emotion (so-called arousal) is generally lower for -los derivations than for base nouns. Finally, to capture the results theoretically, we propose a prototypical -los construction in the framework of Construction Morphology.
The tendency to apply media in regional studies for students of German as a foreign language (Deutsch als Fremdsprache, DaF) is no longer a novelty. Thus, we see media applied as such in multiple different forms, like videos, press releases, radio segments or online statements. This contribution is focused on the radio interview, as a constitutive part of the regional studies’ courses for DaF students of Germanistik in Romania. As a starting point serves the assumption, that the application of visual media can be enhanced through dialogue sequences, which further highlight the subject of the course. Through chosen interviews, that have been aired by the state channels, students can become familiar with such issues, that affect the German minority in Romania. The authenticity that is being sought for, will result from the primary situation of the interviewer and the interviewee communicating, as well as through the utilization of Rumäniendeutsch as the standard language of the German minority, living in Romania. Thus can cultural, social, historical and linguistic phenomena that are specific for the local German speaking population and that are (re)constructing the cultural inheritance of Germans in Romania, be regarded in greater detail.
Der vorliegende Artikel gibt einen Überblick über die Deutsch - Spanisch - Äquivalenz von Begriffen des Bildungswesens in Bezug auf die Urkundenübersetzung. Zunächst wird die Übersetzung dieser Textsorte aus dem Blickwinkel verschiedener Übersetzungstheorien betrachtet. Nachfolgend werden – aus funktionaler Perspektive – die Adressaten der Zieltexte und ihre Bedürfnisse umrissen. Es folgen Beispiele für Fachausdrücke in beiden Sprachen, die in eine dreiteilige Systematik (vollständige Äquivalenz, Teiläquivalenz, Nicht-Äquivalenz) eingeordnet werden. Dabei stechen vor allem die "falschen Freunde" als häufige Fehlerquelle hervor. Eingegangen wird auch auf übersetzerische Hilfsmittel und die wichtigsten Übersetzungsstrategien im Rahmen der Übersetzung solcher Begriffe. Bezugssysteme sind das deutsche und das mexikanische Bildungswesen.
Die folgende Arbeit beschäftigt sich mit dem Thema des Wortschatzerwerbs im Bereich Englisch als Fremdsprache. Die Relevanz und Notwendigkeit des Erlernens von Vokabular ist für den erfolgreichen Fremdsprachenerwerb unumstritten. Sprachen bauen auf Wörtern, sprich Bedeutungsträgern, auf, die es erst zulassen in einer Sprache miteinander kommunizieren zu können. Die Kommunikation kann mit mangelndem und unausreichendem Wortschatz nur begrenzt stattfinden und Missverständnisse können hervortreten. Daher wird in dieser Arbeit in der Einleitung betont, wie wichtig es ist, den Wortschatz von Studierenden zu fördern und je nach Niveau und Altersstufe die richtigen Methoden zur Vermittlung auszuwählen. Die Arbeit liefert dabei explizit ein Beispiel der Umsetzung. Diese findet im universitären Kontext in einer Vorbereitungsklasse einer privaten Universität (Nişantaşı Universität) in Istanbul statt. Die Student*innen der Vorbereitungsklasse befinden sich auf dem Niveau B1 und erwerben Englisch als Fremdsprache. Ein Teil dieser Arbeit zeigt, wie der Wortschatz zu einem bestimmten Thema, hier Beschreibung von Persönlichkeit/ Aussehen, vermittelt werden kann und geht dabei auf Materialien und Arbeitsvorgänge im Unterricht ein. Es werden ein Vortest und ein Nachtest zum Thema durchgeführt, die die Erfolgsquote vor und nach der Vermittlung messen sollen. Ein zweiter Teil der Arbeit beschäftigt sich mit dem Vergleich des im Englischen zusammengestellten Wortschatzes mit dem entsprechenden Wortschatz im Deutschen, um festzustellen, welche Gemeinsamkeiten und Diskrepanzen zwischen den beiden Sprachen existieren. Die Arbeit resultiert in einem Fazit, welches ein weiteres Mal die Relevanz von dem Wortschatzerwerb im Fremdsprachenunterricht betont.
History films personalize, dramatize and emotionalize historical events and characters. They revive the past by exemplifying it in the present, engage ongoing discourses of history and as a result have proven to be the most influential medium in conveying history to large audiences. History films are regarded as an attractive, motivating and efficient (supplementary) teaching and learning medium in history as well as in foreign language classes. As part of the course "Historical Survey of Germany" (BA German-programme at University Putra Malaysia) history film projects on important periods and events in German history were conducted. The article introduces a film project on World War II and describes the pedagogical approach which aims to develop three core competencies of historical understanding – Content Knowledge, Historical Empathy/Perspective Recognition and Narrative Analysis. It discusses selected general findings provided as qualitative data in group and individual assignments. While the responses to questions related to Content Knowledge and Narrative Analysis show that students achieved higher competency levels, the participants showed shortcomings in the rational examination of historical characters, their perspectives and motivations for their actions. Time, practice and guidance can be identified as key factors in developing historical literacy competencies further.
Die Zeitschrift Pandaemonium Germanicum erscheint dreimal jährlich und versteht sich als Forum für die wissenschaftliche Diskussion in den verschiedenen Bereichen der internationalen Germanistik, nämlich der Literatur- und Übersetzungswissenschaft, Linguistik, DaF und Kulturstudien. Die Zeitschrift wird von der deutschen Abteilung der FFLCH-USP (Universität São Paulo) seit 1997 herausgegeben und will zur Verbreitung unveröffentlichter Forschungen von GermanistInnen aus Brasilien und anderen Ländern, sowie zur Förderung des Dialogs zwischen der Germanistik und anderen Wissensbereichen beitragen.
Die Zeitschrift Pandaemonium Germanicum erscheint dreimal jährlich und versteht sich als Forum für die wissenschaftliche Diskussion in den verschiedenen Bereichen der internationalen Germanistik, nämlich der Literatur- und Übersetzungswissenschaft, Linguistik, DaF und Kulturstudien. Die Zeitschrift wird von der deutschen Abteilung der FFLCH-USP (Universität São Paulo) seit 1997 herausgegeben und will zur Verbreitung unveröffentlichter Forschungen von GermanistInnen aus Brasilien und anderen Ländern, sowie zur Förderung des Dialogs zwischen der Germanistik und anderen Wissensbereichen beitragen.
İletişimin yeni medya aracılığı ile sesli ve görüntülü olarak yapılabiliyor olması eğitimde birçok kolaylığı beraberinde getirmektedir. Bu yeni iletişim ve eğitim şeklinin günden güne insanların hayatına daha çok girmesiyle uzaktan eğitimde nitelik kavramı ve didaktik uygulamaları tartışılmaktadır. COVID-19 pandemisinin ortaya çıkmasıyla eğitim ve öğretimin devamlılığını sağlamak için 2020 yılında birçok ülkede uzaktan eğitime geçilmiştir. Uzaktan eğitimin bu büyüklükteki bir kitleye daha önce uygulanmamış olması bazı olumsuzlukları da beraberinde getirmiştir. Yüz yüze eğitimden kısa bir süre içinde uzaktan eğitime geçiş yapılması gerek öğreticileri gerekse öğrenenleri birtakım yeniliklerle karşı karşıya bırakmıştır. Bu yeniliklerle birlikte çevrimiçi sesli ve görüntülü iletişim araçlarının eğitimde daha aktif olarak kullanılması söz konusu olmuştur. Birtakım sebeplerle eş zamanlı uzaktan eğitimde, iletişim araçlarının kapalı şekilde olmalarından faydalanılmıştır. Bu durum etkili bir iletişim ortamının gerçekleşmesini olumsuz yönde etkileyebilir. Mevcut çalışmada etkili bir eşzamanlı uzaktan eğitimde iletişimin önemi ve iletişimsel süreçleri etkileyen faktörler, ilgili alanyazın doğrultusunda ele alınmıştır. Çalışmada iletişim kavramı ve modelleri, sözlü ve sözsüz iletişim, eğitimde iletişim, yabancı dil eğitiminde iletişim ve uzaktan eğitimde iletişim gibi kavramlar üzerinde durularak, sesli ve görüntülü iletişim türlerinin uzaktan eğitim için iletişim anlamında taşıyacakları önem ve gereklilik tartışılmıştır.
Die Zeitschrift Pandaemonium Germanicum erscheint dreimal jährlich und versteht sich als Forum für die wissenschaftliche Diskussion in den verschiedenen Bereichen der internationalen Germanistik, nämlich der Literatur- und Übersetzungswissenschaft, Linguistik, DaF und Kulturstudien. Die Zeitschrift wird von der deutschen Abteilung der FFLCH-USP (Universität São Paulo) seit 1997 herausgegeben und will zur Verbreitung unveröffentlichter Forschungen von GermanistInnen aus Brasilien und anderen Ländern, sowie zur Förderung des Dialogs zwischen der Germanistik und anderen Wissensbereichen beitragen.
Die Zeitschrift Pandaemonium Germanicum erscheint dreimal jährlich und versteht sich als Forum für die wissenschaftliche Diskussion in den verschiedenen Bereichen der internationalen Germanistik, nämlich der Literatur- und Übersetzungswissenschaft, Linguistik, DaF und Kulturstudien. Die Zeitschrift wird von der deutschen Abteilung der FFLCH-USP (Universität São Paulo) seit 1997 herausgegeben und will zur Verbreitung unveröffentlichter Forschungen von GermanistInnen aus Brasilien und anderen Ländern, sowie zur Förderung des Dialogs zwischen der Germanistik und anderen Wissensbereichen beitragen.
Dieses thematische Dossier, dessen Beiträge Österreich und seine Literatur in Brasilien und aller Welt behandeln, versammelt 15 Artikel österreichischer, deutscher und brasilianischer ForscherInnen der verschiedensten Disziplinen der Geistes- und Sprachwissenschaften als auch der Philosophie und Geschichte.
Diyalog 2021/2
(2021)
A partir de dados sobre a frequência de ocorrência de pronomes reflexivos, retirados de textos de quatro livros didáticos de língua alemã (Blaue Blume, 2011; DaF kompakt neu A2, 2016; Menschen A2, 2013; Studio d A2, 2006), o presente artigo discute meios para a identificação de insumos didatizados e não didatizados. Essa proposta é justificada pelo interesse em desenvolver uma base empírica que auxilie a seleção de textos para um projeto de criação de um material didático destinado ao ensino de alemão em contexto universitário no Brasil. Para o tratamento dos textos utilizamos os programas WordSmith Tools (2016) e QuAX-DaF (2019). Tais ferramentas apresentam dados de frequência de ocorrência nos textos investigados, além de estabelecer uma relação com um corpus autêntico de língua alemã (Leipzig Corpora Collection). Os resultados indicam que a investigação da frequência de ocorrência pode estabelecer uma base quantitativa e qualitativa para a escolha textual de acordo com a progressão lexical e gramatical desejada, podendo ser um critério para a inclusão ou de exclusão de textos para o ensino de línguas.
Na prática do ensino de Alemão como Língua Estrangeira (ALE), os conteúdos de 'Landeskunde' são abordados cada vez mais sob a perspectiva de que culturas heterogêneas permeiam os diferentes países de idioma alemão. Questionando-nos acerca da representatividade, em materiais didáticos, de países cujo idioma oficial é alemão, dedicamo-nos ao levantamento e à análise de dados sobre os aspectos culturais da Áustria presentes no livro didático "DaF Kompakt neu" (2016), material utilizado em boa parte dos cursos de graduação para formação de professores de alemão no Brasil. Os dados coletados foram categorizados e, então, analisados, de forma que pudéssemos averiguar a inclusão de informações implícitas e explícitas sobre a Áustria e seu potencial para incentivar discusses em sala de aula. Destacamos na exposição dos resultados que o material selecionado apresenta menções profícuas e, mais ainda, que a quantidade e complexidade dessas aumentariam conforme o avanço dos níveis de línguas ensinados. Concluímos ressaltando que, apesar da representatividade do material didático, outros elementos como preparo e disposição do professor, além de materiais suplementares, seriam indispensáveis para a presentificação do 'DACH-Prinzip' no ensino de ALE.
Mapeamento de estudos da linguística contrastiva Português/Alemão : dados bibliográficos no Brasil
(2021)
Este trabalho tem como propósito relatar o desenvolvimento, a metodologia e os resultados de um Projeto de Iniciação Científica que propõe a construção de uma base de dados da bibliografia da linguística contrastiva Português/Alemão. De natureza documentalbibliográfica, a coletânea bibliográfica foi realizada em bases de dados brasileiras de publicações em português, e as referências compiladas no software Zotero. As buscas foram realizadas entre agosto e dezembro de 2019 e se utilizou as palavras-chave (Língua Alemã; Língua Portuguesa; Alemão; Português; Linguística; Linguística Contrastiva), assim como as grandes áreas da Linguística (Morfologia; Fonética; Fonologia; Semântica; Pragmática e Sintaxe). Foram identificadas ao todo 48 pesquisas, publicadas entre os anos de 1972 e 2019, classificadas entre Literatura Branca e Literatura Cinzenta. Os dados apontam uma prevalência de artigos publicados no periódico Pandaemonium Germanicum, da Universidade de São Paulo (USP), especialmente na década de 1990, assim como um grande número de pesquisas na área de semântica.
Reconsiderando a tripartição coseriana do linguístico (em um nível universal, do falar em geral; um histórico, das línguas particulares; um individual, dos discursos produzidos em situações específicas), o romanista alemão Peter Koch propõe o acréscimo, no nível histórico, duma historicidade dos textos ou das tradições discursivas, constituindo regras distintas das regras da língua. Neste estudo programático de 1997, publicado na série "ScriptOralia" da editora Narr (Tübingen, Alemanha), o autor define o conceito de tradição discursiva; delimita seu campo teórico, postulando quatro campos linguísticos, referentemente, a atividade do falar (universal), as línguas particulares (histórico), as regras do discurso ou tradições discursivas (histórico) e o discurso (individual); discute ainda suas implicações para as fronteiras entre Linguística Textual e Linguística Variacional, universais da comunicação e gêneros textuais e intertextualidade e interdiscursividade; ademais, apresenta seu proveito para a Literatura e Linguística, os estudos de oralidade e história da língua. Por fim, descreve a dinâmica de sua formação e transformação pelos processos de diferenciação, mistura, convergência e desaparecimento. O objetivo da presente tradução é tornar acessível ao público brasileiro esta obra de referência sobre a noção de tradição discursiva, que exerce decisiva influência tanto na Romanística alemã quanto em recentes pesquisas históricas do Português Brasileiro.
Mit der Entwicklung mobiler Technologien wird die Auswahl an digitalen Tools zum Erlernen einer Fremdsprache immer größer. Jedoch setzen die meisten Angebote einen Schwerpunkt auf das Wortschatzlernen sowie auf die Übung grammatischer Phänomene, sodass die Fertigkeit Sprechen in den aktuellen Angeboten seltener gefördert wird. Um diese Lücke zu füllen, wurde die App ChatClass entwickelt, die im vorliegenden Beitrag empirisch untersucht wird. Während eines Semesters nutzten angehende DaF-Lehrende einer brasilianischen Universität die App, um ihre eigene Sprechfertigkeit zu verbessern. Ergebnisse aus der Studie zeigen, dass die Übungen der hier untersuchten App nicht nur als innovativ betrachtet wurden, sondern sich zudem positiv auf den Lernprozess der Studierenden auswirkten, da sie sowohl das monologische Sprechen förderte als auch einen authentischen mündlichen Lerner-Lerner-Austausch ohne die Interferenz einer Lehrperson ermöglichten. Bemerkenswert ist, dass gerade dieser Austausch die Lernenden dazu motivierte und ermutigte, sich mehr in der Fremdsprache außerhalb des Unterrichts zu äußern.
Der Gießener Professor und Autor der Bücher "E-Learning Fremdsprachen - eine kritische Einführung" und "Deutsch als Fremdsprache: Eine Einführung", Dietmar Rösler, spricht im Interview über seine Ideen zum Einsatz digitaler Medien im DaF-Unterricht und seine Erfahrungen als Hochschulprofessor mit der Digitalisierung der Lehre vor und während der Corona-Pandemie in Deutschland. Dabei skizziert er mögliche Konsequenzen aus der Krise für unterschiedliche fremdsprachliche Lehr- und Lernszenarien sowie für Veränderungen in der Aus- und Fortbildung von DaF-Lehrenden. Dietmar Rösler beschreibt in diesem Interview auch seine Zukunftsvision zu den Lehrwerken in einer zunehmenden digitalisierten Welt.
Nach dem III. Kongress des Brasilianischen Verbandes für germanistische Studien (ABEG) beschlossen die Organisatorinnen dieses thematischen Hefts im Jahr 2019, eine spezielle Ausgabe der Zeitschrift "Pandaemonium Germanicum" vorzuschlagen, die sich auf den Einsatz digitaler Medien im Deutschunterricht konzentriert. Die Organisatorinnen waren durch das vielfältige reiche akademische Umfeld des Anlasses motiviert und sind der Redaktion der Zeitschrift sehr dankbar für die umgehende Annahme ihres Vorschlags. Bis zu diesem Zeitpunkt war der Einsatz von digitalen Informations- und Kommunikationstechnologien (TDICs) in unterschiedlichen Lehr- und Lernkontexten optional, und die Herausgerberinnen erkannten darin ein großes Potenzial für die Lehre sowie für die Förderung des Lernens. Was sie damals jedoch nicht voraussahen, war, dass der Einsatz dieser Technologien in Sprachlehr- und -lernkontexten im folgenden Jahr aufgrund der Corona-Pandemie in mehreren Ländern der Welt von optional auf "obligatorisch" umgestellt werden würde.
Em 2019, durante o III Congresso da Associação Brasileira de Estudos Germanísticos (ABEG), as organizadoras deste volume temático, motivadas pelo rico ambiente acadêmico da ocasião, decidiram propor a organização de um caderno especial para a discussão de trabalhos científicos na "Pandaemonium Germanicum", com foco no uso de tecnologias digitais no ensino de alemão. A proposta foi prontamente acolhida pela equipe editorial da revista e somos muito gratas a ela pela oportunidade! Até aquele momento, o uso de Tecnologias Digitais de Informação e Comunicação (TDICs) era opcional em diferentes contextos de ensino e aprendizagem de línguas e as pesquisadoras reconheciam ali o grande potencial para o ensino e para o fomento da aprendizagem. O que elas não previam na ocasião, porém, é que o uso dessas tecnologias em contextos de ensino e aprendizagem de línguas passaria de opcional para "compulsório" no ano seguinte, devido à pandemia causada pelo vírus COVID-19, em diversos países do mundo.
The present paper reviews the articles published in the 20th volume of the Kronstädter Beiträge zur germanistischen Forschung, which focus on a variety of postmodern elements found within German culture, language, and literature. A special emphasis is set on the person and works of the German author living in Romania Joachim Wittstock, whom the given volume has been dedicated to, on the occasion of his 80th birthday.
This volume of studies goes back to research work that was carried out as part of a long-standing project, Deutscher Familiennamenatlas (DFA). The DFA and the individual studies record the family names in Germany and the border areas for the first time on the basis of telephone connections (as of 2005) and with a rich map material. The considerations on selected family names gathered here are preliminary studies of the DFA, which are dedicated to family names on -mann.
Das Hauptziel dieses Artikels ist es, einen Überblick über die Entstehung eines Lehrprojekts der Stadt Rio de Janeiro zur Förderung der Mehrsprachigkeit an öffentlichen Schulen zu geben. Zu diesem Zweck stützt sich der Artikel zunächst auf einige offizielle Dokumente – wie z.B. den Text des Nationalen Rahmenlehrplans (BNCC) und die Leitprinzipien für das Programm für zweisprachige Schulen in der Stadt Rio de Janeiro, die das Lehren von Fremdsprachen in Brasilien und in der Stadt Rio de Janeiro leiten. Darüber hinaus werden in diesem Beitrag Ergebnisse einer Studie vorgestellt, die mit den Lehrkräften durchgeführt wurde, die seit Beginn des Projekts als Deutschlehrende dort arbeiten. Die Ergebnisse der Studie zeigen, dass critical literacy und interkulturelles Lernen grundlegende Prinzipien sowohl in der Wahrnehmung als auch in der Praxis der Lehrenden sind. Schließlich zeigt der vorliegende Beitrag, wie wichtig diese Lehrprojekt zur Förderung einer reicheren und pluralen Bildung von Schüler*innen ist.
As construções com verbo-suporte (CVS) são ligações verbo-nominais com um significado único, por exemplo, 'zu Ende bringen' e 'ins Gespräch kommen'. Os verbos-suporte 'bringen' e 'kommen' podem formar CVS com os mesmos substantivos, de maneira que a CVS com 'bringen' na voz passiva e com kommen sejam sinônimas. O objetivo deste artigo é investigar as diferenças de significado entre essas duas CVS sinônimas que emergem da sintaxe através das metáforas conceptuais PROXIMIDADE É FORÇA DE EFEITO e MAIS FORMA É MAIS CONTEÚDO (LAKOFF; JOHNSON 1980). Para tanto, analisamos os dados da dissertação de mestrado de Pereira (2017), cujos corpora foram obtidos no Sistema de Gerenciamento e Análise de Corpora (Cosmas II). Concluímos que diferenças sutis de significado entre CVS formadas com ambos os verbos emergem das metáforas conceptuais citadas e que ambas permitem que a voz passiva de 'bringen' carregue mais significado que a CVS com 'kommen', a saber, o agente implícito. Além disso, as CVS também sofrem influência das metáforas conceptuais UMA AÇÃO É UM LOCAL e UMA AÇÃO É UM OBJETO.
Apresentam-se aqui as linhas-mestres de um modelo para projeto editorial de materiais didáticos destinados ao ensino de alemão em contextos universitários no Brasil. Contemplam-se o ponto de vista editorial, questões técnicas ligadas ao uso de tecnologia digital e uma concepção de ensino-aprendizagem que dê conta de uma justificação teórica do modelo apresentado.
Modelo de ensino-aprendizagem híbrido de alemão no Brasil : uma tendência contemporânea desafiadora?
(2021)
Neste trabalho, apresentamos uma pesquisa sobre crenças discentes a partir de dois cursos híbridos de alemão como língua estrangeira realizados por uma instituição de ensino de língua e cultura alemãs na cidade de São Paulo. Como arcabouço teórico, buscou-se apoio sobretudo em Barcelos (2001) e Almeida Filho (2013), entre outros autores dedicados às temáticas deste artigo. A metodologia de pesquisa apresenta análises qualitativas e quantitativas, baseadas em aplicação de questionário na perspectiva da Linguística Aplicada, focalizando as crenças dos estudantes a respeito do ensino a distância (modalidade EaD) antes e após a sua participação nos cursos. Constatamos que a busca por uma maior flexibilidade espaço-temporal e por uma redução nos custos de cursos tradicionais na modalidade exclusivamente presencial são fatores que motivaram a maior parte dos participantes da pesquisa a optarem pela modalidade EaD. Além disso, verificamos que parte da insatisfação com tal modalidade registrada dos entrevistados se deve a deficiências que eles identificaram na estrutura dos cursos e do ambiente virtual de aprendizagem, sendo que a plataforma utilizada nem sempre oferece recursos suficientes para desenvolver a necessária autonomia do alunado. Tal cenário reflete a problematização do uso das tecnologias em prol do desenvolvimento adequado do ensino a distância, bem como a necessidade de formação docente a fim de que seja possível encarar os novos desafios para o ensino-aprendizagem de línguas na modalidade híbrida.