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This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer. The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums. The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.
This study conducted in Hong Kong used multiple regression procedures to investigate the relationship between primary school children's reading test scores and the frequency with which forty-two instructional practices were used by their literacy teachers. Analyses were conducted separately for reading in English language and in Chinese (Modern Standard Written Chinese). Subjects comprised 4,329 Cantonese-speaking students (2,157 girls; 2,172 boys) aged approximately 9+ years, and their 256 teachers (129 teachers of English; 127 teachers of Chinese). Results suggest that no single instructional practice was highly correlated with students' reading achievement in English or Chinese, and in fact some practices demonstrated a negative association. However, certain practices, particularly related to the use and nature of resource materials and to assessment strategies, did demonstrate a positive association with reading performance. Similarities and differences between Chinese and English data are discussed.
Based on a comparison between 11 year old students who are monolingual French and bilingual French and Kabyle (one of the Berber languages) our research aims at showing how two specific factors influence understanding narratives: the first is the mode of presentation (oral vs written). It is combined with cultural aspects of the 1st language (from now on L1) in which children have been socialized; the task was a written recall of a Kabyle text. Our results show facilitating effects of the oral mode to access meaning and the positive role played by culture in mediating understanding, hence founding potential solutions to improve literacy in standard French in areas where the cultural diversity in the school population is very often associated with difficulties in learning the school language. Teaching should switch from an ethno-centered model to a multicultural one since to build knowledge requires explaining the symbolic systemic relations languages and cultures have with one another.
In recent years, certain political changes have occurred in the Turkish Cypriot community with the accession of Cyprus to the European Union. Policies and parties in favor of this accession accepted the idea of a united Cyprus; the majority of the Turkish Cypriots (65%) voted in favor of a Cypriot identity. Such political transformations affected education as well. As one of the results of these new policies, a course entitled "Turkish Cypriot Literature" was introduced in schools. In this article we report a study on the ideology, content and instruction of the TCL course. In this study a questionnaire was given to high school teachers and students in order to find out their views about the ideology, content and instruction of the course. In addition, the authors of the TCL literary history were interviewed to gather their views on the content and ideology of the course. This study shows that a new ideology has been accepted by teachers, students and the authors of literary history. According to them the TCL course helps to contribute to the Turkish Cypriot culture and its values. In regard to the content of the TCL course it can be noted that the content of TCL is accepted by both the teachers and the students. However, the authors of the TCL literary history point to the fact that there are deficiencies and irrelevant subjects in the content of the TCL courses. The other research question of the study is to determine the views of the teachers and the students on the way TCL is taught. The teachers and the students are hesitant about the effectiveness of such instruction.
The new high school Chinese language curriculum in Hong Kong (2002) calls for the integration of literature after more than two decades of emphasis on language skills learning. However, many language teachers do not really know how to incorporate literature instruction into a language class and rely heavily on textbooks. The textbook becomes the "hidden teacher", guiding the content of learning, the sequence of teaching and the approaches to learning. Few teachers investigate the learning tasks designed by material writer(s) and question the nature of these tasks, or the underpinning pedagogy. This article reports on a survey of three sets of commonly used Chinese language textbooks in terms of the structure of learning units and the design of learning tasks for literary texts.
This article addresses the conceptualizations of written language held by Mayan children who attend bilingual elementary school. The article's attempt to show the results of psycholinguistic research carried out with Mayan children follows the conviction that school-age Maya speakers play an important role in generating knowledge of literacy proposals in the context of bilingual education. By being in contact with two languages (the native language and Spanish), the Mayan children make precise linguistic reflections on Spanish that allow them to infer principles of the graphic and orthographic system of their own language. This article explains those reflections.
This study examines the developmental stages of spelling ability focusing on the learning process of the Japanese orthographic system for native speakers of Japanese. After first providing a basic explanation of the Japanese orthographic system, issues regarding the acquisition of Japanese spelling are discussed. Next, in order to clarify the acquisition of writing skills in the introductory stage of Japanese spelling, data from prior case studies and this investigation are examined. From these results, a new proposal for developmental stages of orthographic concepts is suggested. This study also examines strategies of invented spelling and the relationship between developmental stages and learning ages. Children had learned a considerable amount of hiragana spelling before entering first grade, and by the end of first grade (late March) had reached the point where they were mostly able to write phrases in both hiragana and katakana. The developmental stages were as follows:
Stage1: Hiragana spelling not yet acquired
Stage2: Hiragana spelling acquisition (unvoiced, voiced, semi-voiced)
Stage3: Hiragana spelling acquisition (special syllable markers)
Stage4: Katakana spelling acquisition (unvoiced, voiced, semi-voiced)
Stage5: Katakana spelling acquisition (special syllable markers)
Stage6: Combined usage of hiragana and katakana acquisition
Stage7: Kanji spelling not yet acquired (includes kanji learning stages).
Subordination in Turkish Heritage children with and without developmental language impairment
(2023)
A large body of cross-linguistic research has shown that complex constructions, such as subordinate constructions, are vulnerable in bilingual DLD children, whereas they are robust in bilingual children with typical language development; therefore, they are argued to constitute a potential clinical marker for identifying DLD in bilingual contexts, especially when the majority language is assessed. However, it is not clear whether this also applies to heritage contexts, particularly in contexts in which the heritage language is affected by L2 contact-induced phenomena, as in the case of Heritage Turkish in Germany. In this study, we compare subordination using data obtained from 13 Turkish heritage children with and without DLD (age range 5; 1–11; 6) to 10 late successive (lL2) BiTDs (age range 7; 2–12; 2) and 10 Turkish adult heritage bilinguals (age range 20; 3–25; 10) by analyzing subordinate constructions using both Standard and Heritage Turkish as reference varieties. We further investigate which background factors predict performance in subordinate constructions. Speech samples were elicited using the sentence repetition task (SRT) from the TODİL standardized test battery and the Multilingual Assessment Instrument for Narratives (MAIN). A systematic analysis of a corpus of subordinate clauses constructed with respect to SRT and MAIN narrative production comprehension tasks shows that heritage children with TD and DLD may not be differentiated through these tasks, especially when their utterances are scored using the Standard Turkish variety as a baseline; however, they may be differentiated if the Heritage Turkish is considered as the baseline. The age of onset in the second language (AoO_L2) was the leading performance predictor in subordinate clause production in SRT and in both tasks of MAIN regardless of using Standard Turkish or Heritage Turkish as reference varieties in scoring.
The paper examines borrowed instances of what we call emphatic superlative ever (ES-ever) into two Germanic languages (Dutch and German) and two Romance languages (French and Spanish). We base our study on extensive corpus data. We model the data in three stages ranging from constructional borrowing (Stage-1: el coolest job ever 'the coolest job ever'), via diaconstructions (Stage-2: la mejor canción ever 'the best song ever'), up to lexical borrowing (Stage-3: las portadas más photoshopeadas ever 'the most photoshoped portals ever'). We extend an earlier approach to social meaning in HPSG to borrowing.
Two studies investigate the production and perception of speech chunks in Estonian. A corpus study examines to what degree the boundaries of syntactic constituents and frequent collocations influence the distribution of prosodic information in spontaneously spoken utterances. A perception experiment tests to what degree prosodic information, constituent structure, and collocation frequencies interact in the perception of speech chunks. Two groups of native Estonian speakers rated spontaneously spoken utterances for the presence of disjunctures, whilst listening to these utterances (N = 47) or reading them (N = 40). The results of the corpus study reveal a rather weak correspondence between the distribution of prosodic information and boundaries of the syntactic constituents and collocations. The results of the perception experiments demonstrate a strong influence of clause boundaries on the perception of prosodic discontinuities as prosodic breaks. Thus, the results indicate that there is no direct relationship between the semantico-syntactic characteristics of utterances and the distribution of prosodic information. The percept of a prosodic break relies on the rapid recognition of constituent structure, i.e. structural information.
Thomas Bowrey, who was an employee of the British colonial government, visited the Malay-speaking region at the end of the 17th century and published a dictionary of Malay (1701) which consists of 12,683 headwords. It is one of the oldest and largest collections of data on this language, which was the first language of the people he came into contact with while travelling through the Malay Peninsula, spending most of his time in harbours along its west coast. Malay, which was spoken in the various trading centres of this area (e.g. Penang, Malacca), had long previously begun to develop into a form of lingua franca during Bowrey’s stay there due to the fact that traders, especially those from Arabic countries (beginning in the 12th century), China (from the 15th century onwards), Portugal (since 1511), the Netherlands (since 1641), and less so from England, came into contact with Malays speaking their local dialects in the various trading posts in Malaya and probably began to become acquainted with the trade-language variant. Thus, Bowrey must have observed and recorded elements of both.
The data he collected is not limited to Malay variants spoken in coastal areas, but includes material from dialects which he encountered during his travels throughout the Malay Peninsula, though without, however, describing the locations in which he took notes on the lexicon and clauses. Not all of his material was written into manuscript form during his stay in Southeast Asia. A large part of his notes taken in situ were prepared for publication during his long journey home. His notes, which were used to print his dictionary, are in part kept in British libraries. Most of the material accessible to the public was studied during the preparation of this thesis.
Earlier works on this dictionary are quite limited in scope. They deal with very specific aspects such as the meanings of headwords found between the letters A and C (Rahim Aman, 1997 & 1998), and the work of Nor Azizah, who deals with the lexical change found in Bowrey’s dictionary between D and F, and syntactic and sociolinguistic aspects (Mashudi Kader, 2009), and collective nouns by Tarmizi Hasrah (2010). This study will discuss Bowrey’s dictionary as a whole in order to describe its contribution to our knowledge of linguistic and non-linguistic facts in 17th century Malaya. Besides analysing Malay synchronically, this thesis also deals with historical-comparative questions and asks whether Bowrey contributes to our knowledge of the changes to the Malay language between the 17th and 21st centuries.
In order to answer the research questions, this study not only relies on the dictionary in its entirety, but also on the notes found in British libraries as well as other material on early Malay, such as the Pigafetta list (1523), Houtman (1598–1603), and the Wilkinson dictionary (1901) as a complement to Bowrey’s dictionary; at the same time, the Malay Concordance Project (online), the SEAlang Project (online), Kamus Besar Bahasa Indonesia (online), and Kamus Dewan Edisi Keempat (2007) will represent modern Malay. It should be borne in mind that in contrast to the Thomas Bowrey dictionary (TBD), Kamus Dewan Edisi Keempat (KDE4) does not hold information on colloquial forms of Malay, many of which reflect features of lingua franca Malay. This study is divided into two different branches, namely the consideration of synchronic aspects and historical comparative aspects.
Finally, this study concludes that the Malay language in Thomas Bowrey’s dictionary is heavily influenced by both external and internal factors prevalent to the 17th century. The Malay language recorded in the Thomas Bowrey dictionary is very similar to modern Malay. The similarities between the Malay language of the 17th century and the Malay language of today are considerable, even though there are, of course, still some notable variances.
This dissertation investigates a special class of anaphoric form, yè, in Ewe known as the logophoric pronoun. This research makes a number of novel observations.
In the first chapter, I introduce the reader to the phenomenon under investigation as well as provide information on Ewe and its dialects and, methodology. In Chapter 2, I present the pronominal system of Ewe which is categorised into strong and weak forms following Cardinaletti & Starke (1994) and Agbedor (1996). The distribution of pronouns is outlined which sets the tone for an overview of logophoric marking. In this respect, I present variations in logophoric marking strategies cross linguistically and show that Ewe differs significantly from other pronouns in this category. In an effort to explain the deviant case of yè, I entertain the idea that yè is a pure logophoric pronoun in the sense of Clements (1975) and thus, its additional de re and strict interpretation does not imply non-logophoricity.
Chapter 3 demonstrates that yè is sensitive to contexts which portray the intention of an individual. Following Sells (1987), the antecedent of yè must have an intention to communicate. I broadly categorize logophoric contexts into reportative (direct-indirect speech) or non-reportative (speaker’s mental attitude, reporter’s observation or background knowledge of a situation). Based on this categorization, indirect speech report (Clements 1975), dis- course units such as a paragraph or an episode (Clements 1975), and sentential adjuncts such as purpose, causal and consequence clauses (Culy 1994a) are reviewed. The logophoric pro- noun occurs in the complement of attitude verbs (Clements 1975), also termed logocentric (à la (Stirling 1994)) or logophoric predicates (à la (Culy 1994a)) as well as with non-attitudinal verbs (e.g. va ‘come’ or wO ‘do’ as in sentential adjuncts). I argue contra Clements (1975) and Culy (1994a) that yè can occur with perception predicates. I further provide three new instances of non-reportative contexts which are compatible with yè namely, as-if clauses, benefactive na clauses and alesi ‘how’ clauses. I show, corroborating previous studies that contexts which are necessary for the licensing of yè include all of the aforementioned except causal clauses. Among these contexts, the complementizer be or regarding cases where there is no be, an element in C (due to the Doubly-Filled-Comp Filter (DFCF) c.f. Chomsky & Lasnik (1977)), is sufficient to license yè. Following Bimpeh & Sode (2021), yè is licensed by feature checking (in the spirit of von Stechow (2004)): be bears the interpretatble [log] feature which checks the uninterpretable [log] feature of yè. I include a redefinition of logophoricity as pertaining to Ewe.
Given the disparity found in the literature concerning the interpretation of yè: Ewedome (pronounce EVedome) has only de se readings (Bimpeh 2019); while ‘pure’ Ewe, Mina (variety of Ewe spoken in Togo) Pearson (2015), Danyi (O’Neill 2015) and Anlo (pronounced ANlO) (Satık 2019) has de re readings; chapter 4 aims at lending empirical support to the ungoing discussion by verifying the interpretation of yè. Two acceptability judgment tasks were conducted namely, truth value judgment task and binary forced choice task. The results corroborates Pearson (2012, 2015) and others’ discovery that yè has a de re interpretation in the Ewedome (contra Bimpeh (2019); Bimpeh et al. (2022)), Anlo and Tonu (pronounced TONu) dialects of Ewe.
In chapter 5, I discuss the relation between logophoricity (yè, yè a) and Control (PRO). I show that yè may be restricted to a set of verbs which obligatorily require the morpheme a ‘potential marker’ (Essegbey 2008), in subject position. This set of verbs are those that are known as control verbs c.f. (Landau 1999) in English. As a result of this restriction, research such as Satık (2019) claims that yè a is the overt instantiation of PRO in English. According to the Ewe facts, it appears as though on one hand, yè and PRO share similar properties in logophoric contexts and on the other hand, yè in combination with the potential marker, a also share properties with PRO in subject control environments. Against this background, I discuss the relation between yè, yè a and PRO and show that neither yè in isolation nor yè in combination with a, contrary to Satık (2019), is the overt instantiation of PRO. I clarify that the potential morpheme a is not cliticised or combined with the logophoric yè. The two forms are seperate morphemes. The potential marker a only shows up in control environments because a sub-class of verbs require it for grammaticality purposes. As such, the property of de se-ness does not come from yè by itself, yè a or a but rather from the sub-class of verbs which require the potential marker a...
This paper presents an overview on deverbal nominalizations from Ktunaxa, a language isolate spoken in eastern British Columbia, Canada. Deverbal nominalizations are formed uniformly with a left-peripheral nominalizing particle k (Morgan 1991). However, they do not form a single homogenous class with respect to various syntactic properties. These properties are illustrated with novel data, showing that deverbal nominalizations fall into at least two classes, which are analyzed here as nominalization taking place at either vP or VP, where vP-nominalizations include the external argument and VP-nominalizations do not. Evidence for this division comes from how possession is expressed, the interpretation of the passive (and passive-like constructions), and the licensing of verbal modifiers. As both classes of deverbal nominalizations are constructed uniformly with the nominalizing particle, these properties are derived syntactically from the size of the verbal constituent being nominalized.
In the typology of West African languages, tone has been noted to play crucial grammatical and lexical roles, but its function in word formation has been less systematically explored and remains to be fully understood. Against this backdrop, the present study seeks to examine the form and function of tonal morphology in the formation of action nominals in four Kwa languages spoken in Ghana, namely Akan, Gã, Lεtε, and Esahie, a relatively unexplored language of the Central Tano subgroup. Relying on data from both secondary and primary sources, we argue that tone raising is an important component of Kwa action nominalization, as it is found across different languages and derivational strategies. Specifically, while across the Kwa languages considered, tone raising tends to be an epiphenomenon of phonological conditioning, sometimes tone is the sole component of the nominalization operation or, as in Esahie, it concurs with the affix to the derivation, hence playing a morphological function.
In Japanese, direct combination of verbs or adjectives by coordination (with to 'and') or juxtaposition (with its empty counterpart) can form a NP, if the conjuncts are antonymous to each other; the coordinator to 'and' can combine only NPs elsewhere. We claim that this is because there is a phonetically empty nominalizer that can nominalize each conjunct, and that the new nominal construction has been gradually developing in the history of Japanese. An acceptability-rating experiment targeting 400 participants shows that the younger speakers were likely to judge this construction more acceptable than the older ones, that this tendency is slightly weaker in the Nominative condition than in the Genitive condition, and that the coordination condition was significantly worse than the juxtaposition condition.
Since Vietnamese is an isolating language, word order plays an important role in identifying the function of a particular word. Yet in some contexts word order may be flexible especially in the case of special information-structural settings. Discontinuous noun phrases constitute a specific case of non-canonical word order in Vietnamese.
I have conducted two read-speech experiments in order to find out whether there are prosodic or intonational effects in a comparison between continuous and discontinuous noun phrases in Vietnamese. In the first experiment, speakers from the Northern dialect were recorded and in the second experiment speakers from the Southern dialect. The results showed prosodic differences in the two word order conditions in both dialects. The duration of the classifier is significantly longer (p<0.001, ANOVA calculation) in the case of discontinuous noun phrases and the rising tone (sắc) is clearly articulated as rising. In the case of continuous noun phrases, the duration of the classifier is significantly shorter (p<0.001, ANOVA calculation) and a classifier with rising tone may lose its rising property. These prosodic effects are related to prosodic boundaries. In the case of discontinuous noun phrases, the classifier constitutes the prosodic boundary, whereas with continuous noun phrases, the (right) prosodic boundary occurs further to the right.
I assume that in Vietnamese there is generally a correspondence between syntactic and prosodic structure as in Selkirk (2011) and Féry (2017).
This means that for example the DP hai trái cam ‘two oranges’ (two CLF orange) is matched by a prosodic phrase, thus (hai trái cam)Φ. However, when the noun cam ‘orange’ is separated from the numeral-classifier complex, the noun and the classifier form a prosodic phrase on their own: (hai trái)Φ. It can thus be concluded that intonation effects in Vietnamese are not only present when expressing sentence modality and when changing the role of function words (Đỗ et al. 1998 and Hạ & Grice 2010), but they also play a role in word order change, as in discontinuous nominal phrases.
When it comes to syntactic aspects of discontinuous noun phrases, I discuss whether split constructions in Vietnamese involve movement as proposed by Trịnh (2011) or base-generation as put forward by Fanselow & Féry (2006). I argue for base-generation analysis since the second part of a discontinuous NP (remnant) may also occur outside of discontinuous noun phrases without its head noun and some discontinuous noun phrases do not have a continuous counterpart. My study confirms the connection between syntax and prosody.
The two parts of the discontinuous noun phrase form their own phrases syntactically as well as prosodically.
This article provides a comparative overview of phonological and phonetic differences of Mukrī Kurdish varieties and their geographical distribution. Based on the examined data, four distinct varieties can be distinguished. In each variety area, different phonological patterns are analyzed according to age, gender, and social groups in order to establish cross-regional and cross-generational developments in relation to specific phonological distributions and shifts. The variety regions which are examined in the present article include West Mukrī (representing an archaic form of Mukrī), Central Mukrī (representing a linguistically peripheral dialect), East Mukrī (representing mixed archaic and peripheral dialect features), and South Mukrī (sharing features of both Mukrī and Ardałānī). The study concludes that variation in the Mukrīyān region depends on phonological developments, which in turn are due to geographical and sociological factors. Moreover, contact-induced change and internal language development are also established as triggering factors distinguishing regional variants.
Hitaplar gerek formal konuşmada gerekse informal dilde belirleyici bir özelliğe sahiptir. Hitaplar konuşmaya, yazmaya veya herhangi bir yazılı belgeye başlarken kullanılan ve göndericinin alıcıya yönelik bakış açısını belirten dilsel ifadelerdir. Hitap edilen kişi veya gruplar muhatap olarak adlandırılır. Selamlama ve hitap araştırmalarında, bir muhataba hitap ederken kullanılan dilsel araçlara hitap biçimleri denir. Dilsel hitap biçimleri, ad ve zamir kategorisine ayrılabilir. Ad kategorisindeki hitap türleri isimlerin, mesleki ve diğer unvanların kullanımını içerir. Hitapların zamir biçimleri kendilerini şahıs zamirlerinde gösterir. Zamirlerin bir alt sınıfı olarak, şahıs zamirleri gönderene veya kişilere atıfta bulunur. Dilsel iletişim hitaplar ile başlar. Herhangi bir konu hakkında birisiyle birdenbire konuşmaya başlamamak toplumsal uzlaşımın bir parçasıdır. Bu bağlamda hitaplar yaşamın her anında yer bulmaktadır. Bu makalede, Türk ve Alman dijital ortamlarda kadınların hitap ifadelerinin incelenmesi amaçlanmaktadır. İnternet günümüzde toplumun h er alanındaki insanların zorunlu bir alışkanlığı haline gelmiştir. Toplumdaki bireyler etkileşimlerini büyük oranda internet aracılığı ile gerçekleştirmekte, sosyal medyayı takip ederek merak ettikleri konular hakkında fikir sahibi olabilmektedirler. Toplumda, arasında kadınların da önemli bir yere sahip olduğu büyük bir kesim günün her anında sosyal medya üzerinden iletişim kurmakta, kurdukları her tür iletişimde farklı hitap türleri sergilemektedir. Bu çalışma, kullandıkları hitaplar açısından kadınların dilsel davranışlarını içermektedir. Bilindiği gibi kadınlar ve erkekler birçok açıdan ayrıdırlar. Kadın ve erkekler arasındaki bu farklılıklar kendine dijital ortamda da yer bulmaktadır. Makalenin birinci bölümünü oluşturan kuramsal kısımda, hitapların tanımından yola çıkılarak konunun ayrıntıları ortaya konacaktır. Çalışmanın uygulama bölümünde, Türkçe ve Almancadaki sosyal medya metinleri her iki dilde hitaplar açısından karşılaştırılarak incelenecektir. Elde edilen veriler kadınların iki dildeki hitap kullanımı bağlamında değerlendirilecektir. Bu değerlendirme sonucunda Türkçe ve Almancada kadın dilinin hitaplar açısından nasıl bir kullanım alanının olduğu görülecek, her iki dilde ne tür farklılıklar ve benzerliklerin gözlemlenebildiği sonucuna ulaşılacaktır. Çalışmada Türkçe ve Almanca hitaplar karşılaştırılacağından inceleme genel olarak kontrastif söylem analizi ve deskriptif-analitik yöntemler doğrultusunda karma bir yöntem ile yürütülecektir.
Als einer der wesentlichen und natürlichen Bestandteile der sprachlichen Kompetenz weisen Kollokationen sowohl in alltäglichen als auch in formellen Kommunikationssituationen einen elementaren Stellenwert auf. Für die Fremdsprachenlerner machen diese vorgeformten Mehrworteinheiten Produktionsschwierigkeiten aus, da sie in den meisten Fällen zahlreiche strukturelle und semantische Unterschiede zwischen Mutter- und zu lernender Fremdsprache aufweisen. Bei der Sprachproduktion neigen die Lerner häufig dazu, die Kollokationen in ihrer Muttersprache wörtlich in die Zielsprache zu übertragen, was vor allem im Falle von Divergenzen zu eventuellen Interferenzfehlern führen kann. Aus diesem Grund verdient die kontrastive Erfassung von Kollokationen in fremdsprachendidaktischer Diskussion ein besonderes Interesse. Ausgehend von diesen Diskussionen bezweckt die vorliegende Untersuchung primär, die somatischen Kollokationen im Deutschen und Türkischen im Rahmen der kontrastiven Phraseologie unter die Lupe zu nehmen und im Lichte dieser interlingualen Betrachtung die Äquivalenzbeziehungen zwischen beiden Sprachen in diesem lexikalischen Bereich darzulegen. Von den bei der Analyse beschriebenen Erkenntnissen sollen einige didaktische Folgerungen für türkische Deutschlerner abgeleitet werden.
Diyalog 2021/2
(2021)
Learning foreign languages is both necessary and difficult.There are numerous suggestions for improving the learning success in the foreign language school. They did not usually lead to the desired success.This is also because learning a foreign language at school is different from learning mother tongue, which focuses on intensive practical exercises and the principle of trial and error.That's why you do not learn much about how language works. With the proposal of a propaedeutic foreign language teaching a "detour" is to be gone with the help of a language and teaching material model, which allows it to deal with the functioning of language. For this purpose, the planned language Esperanto is suitable because it brings the necessary qualities for it and it positively influences the subsequent learning of ethnic foreign languages by transfer.
The Black Church, the largest sacral building in Transylvania, has been given a central role in the local identity narratives. As a historical place of remembrance, it mediates and mobilizes elements of historical knowledge, and at the same time constructs a myth.The article examines how the Black Church in Brasov, one of the most important symbols of the Transylvanian Saxons, is poetically constructed as a place of cultural memory in the German, Romanian and Hungarian poems of the interwar period, how the concrete place is reinterpreted as a space for creating identity, while the ethnic dimension should not be ignored. It examines the question of what symbolic value it has for the German, Romanian and Hungarian populations and how this can be seen from the lyrical texts of the time.
The aim of the present paper is to analyse the trilingual Transylvanian toponyms (German, Hungarian an d Romanian) from the Terra ante Silvanum (The Realm Beneath the Forest) and to reconstruct and explain them. When the Saxons arrived in Transylvania, in the 12th Century, they met Szekler, Hungarian and Romanian ethnic groups. The Realm Beneath the Forest represents, from a historical point of view, the Western border of the Transylvanian territory inhabited by the Saxons, which was not a compact area and which was divided into three districts (Sibiu, Brașov, and Bistrița) and two ‘seats’ (Mediaș and Șeica). The Realm Beneath the Forest included three ‘seats’ (Lat. sedes, judicial and administrative forums): Orăștie, Sebeș and Miercurea Sibiului. All the areas of the Realm Beneath the Forest, both those inhabited by German and/or Hungarian and Romanian populations and those inhabited only by Romanian people, have corresponding toponyms in all three languages. The toponyms Orăștie, Romos, Aurel Vlaicu, Pianul de Jos, Petrești, Sebeș, Câlnic, Reciu, Gârbova, Dobârca, Miercurea Sibiului, Apoldu de Sus, Amnaș that are analysed in the paper can be classified according to the following criteria: according to their founder, to the river that flows through the area, to the local toponyms, to their origin and their way of formation. A series of toponyms contributed to the apparition of some autochthonous family names such as Broser, Hamlescher, Kellinger, Mühlbächer, Polder, Rätscher, Urbiger.
Zum Schwerpunkt dieses Beitrags wird erstens das Wesen der "sakralen Interjektionen" und ihre Beziehung zum übersetzungstheoretischen Bereich, zweitens die Anwesenheit dieser in repräsentativsten deutsch und tschechisch geschriebenen Wörterbüchern behandelt. Da die Beziehung der drei Größen Usus, Norm und Kodifizierung immer im Einklang stehen muss, wird die Untersuchung durch konkrete Analyse der unter ausgewählten tschechischen Studenten verteilten Fragebögen ergänzt.
Da die kontrastierenden Analysen zum Deutschen und zum Tschechischen, die auf einem zusammengestellten Korpus basieren, unter der vergleichenden phraseologischen Sprachforschung recht selten vertreten sind, wurde zum Objekt meiner Untersuchung die weibliche und männliche Rolle in den tschechischen und deutschen Redewendungen. […] Die Phraseologismen wurden unter diesem Aspekt bisher noch nicht verglichen und es ist höchst interessant an diesen festen Wendungen, die sich auf das praktische Leben beziehen, zu zeigen, wie sich die männliche und weibliche Rolle voneinander unterscheiden und hauptsächlich, wie diese Rollen in Tschechien und Deutschland differieren.
There are two main approaches to change of state verbs. One adopts an approach in terms of a total change (becomeP, for base predicate P), i.e., a change from not being in the extension of the base predicate to being in it. The other adopts an approach in terms of a relative change (becomemore P, for base predicate P), i.e., a change for a theme in which it increases in the extent to which it holds the property denoted by the base predicate. Different languages have been analyzed using one or the other approach. I argue that both proposals are actually appropriate for analyzing related but not (completely) overlapping phenomena in the domain of derived change of state verbs in the very same language. This proposal is based on the discussion of change of state verbs in Southern Aymara that are derived with the suffixes -pta and -ra. I show that verbs with -pta convey the meaning of total change and that verbs with -ra convey the meaning of relative change. I further discuss how expressions with -pta and -ra interact: expressions with -ra implicate that the theme does not change from not being in the extension of the base to being in it. I propose an account in terms of scalar implicatures in which -pta and -ra are lexical alternatives, thus extending the domain of linguistic phenomena for which the computation of scalar implicatures is relevant.
This dissertation investigates several aspects of nominal modification in Ògè, an understudied language of Benue-congo spoken in Àkókó Northwest in Nigeria. The study focuses on two areas of nominal modification namely, Nominal Attributive Modifiers (NAMs) and the strategies of number marking.
The discussion and analysis of NAMs in the language reveal that Ògè belongs to the group of languages which lacks adjectives as a lexical category. NAMs are nominal and they
are derived from an existing lexical category namely, verbs. Predicative modifiers and NAMs have forms that are similar to the long and short forms (LF & SF) of adjectives in languages in which adjectives form an open class, for example, Russian, SerBoCroatian (BCS) and German.
Based on the Minimalist program, the dissertation reveals that unlike Russian, BCS, and German in which the discrepancies between the two forms of adjectives are related to definiteness (as in the case of BCS) and Agree, the discrepancies in the two forms of modifiers in Ògè are related to the fact that Ògè lacks adjectives and resorts into the nominalization of stative verbs in order to derive attributive forms. Using the analyses of adjuncts according to Truswell (2004) and Zeijlstra (2020), the dissertation proposes that NAMs are adjuncts in a modification structure while they are heads in possessive and genitive constructions. In addition, I propose that NAMs are attributive-only modifiers which modify the NP rather than
the DP.
The dissertation also investigates the strategies of number marking in Ògè. Unlike languages in which number marking is obligatory in the nominal domain (Hebrew, German, English),
nouns in Ògè are not always marked for number. This means that nouns in Ògè have general number. The general number nature of nouns in Ògè is like that of the nouns in modifying plural marking languages namely, Halkomelem, Korean, Yucatec Maya and Yorùbá. However, I argue that unlike the modifying plural marking languages in which the Number Phrase (NumP) is not projected, NumP is projected in the nominal spine of Ògè, claiming that NumP bears an
interpretable number feature which values the uninterpretable number feature in D. Argument in support of this comes from the interpretation of the noun in the presence of òtúro (an element which translates to the plural definite interpretation of the noun). I analyze òtúro as a plural determiner which occupies the D-head in the syntax of Ògè. The dissertation argues following Alexiadou (2019) that the locus of the occurrence of the marker of plurality in the nominal spine does not depend on its interpretation as a plural morpheme, rather, the locus of the occurrence of the element that is sensitive to the plural interpretation of the noun depends on other parameters which are definiteness, specificity and animacy.
Rezension zu Nadobnik, Renata / Skorupska-Raczyńska, Elżbieta (Hrsg.) (2021): Deutsch und Polnisch im Kontakt mit anderen Sprachen. Beiträge anlässlich des Jubiläums "500 Jahre deutsch-polnische Sprachführer". [Schriften zur Vergleichenden Sprachwissenschaft, Bd. 33], Hamburg: Verlag Dr. Kovač. ISBN 978-3-339-12292-6. 226 S.
School is not the only institution that educates children and provides them with specialised information. Television also contributes substantially to education. The article deals with the question of how the authors of educational programmes for children handled the difficult task of educating children while capturing their attention at the same time. This issue is examined using the example of selected German and Czech television programmes for children with the topic of biology, and attention is paid especially to the choice of language when working with specialised terms and to the specific procedures of defining or explaining them. Also monitored is whether or not the strategy of introducing new specialised terms in the analysed children programmes is different in terms of quality from the strategies applied in popular science programmes for adults with comparable topics.
The study presented in this paper reviews the emergence and development of Hungarian economic and legal terminology. It is based on research during which I examined over 1 000 terms from their first publication in specialized dictionaries, through changes in their meaning, all the way to their integration into technical vocabulary or their extinction. My research also focused on the reasons why the colloquial meaning of a term may cause the disappearance of its technical meaning. I conclude my study with examples.
The aim of this contrastive study is to examine the source domain "agriculture" as an image donor for a large number of phraseological units in German and Albanian and to address the question which agricultural terms belong to the phraseological inventory in both languages and which metaphorical target domains are linguistically structured by them. This language combination consists of two Indo-European languages whose peoples have not been in direct contact with each other in the course of history. Identifying differences and similarities in this regard would be of great interest - especially the latter, because phraseological universals could be discovered in the similarities between these not very closely related languages and peoples.
People's sex life is very often, if not always, taboo in everyday life. The theming of this area of life is made possible by various linguistic means that allow one to speak about this content. Phraseological units also serve this purpose. The starting point of this article is the definition of phrasemes according to Burger (2015:11): "Firstly, they [phraseologisms] consist of more than one word; secondly, the words are not put together for this one occasion, but are combinations of words that we, as German speakers, know exactly in this combination (possibly with variants), similar to how we know German words as individual items". In addition, it is noteworthy that thanks to the characteristic of idiomaticity (cf. Fleischer 1982:30), this taboo is particularly reinforced. At the center of our analysis are phrasemes related to sex life. The research material was taken from German and Polish dictionaries. The purpose of the presentation is to create a typology of thematic areas which are characterized with the help of phrasemes relating to sex life in German and Polish. The article is based on the following definition of a taboo: "an unwritten law that forbids doing certain things based on certain beliefs within a society" (Duden 2015:1735).
The relations between Turkey and Germany have a long history that involves collaboration and partnership in many areas. After 1960s, this relationship gained a new dimension as hundreds of thousands of Turkish workers immigrated to Germany. This paper presents a brief history of the relations between the two countries, and the cultural and language-related problems experienced by Turkish people in Germany. More specifically, it focuses on the background and current state of the Turkish Language and Culture course taught to the Turkish youth in German schools. Problems regarding the implementation of this course are discussed with reference to official statistics. Finally, suggestions are offered to address the challenges faced to improve the Turkish Language and Culture course so that Turkish children can successfully learn their origin-language, and eventually achieve competence in both Turkish and German in their academic studies.
Dieser Beitrag beschäftigt sich mit einer kontrastiven Forschung im Bereich der Politolinguistik, speziell für das Wortfeld 'Nation'. Im ersten Teil des Beitrags wird die Besonderheit der Diskursanalyse (DA) hervorgehoben, da diese als ein methodisches Fundament für die Analyse von politischer Sprache (hier: Antrittsreden) unumgänglich erscheint. Gleichzeitig ist sie (DA) auch eine Brücke, die Sprache und Politik verbinden kann. In diesem Beitrag soll der Fokus auf die Antrittsreden der deutschen Kanzler und türkischen Premiers gelegt werden, in diesen wiederum speziell auf das Wortfeld 'Nation'. Der diskursanalytische Ansatz soll hier beweisen, dass die Verwendung dieses Terms in Bezug auf beide Sprachen kontrastiv verstanden werden muss und in unterschiedliche Rhetoriken eingebaut wurde. Zusätzlich wird eine Bewegung des Wortfelds 'Nation' offensichtlich, da Neologismen eintreten und andere Terme im Wortfeld der türkischen und deutschen Sprache sich auflösen.
Die Sprache ist ein hervorragendes Werk, das durch Interaktion entsteht und mit dem wir eine Wirklichkeit erzeugen, die eine sowohl konstruierende als auch destruierende Rolle spielen kann. Manche Linguisten vergleichen den Sprachgebrauch mit dem Sprachspiel. Mit seiner Hervorhebung der Sprachverwendung und seinem einprägsamen und geschliffenen Ausspruch 'Die Bedeutung eines Wortes ist sein Gebrauch in der Sprache' gilt Wittgenstein als Vorgänger der linguistischen Pragmatik. Seine Äußerungen inspirierten die Theoretiker der Sprechakttheorie. Nach Austin verläuft der Sprachgebrauch in Sprechakten, wobei jeder Akt aus den Teilakten Lokution, Illokution und Perlokution entsteht und auch defizitäre Sprechakte möglich sind. Aus der Tatsache, dass der Anzahl der Kontexte keine Grenzlinie zu ziehen ist, dass es also unendlich viele Kontexte und dementsprechend so viele Funktionen gibt, können wir ebenfalls auf eine unendliche Zahl von expliziten oder impliziten Sprechakten schließen. Die Sprechakte haben einen modalen Charakter, der a) vom Blickpunkt des Sprechers und des Hörers, b) vom Kontext, in dem sich die Sprechakte abspielen, c) von der Gesellschaft als der Trägerin einer Kultur und d) von den Naturumständen, unter denen die Interaktanten leben, abhängt. Die Sprechakte gelingen nur dann, wenn die Interaktanten kooperationsbereit sind. Das allein genügt aber nicht; auch das Höflichkeitsprinzip ist sehr konstitutiv. In dieser Arbeit werden besondere türkische Sprechakte analysiert, die zeigen, dass die Äußerungstypen nicht immer mit den Illokutionen übereinstimmen. Das kann vom Kontext und auch von suprasegmentalen Merkmalen des jeweiligen Sprechaktes abhängen.
Märchenfiguren haben in allen Kulturen einen Namen, die auch Zeichen ihrer charakteristischen Eigenschaften sind. Die Namen können sowohl eine Bedeutung tragen als auch begrifflich willkürlich und ausgedacht erscheinen. In deutschen Volksmärchen werden die Märchenfiguren wie bekannt nicht unbedingt mit Eigennamen benannt. In türkischen Märchen dagegen gibt es verschiedene Varianten zur Benennungen der Figuren. Die Figuren können sowohl mit einem Eigennamen benannt werden oder können ihre Namen aus verschiedenen Wortbildungen erhalten. Auch die Beinamen haben von türkischen Märchenfiguren eine große Bedeutung, da sie kulturelle Merkmale übertragen. Es ist in diesem Zusammenhang wichtig zu betonen, dass in türkischen Erzählungen großen Wert auf die Benennungen der Figuren gelegt wird und die Namen inhaltliche Bedeutungsträger sind. Auch bei Namen, die frei ausgedacht erscheinen, fällt bei eingehender Betrachtung auf, dass diese Benennung einen bestimmten Zweck erfüllt. Die Namen bzw. morphologische Elemente besitzen verschiedene Eigenschaften; sie können erstens als einfache Namen auftreten, zweitens mit Ableitungsmorphemen gebildet werden oder es handelt sich drittens um zusammengesetzte Namen. Ziel dieser Arbeit ist es, einen kurzen Überblick zu den Eigenschaften der türkischen Märchenfiguren und zu den Motivationen bei der Namengebung zu geben und die morphologischen Besonderheiten der Namen durch Analysen und Interpretationen zu zeigen. Dafür werden Namen aus Pertev Naili Boratavs Märchensammlung "Az gittik uz gitik" (1969) ausgewählt.
Diyalog 2021/1
(2021)
Der Fachbereich Literaturwissenschaft beinhaltet vier Beiträge: Der Beitrag "Bilder der Judenfeindschaft in den Werken von Jakob Wassermann" beschäftigt sich mit den jüdischen Leitbildern in den ausgewählten Werken Jakob Wassermanns. Der zweite Beitrag "Wolfgang Borchert, Attila İlhan ve Nazım Hikmet'in Yapıtlarında 'Toplumsal Vicdan' ve 'İdeoloji' Temsilcisi Olarak Duvar İmgesi" setzt sich mit dem Leitmotiv der Mauer in der türkischen und deutschen Literatur auseinander. Hierzu werden die Werke von Wolfgang Borchert, Attila İlhan und Nazım Hikmet vergleichend analysiert. Der dritte Beitrag mit dem Titel "'Öğrenci Törless'in Bunalımları': 20. Yüzyıl Başındaki Eğitim Sorunsalı ve Hitler'in Ayak Sesleri" erarbeitet die Bildungsproblematik zu Beginn des 20. Jahrhunderts. Im letzten Beitrag "Adaletsizlik Kavramı Bağlamında 'Kuyucaklı Yusuf' ve 'Michael Kohlhaas'ta İsyan ve Eşkıyalık" wird das Thema der Rebellion und des Banditentums im Kontext des Gerechtigkeitsbegriffs in den beiden Werken vergleichend ausgearbeitet. Dem Fachbereich Sprachwissenschaft sind zwei Artikel zuzuordnen. In dem ersten Beitrag mit dem Titel "Eine morphologische Betrachtung von Namen türkischer Märchenfiguren" wird eine morphologische Untersuchung der Namen türkischer Märchenfiguren bearbeitet. Im zweiten Beitrag "Sprechakte unter besonderer Berücksichtigung der Höflichkeit" werden besondere türkische Sprechakte analysiert, die zeigen, dass die Äußerungstypen nicht immer mit den Illokutionen übereinstimmen. [...]
This is the fourth in a series of publications on Zambian languages and grammar. The intention of the series is to boost the meagre scholarship and availability of educational materials on Zambian languages, which became particularly urgent in 1996, following the decision of the Zambian government to revert to the policy of using local languages as media of instruction. Kaonde (or more correctly Kikaonde) is spoken in the part of the North-Western Province of Zambia to the east of the Kabompo River, in adjacent parts of Mumbwa and Kaoma Districts to the south, and in the Katanga Province of the Democratic Republic of Congo to the North.
Im vorliegenden Beitrag werden die Ergebnisse einer Studie präsentiert, die in ausgewählten Märchen die Entwicklung der substantivischen Diminutiva im Deutschen und im Tschechischen von der zweiten Hälfte des 19. Jahrhunderts bis zur Gegenwart untersucht hat. Im Fokus der Analyse stand vor allem die Wortbildung, in Verbindung mit ihrem Kontext wurden gleichzeitig auch die Funktionen der Diminutiva im Untersuchungszeitraum verfolgt.
Idiome sind entscheidend für das Verstehen und Kommunizieren im Chinesischen, die aber wegen der großen Masse, der Kulturunterschiede und ihres relativ späten Einsatzes im Chinesischunterricht eine der größten Barrieren für europäische ChaF-Lerner darstellen. In dieser Arbeit wird ein Konzept von den auf Deutsch verfassten Selbstlernmaterialien mit geschichtlichen Idiomen vorgestellt, die sich an erwachsenen ChaF-Lernern auf Anfängerniveau im D-A-CH-Gebiet orientieren. Die Lernmaterialien dienen den Lernenden dazu, in entspannter Atmosphäre ihre Sprachkompetenz zu steigern und die Kenntnisse für Sprache, Kultur, Philosophie und Geschichte des Chinesischen zu vertiefen. In der vorliegenden Arbeit wird erforscht, welche Vorteile die geschichtlichen Idiome beim Chinesischlernen haben und warum sie als Selbstlernmaterialien auf Anfangsniveau geeignet sind. Am Ende stelle ein auf Grundlage meiner Forschungsergebnisse und Lehrerfahrungen selbstentworfenes Konzept vor.
Durorp-English Dictionary
(2013)
This book explores the emergent character of social orders in Sudan and South Sudan. It provides vivid insights into multitudes of ordering practices and their complex negotiation. Recurring patterns of exclusion and ongoing struggles to reconfigure disadvantaged positions are investigated as are shifting borders, changing alliances and relationships with land and language. The book takes a careful and close look at institutional arrangements that shape everyday life in the Sudans, probing how social forms have persisted or changed. It proposes reading the post-colonial history of the Sudans as a continuous struggle to find institutional orders valid for all citizens. The separation of Sudan and South Sudan in 2011 has not solved this dilemma. Exclusionary and exploitative practices endure and inhibit the rule of law, distributive justice, political participation and functioning infrastructure. Analyses of historical records and recent ethnographic data assembled here show that orders do not result directly from intended courses of action, planning and orchestration but from contingently emerging patterns. The studies included look beyond dominant elites caught in violent fights for powers, cycles of civil war and fragile peace agreements to explore a broad range of social formations, some of which may have the potential to glue people and things together in peaceful co-existence, while others give way to new violence.
Almanya Federal Cumhuriyeti'nde görev yapan Türkçe ve Türk Kültürü Dersi öğretmenlerine yönelik 2020 Mayıs- Haziran aylarında toplam 69 çevrimiçi seminer düzenlenmiştir. Seminerlere Almanya Federal Cumhuriyeti’nde görev yapan MEB Türkçe ve Türk Kültürü Dersi öğretmenleri katılmış; her bir seminerden sonra öğretmen görüşleri alınmıştır. Araştırmanın evrenini 2019-2020 eğitim öğretim yılı itibarı ile Almanya'da görevli 1338 Türkçe öğretmeni, örneklem grubunu ise MEB tarafından görevlendirilen 506 Türkçe ve Türk Kültürü dersi öğretmeni oluşturmaktadır. Araştırmacı grubu tarafından geliştirilen veri toplama anketi Mayıs -Haziran 2020 aylarında (pandemi dönemi) verilen çevrimiçi seminerlere paralel olarak uygulanmıştır. Bu çalışmada öğretmenlerin yurt dışındaki öğretmenlere verilen seminerler belli bir farkındalığın oluşmasını sağlamış; yurt dışı teşkilatının öğrenen organizasyonlar olarak öğretmenlerin bu tür programlara ilgi düzeyleri, varlığı/yokluğu, katılım sayısı ve sıklığı ile ölçümlenerek değerlendirilmiştir. Elde edilen bulgular, bu tür seminer çalışmalarının gelecek dönemlerde de yapılmasının elzem olduğunu ortaya koymuştur.
Bu çalışmanın amacı Almanya'da yaşayan Türk çocuklarının Türkçe yazma becerilerini incelemek ve yaptıkları yazım hatalarını belirlemektir. Çalışmada nitel yöntem tercih edilmiştir. Çalışmada yer alan veriler durum çalışması ile elde edilmiştir. Verilerin analizinde ise betimsel içerik analizi kullanılmıştır. Araştırmanın evrenini Almanya’da yaşayan Türk çocukları, örneklemini ise Almanya'nın Hessen Eyaletinde Türkçe dersi alan 11-15 yaş arası rastgele seçilen 20 Türk öğrenci oluşturmaktadır. Araştırmaya katılan öğrencilerin yazılı anlatım beceri düzeylerini belirlemek için uzman görüşleri de alındıktan sonra iki ayrı konudan tercih ettikleri biri hakkında kompozisyon metinleri yazdırılmıştır. Sonuç olarak Almanya'da yaşayan Türk çocuklarının yazdıkları metinlerde ağırlıklı olarak alfabe farklılığından kaynaklanan yanlışlar, büyük-küçük yazımından kaynaklanan yanlışlar, bitişik-ayrı yazımından kaynaklanan yanlışlar ile konuşulan dilin yazı diline aktarımından kaynaklanan yanlışlar belirlenmiştir. Çalışmanın sonunda elde edilen bulgulara yönelik öneriler sunulmuştur.
Namen sind seit Jahrhunderten ein wichtiger Bestandteil des Lebens der Menschen. Die Auswahl eines geeigneten Namens spielt für viele Eltern eine große Rolle für ihr Kind. Infolgedessen ist die Benennung nach der Geburt für alle Kulturen ein äußerst wichtiges Ereignis. In der vorliegenden Arbeit werden Vornamen im Deutschen und im Türkischen untersucht, die aus Blumennamen stammen. Das Ziel ist es, herauszufinden, aus welchen Sprachen die Vornamen mit Blumennamen ins Türkische und Deutsche entlehnt worden sind, und ob es Parallelen und Unterschiede bei der Frequenz der entlehnten Vornamen aus unterschiedlichen Sprachen und beim Gebrauch von bestimmten Blumenarten gibt.