doc_id stringlengths 1 5 | doc_title stringlengths 2 371 | doc_lang stringclasses 15 values | doc_type stringclasses 19 values | doc_desc_list listlengths 1 4 | ddc stringclasses 71 values | doc_subject_list listlengths 0 52 |
|---|---|---|---|---|---|---|
47270 | Dinge, die warten | deu | doc-type:bookPart | [
"Das Wort 'warten' gehört zu den Verben, die wir ohne Probleme allem anhängen können. Die Menschen können nicht nur den Menschen, sondern auch den Dingen jederzeit ein Warten unterschieben und allem, was dazwischen ist, sowieso. Die Raubtiere warten darauf, gefüttert zu werden; die berühmte Zecke wartet, bis etwas vorbeikommt; die Pflanzen warten auf den Regen. Vor dem Gewitter scheint die Natur auf etwas zu warten. All das sagt sich so: Diese Worte warten darauf, ausgesprochen zu werden. Hier geht es nicht bloß um die Banalität, dass wir den Dingen mit unseren Worten unablässig Tätigkeiten anhängen, die ihnen im wörtlichen Sinne nicht zukommen. Der Versuch, eine Grenze zu ziehen zwischen einer eigentlichen und einer uneigentlichen - also metaphorischen - Verwendung des Wortes warten, würde das Problem lediglich zudecken."
] | ddc:400 | [
"Actor-Network-Theory",
"Sprachphilosophie",
"Ding",
"Literatur",
"ddc:800"
] |
47271 | Wie verändern wir Sprache? : Beiträge aus einem Lehrprojekt zum Thema Sprachwandel ; SoSe 17 bis WiSe 17/18 | deu | doc-type:book | [
"Die hier abgedruckten Beiträge sind in einem Lehrprojekt zum Thema \"Wie verändern wir Sprache?\" entstanden. Das im Rahmen des Universitätskollegs 2.0 aus Mitteln des BMBF geförderte Projekt fand vom Sommersemester 2017 bis zum Wintersemester 2017/18 an der Universität Hamburg statt. Insgesamt 17 Studierende beschäftigten sich über ein Jahr hinweg mit aktuellen und historischen Sprachwandelphänomenen und führten eigene empirische Forschungsprojekte durch, die sie auf der studentischen Tagung am 1.-3. Februar 2018 präsentierten. Die Beiträge beschäftigen sich aus diachroner sowie synchroner Perspektive mit Sprachvariation und -wandel."
] | ddc:410 | [
"Germanistik",
"Sprachvariante",
"Sprachwandel",
"ddc:830"
] |
47272 | Eingenordet : morphologische Assimilation mittelniederdeutscher Lehnwörter im Altnordischen | deu | doc-type:bookPart | [
"Lena Schnee analysiert in ihrem Beitrag \"Eingenordet - Morphologische Assimilation mittelniederdeutscher Lehnwörter im Altnordischen\" die Liste mittelniederdeutscher Entlehnungen im Altnordischen Etymologischen Wörterbuch und zeigt, wie die mittelniederdeutschen Wörter, die in der Hansezeit in die skandinavischen Sprachen entlehnt wurden, an das Altnordische angepasst wurden. Dabei wendet sie ein Transderivationsmodell an, um die morphologische Assimilation nicht nur von ganzen Lexemen, sondern auch von Affixen und Wortstämmen nachzuvollziehen. Schnees Untersuchung ergibt, dass bei der Entlehnung in das Altnordische hauptsächlich die Affixe adaptiert wurden. Die mittelniederdeutschen Affixe wurden überwiegend durch native oder entlehnte altnordische ersetzt, was darauf hinweist, dass die Morphemgrenzen und Wortbildungselemente bei der Entlehnung als solche erkannt wurden. Als Erklärung hierfür führt Schnee die typologische Ähnlichkeit der beiden Sprachen an."
] | ddc:410 | [
"Lehnwort",
"Altnordisch",
"Mittelniederdeutsch",
"Skandinavistik",
"Sprachwandel",
"Sprachkontakt",
"Affix",
"ddc:415",
"ddc:830"
] |
47274 | Wo sind die vollen Vokale geblieben? : eine Untersuchung möglicher Einflussfaktoren auf die Nebensilbenabschwächung | deu | doc-type:bookPart | [
"Mit der mittelhochdeutschen Nebensilbenabschwächung beschäftigt sich Tanja Stevanovićs Beitrag \"Wo sind die vollen Vokale geblieben? Eine Untersuchung möglicher Einflussfaktoren auf die Nebensilbenabschwächung\". Dafür hat sie in einer Korpusuntersuchung im Referenzkorpus Mittelhochdeutsch schwache Verben analysiert, die trotz der fortschreitenden Nebensilbenabschwächung noch im Mittelhochdeutschen Vollvokale in Endsilben aufweisen."
] | ddc:410 | [
"Korpus <Linguistik>",
"Lautwandel",
"Vokal",
"Silbe",
"Mittelhochdeutsch",
"ddc:415",
"ddc:830"
] |
47275 | Von ob ich schon wanderte zu obschon ich wanderte?! : eine Korpusuntersuchung zur Konzessivität von 1700-1900 | deu | doc-type:bookPart | [
"Wie sich Konzessivkonnektoren im 18. und 19. Jh. entwickelt haben, untersuchen Lisa Bürgerhoff, Jana Giesenschlag, Linda Kunow und Alexandra Kern für ihren Beitrag \"Von ob ich schon wanderte zu obschon ich wanderte?! - Eine Korpusuntersuchung zur Konzessivität von 1700-1900\". Ihre Untersuchungen im Deutschen Textarchiv zeigen unter anderem einen Zusammenhang zwischen der Zusammenschreibung der Konnektoren und einer eindeutig konzessiven Lesart, der für obschon, obgleich, obwohl und obzwar allerdings unterschiedlich stark ist. Auch die Faktizität der Teilsätze und das Auftreten verstärkender Partikeln sind für die Entwicklung der ob-Gruppe von Bedeutung. Als eindeutigste und frequenteste Konzessivkonnektoren stellen sich insgesamt obwohl und vor allem obzwar heraus."
] | ddc:410 | [
"Konzessivität",
"Deutsch",
"Konzessivsatz",
"Korpus <Linguistik>",
"ddc:415",
"ddc:830"
] |
47288 | Die bisher jedermann unbekannt gewesen [ist/war/sei/wäre] : zum Rückgang des ersparten Finitums in Nebensätzen des frühen Neuhochdeutsch | deu | doc-type:bookPart | [
"Brit Schwerin nimmt sich in ihrem Artikel \"die bisher jedermann unbekannt gewesen [ist/war/sei/wäre] -Zum Rückgang des ersparten Finitums in Nebensätzen des frühen Neuhochdeutsch\" des Phänomens der afiniten Nebensätze an, die in der Frühen Neuzeit im deutschen Sprachraum weit verbreitet waren. Ihre Analyse von Nebensätzen mit und ohne finites Verb in Texten aus dem 17. und 18. Jh. ergibt, dass der Rückgang der afiniten Konstruktionen in Verbindung mit dem Bedürfnis nach eindeutiger Markierung grammatischer Kategorien wie Tempus und Modus steht. Die diachronen Studien decken somit Sprachwandel auf verschiedenen Ebenen ab."
] | ddc:410 | [
"Deutsch",
"Korpus <Linguistik>",
"Nebensatz",
"Hilfsverb",
"ddc:830"
] |
47327 | Nicht/keinen/kein Fußball spielen? – Inkorporationsprozesse in Substantiv-Verb-Verbindungen | deu | doc-type:bookPart | [
"Carlotta J. Hübener diskutiert in ihrem Beitrag \"Nicht/keinen/kein Fußball spielen? - Inkorporationsprozesse in Substantiv-Verb-Verbindungen\" Inkorporationprozesse bei Substantiv-Verb-Verbindungen wie bspw. Fußball spielen. Hierbei fokussiert sie auf die Negation: Während kein(en) Fußball spielen einen Hinweis darauf gibt, dass Fußball noch als eigenständiges Substantiv interpretiert wird, ist nicht Fußball spielen ein Indiz dafür, dass Fußball und spielen als eine konzeptionelle Einheit wahrgenommen werden. Kein negiert nämlich Nomen (Ich mag keinen Spinat), während nicht Verben negiert (Ich hab‘ noch nicht gegessen). Hübener überprüft in ihrem Beitrag anhand des Deutschen Referenzkorpus, inwiefern Frequenz, Idiomatik und Individuiertheit Einfluss auf die Negation von Substativ-Verb-Verbindungen nehmen können."
] | ddc:410 | [
"Aspekt <Linguistik>",
"Korpus <Linguistik>",
"Gegenwartssprache",
"Substantiv",
"Verb",
"Negation",
"ddc:415",
"ddc:830"
] |
47330 | Die menschliche Zunge ist faul : Assoziationen zu der Verwendungsweise der Präposition wegen mit dem Genitiv und dem Dativ | deu | doc-type:bookPart | [
"Für den Wandel und die Variation der Präposition wegen interessieren sich Lea Heese und Fabiola Kaiser in ihrem Beitrag \"Die menschliche Zunge ist faul. Assoziationen zu der Verwendungsweise der Präposition wegen mit dem Genitiv und dem Dativ\". Wegen schwankt im Standard-deutschen zwischen Genitiv- und Dativrektion. Obwohl sie seit langem existiert, wird die Dativvariante von SprecherInnen oftmals als Zeichen für Sprachverfall gedeutet. Heese und Kaiser erhoben mithilfe einer Onlineumfrage Daten zum Gebrauch der Präposition in informellen und formellen Registern sowie Assoziationen zu den beiden Varianten. Wie bereits das Titelzitat des Beitrags zeigt, wird der Dativ unter anderem als Zeichen für Nachlässigkeit interpretiert."
] | ddc:410 | [
"Sprachverfall",
"Sprachkritik",
"Sprachwandel",
"Kasus",
"Genitiv",
"Dativ",
"ddc:415",
"ddc:830"
] |
47331 | #Erdogan-Diktatur : Hashtags als Elemente von Substantivkomposita in politischen Tweets | deu | doc-type:bookPart | [
"Wie Hashtags bei Twitter als Teile von Komposita verwendet werden, zeigt Markus Majewski in seinem Beitrag #Erdogan-Diktatur - Hashtags als Elemente von Substantivkomposita in politischen Tweets. Als Grundlage dient ihm das Korpus aus Tweets von SpitzenpolitikerInnen der großen Parteien während des Wahlkampfs, in dem er alle Substantivkomposita mit einem Hashtag als Bestandteil wie #Energiewende auf funktionale, graphematische und strukturelle Aspekte untersucht. Insbesondere bei der Schreibung der Komposita zeigt sich eine große Kreativität. Zudem lassen sich Twitter-spezifische Kommunikationsfunktionen der Hashtag-Erstglieder beobachten."
] | ddc:410 | [
"Social Media",
"Politische Kommunikation",
"Nominalkompositum",
"Computergestützte Kommunikation",
"Twitter <Softwareplattform>",
"Sprachdaten",
"ddc:830"
] |
47336 | Gibt es denn jetzt lilane Kühe oder nicht? : Einflussfaktoren auf den Gebrauch indeklinabler Farbadjektive | deu | doc-type:bookPart | [
"Johanna Hartwig beschäftigt sich mit der Deklination entlehnter Farbadjektive wie lila, orange und rosa (\"Gibt es denn jetzt lilane Kühe oder nicht? - Einflussfaktoren auf den Gebrauch indeklinabler Farbadjektive\"). Diese Adjektive wurden ursprünglich nicht flektiert (das lila/rosa Haus). Hartwig führt ein Produktionsexperiment durch, um zu überprüfen, inwiefern die Frequenz und die Endung eines Adjektivs Einfluss auf dessen Flexion nehmen. Dabei stellt sie fest, dass frequente Adjektive zur Flexion neigen, jedoch auch die Endung eine Rolle spielt. So bleiben Adjektive auf [a] wie bspw. lila trotz hoher Frequenz unflektiert. Adjektive auf Frikativ weisen hingegen umso mehr Flexion auf, je frequenter sie sind. Für seltene Adjektive (creme) konnte Hartwig eine Vermeidungsstrategie feststellen: Creme wurde in ihrem Experiment am häufigsten in ein Derivat (cremefarben) umgewandelt, das eine Flexion des Adjektivs ermöglicht (das cremefarbene Haus)."
] | ddc:410 | [
"Indeklinabile",
"Farbadjektiv",
"Prototyp <Linguistik>",
"Sprachgebrauch",
"ddc:415",
"ddc:430",
"ddc:830"
] |
47338 | Ist das ein Komma oder kann das weg? : topologische Felder und Kommasetzung ; erste empirische Befunde | deu | doc-type:bookPart | [
"Marie Wrona präsentiert in ihrem Beitrag \"Ist das ein Komma oder kann das weg? - Topologische Felder und Kommasetzung. Erste empirische Befunde\" ein Experiment zur Kommadidaktik. Sie untersucht, inwiefern sich die Kommasetzungskompetenz von SchülerInnen verbessert, wenn diese mithilfe des topologischen Feldermodells vermittelt wird, das auf der Verbklammer im Deutschen aufbaut, anstatt wie bei traditionellen Ansätzen mithilfe von Signalwörtern wie Subjunktionen. Die SchülerInnen lernten, das finite Verb zu bestimmen und so zu entscheiden, ob ein Komma gesetzt werden muss oder nicht. Nach der Unterrichtseinheit setzten die SchülerInnen v.a. deutlich weniger falsche Kommata"
] | ddc:410 | [
"Zeichensetzung",
"Rechtschreibung",
"Komma",
"Stellungsfeld",
"Syntax",
"ddc:415",
"ddc:830"
] |
47350 | REAL – Revista de Estudos Alemães : 2016, No. 6 = Deutsch in der multilingualen Gesellschaft : O alemão na sociedade multilingue | deu | doc-type:PeriodicalPart | [
"Die multilinguale Gesellschaft ist längst schon keine bloße Utopie mehr, in vielen Teilen Europas und der Welt existiert sie bereits oder bildet sich immer stärker heraus. In unserer sechsten Ausgabe der REAL haben wir uns dieses Themas angenommen und es von unterschiedlichen Blickwinkeln und germanistischen Perspektiven aus betrachtet."
] | ddc:410 | [
"Mehrsprachigkeit",
"Multikulturelle Gesellschaft",
"Muttersprache",
"ddc:830"
] |
47351 | Variation study of the Received Pronunciation (RP) vowel phonemes /e/, /ɜ:/ and /ə/, among Ewe Speakers of English in Ghana | eng | doc-type:doctoralThesis | [
"This research investigated variation in the pronunciations of three RP vowels phonemes /e/, /ɜ:/ and /ə/, among Ewe speakers of English in Ghana. It focused on variation at both individual and societal levels, investigating how social relations within these structures influenced the use of the three vowels among the speakers. In this study, social structures were seen as a system where individual members depended on one another and were linked through multiple ties. The distribution of the vowels was in respect with the social variables: age, gender and education, including dialect and social network. The study used a corpus of word-list recorded in a face-to-face interview from 96 participants selected through stratification and networking across two dialect regions: Aŋlɔ and Eveme. Using both aural and acoustic analyses, coupled with ANOVA and t-test, the study has shown that the three RP vowels exist in Ghana Eve English as independent phonemes. Each of them however has allophonic variants; /e/ has variants [e̠], [ɪ] and [ɜ:]; /ɜ:/ has [eː] and [ɜ:], while /ə/ has [ə], [ɪ], [o] and [ʌ] as its variants. The choice of the variants of /ɜ:/ and /e/ have been found to depend on speaker age, gender, and social network. But the geographical location of the speaker will largely determine how these vowels are spoken. Phonological contexts as well as speaker idiosyncrasy are also likely to condition the choice of some of these variants, however, their effects seem less important as determinant of the differences observed than those of the social factors. It is evident that age, gender and class differentiations that have been widely reported cannot be universal, they can vary from one society to another. Also though social structures as well as social relations in a speech community can play significant roles in the individual’s linguistic repertoire, the attitude of the speaker and the phonological contexts of a segment can have a huge impact on the use of that variable."
] | ddc:400 | [] |
47353 | [Rezension] Uwe Hinrichs "MultiKultiDeutsch" : Kommentare und Anregungen | deu | doc-type:review | [
"Auch Bücher aus dem Bereich der Sprachwissenschaft können faszinieren. Bei Uwe Hinrichs' \"MultiKultiDeutsch\" (2013) handelt es sich um ein solches Buch, das sowohl Experten, die sich aus beruflichen Gründen mit der deutschen Sprache beschäftigen als auch Leser, die sich aus bloßem Interesse dieser Lektüre widmen, von der ersten Seite an zum Weiterlesen einlädt."
] | ddc:410 | [
"Deutsch",
"Sprachkontakt",
"Sprachwandel",
"ddc:830"
] |
47358 | Die Deutschbrasilianer vor dem portugiesischen Umlaut | deu | doc-type:article | [
"Es gibt im Süden Brasiliens in den Bundesstaaten Rio Grande do Sul, Santa Catarina und Paraná eine große Anzahl von Nachkommen deutscher Einwanderer, die sich in ihrem täglichen Zusammenleben nicht selten einer Minderheitensprachvariante bedienen."
] | ddc:410 | [
"Umlaut",
"Portugiesisch",
"Sprachmischung",
"Hunsrückisch",
"Brasilien",
"Deutsch",
"Sprachkontakt",
"ddc:830"
] |
47366 | "Suchen-Finden-Verlieren" : Sprache und Identität in Anna Kims Die Bilderspur | deu | doc-type:article | [
"AutorInnen, die aufgrund ihrer Biografie mehrsprachig denken und mehrsprachige Kulturen erleben, pendeln zwischen zwei oder mehr(eren) Sprachen und dabei wird ihre Identität immer neu definiert, erneuert und dekonstruiert."
] | ddc:410 | [
"Die Bilderspur",
"Kim, Anna",
"Migrantenliteratur",
"Mehrsprachigkeit",
"Interkulturalität",
"ddc:830"
] |
47369 | Deutsch aufgeben : literarische Übungen mit Flüchtlingen | deu | doc-type:article | [
"Im Zentrum von Jacques Derridas Aufsatz zu der Frage, was eine relevante Übersetzung sei, steht ein Zitat aus Shakespeares Kaufmann von Venedig. Was geschehen muss, wenn der Schuldner, der sein eigenes Fleisch als Pfand der Schuld angegeben hat, die Schuld nicht begleichen kann, das zeigt Shakespeares Drama mit einer überraschenden Wende."
] | ddc:410 | [
"Flucht <Motiv>",
"Asyl <Motiv>",
"Migration <Motiv>",
"Erpenbeck, Jenny",
"Derrida, Jacques",
"Soziolinguistik",
"Übersetzung",
"Interkulturelles Lernen",
"ddc:830"
] |
47371 | Mehrsprachige Kompetenz : welche Anforderungen an den DaZ-Unterricht? | deu | doc-type:article | [
"Mehrsprachigkeit wird heute in vielen Kontexten diskutiert und unter verschiedenen Aspekten erforscht. Vor allem im Zuge der gegenwärtigen Migrationsbewegungen und der steigenden privaten und professionellen Mobilität wird unsere Gesellschaft immer häufiger vor neue Aufgaben und Herausforderungen gestellt. Dem Fremdsprachenunterricht kommt in diesem Kontext eine große Bedeutung zu. \r\nNach einer kurzen Einführung in die grundlegenden bildungspolitischen Ziele zur Förderung individueller bzw. gesellschaftlicher Mehrsprachigkeit auf europäischer Ebene wird in diesem Beitrag der Frage nachgegangen, inwieweit die neuen Erkenntnisse der Mehrsprachigkeitsforschung sich im Zweitsprachunterricht effizient einsetzen lassen und zur Förderung einer mehrsprachigen Kompetenz beitragen können."
] | ddc:410 | [
"Fremdsprachenunterricht",
"Zweisprachigkeit",
"Zweisprachiger Unterricht",
"Fremdsprachenlernen",
"Deutsch",
"Mehrsprachigkeit",
"Spracherwerb",
"Interkulturelles Lernen",
"ddc:830"
] |
47372 | Um "código underground" na sociedade multilingue alemã : kanak sprak | por | doc-type:article | [
"As relações multiculturais dentro de uma dada sociedade passam, necessariamente, por relações comunicacionais. Determinados grupos minoritários com histórico de imigração, dentro de uma sociedade totalizante, podem desenvolver modos de comunicação e expressão específicos que afetam, diretamente, a linguagem ..."
] | ddc:410 | [
"Ethnolekt",
"Soziolinguistik",
"Mehrsprachigkeit",
"Interkulturalität",
"Migrantenliteratur",
"Zaimoglu, Feridun",
"ddc:830"
] |
47387 | Luca und Noah : das phonologische Degendering von Jungennamen seit der Jahrtausendwende | deu | doc-type:bookPart | [
"\"Naming Gender\" von Susanne Oelkers (2003) ist die erste Studie, die sich eingehend mit der Geschlechtskennzeichnung von Rufnamen befasst. Für die Herstellung und Darstellung von Geschlecht stellt nicht nur Sprache generell, sondern zuvörderst das Namensystem ein zentrales Zeichensystem zur Verfügung. Namen haben damit beträchtlichen Anteil an Ordnungsstiftung und Komplexitätsreduktion. Die deutsche Onomastik hat sich bis 2003 kaum für die soziale Differenz Gender interessiert, sie hat die linguistische und soziologische Genderforschung nicht rezipiert. Umgekehrt haben auch Genderlinguistik und Soziologie die Personennamen weitgehend übersehen (von Lindemann 1996 und Gerhards 2003 abgesehen). Dies steht der Relevanz entgegen, die Namen für die Etablierung und Prozessierung der Geschlechterordnung haben. Selbst Sprachen ohne jegliche grammatische Genus- oder Gendermarkierung können mit ihren Rufnamen Geschlecht indizieren (z.B. Finnisch und Estnisch, die nicht einmal bei den Personalpronomen der 3. Person Geschlecht markieren)."
] | ddc:410 | [
"Deutsch",
"Vorname",
"Namengebung",
"Lautsymbolik",
"Männervorname",
"Geschlechterforschung",
"Namenkunde",
"Soziolinguistik",
"ddc:830"
] |
47388 | Beziehung überschreibt Geschlecht : zum Genderindex von Ruf- und Kosenamen | deu | doc-type:bookPart | [
"Die Studie \"Beziehung überschreibt Geschlecht. Zum Genderindex von Ruf- und Kosenamen\" betrifft zum Teil den Beziehungstyp der Liebesbeziehung. Sie fragt danach, ob und wie die Geschlechtszugehörigkeit in Kosenamen - Namen, die eine Beziehung kodieren und Nähe signalisieren - markiert wird. Mit einem Genderindex, der auf Basis der statistisch relevanten phonologischen Unterschiede zwischen den 100 häufigsten Frauen- und Männerrufnamen der deutschen Bevölkerung gebildet wurde, reanalysiert sie eine vorhandene Erhebung von Kosenamen und kommt zu dem Ergebnis, dass Kosenamen auf der Basis von Rufnamen deutlich weniger geschlechtsmarkiert sind als die zugrunde liegenden Rufnamen. Dies interpretiert sie vorrangig als Zeichen einer besonders persönlichen, individualisierenden und dabei auch genderabstraktiven Wahrnehmung der benannten Person."
] | ddc:410 | [
"Kosename",
"Rufname",
"Geschlechterforschung",
"Soziolinguistik",
"Namenkunde",
"Sprache",
"Zwischenmenschliche Beziehung",
"ddc:830"
] |
47389 | Und sie leben doch : zur Reorganisation starker Verben in germanischen Sprachen | deu | doc-type:bookPart | [
"Viele gegenwartssprachliche Grammatiken sprechen nicht mehr von starken Verben, sondern von unregelmäßigen. Diese Verben werden denn auch nicht mehr in Ablautreihen (\"AR\") oder, genauer, in Alternanzmuster eingeordnet, sondern alphabetisch aufgelistet. Types und Tokens kommen damit in Deckung, jedes Verb scheint ein eigener Type zu sein. Zumindest interessiert es nicht mehr, ob es hier übergreifende Muster gibt. Das hat gravierende Folgen: Die starken Verben werden als letzte erratische Brocken eines einstigen Gebirges begriffen, die ungeordnet in der Landschaft herumliegen und noch nicht von der Welle der (regelmäßigen) schwachen Verben erfasst wurden, dem aber entgegenblicken. Klassenstatus erlangen nur die schwachen Verben, allenfalls noch die Modalverben."
] | ddc:417 | [
"Germanische Sprachen",
"Starkes Verb",
"Ablaut",
"Alternation",
"Historische Sprachwissenschaft",
"Morphologie <Linguistik>",
"ddc:830"
] |
47391 | The phonetic gender score of German first names and pet names : gendered first names versus de-gendered pet names | eng | doc-type:bookPart | [
"In German, female and male first names are strictly segregated: there are two big inventories with the only purpose to separate women and men. Unisex names are extremely seldom. If they are chosen, they have to be followed by a sex-specific middle name (e.g. Kim Uwe, Kim Annette). If we look at the phonological components of first names, i.e. at their sounds, we can state that male and female names became more similar over the last decades. Whereas in the 1950's, typical first names such as Katharina and Rolf diverged considering their phonic inventory considerably, today, many girls are named Leah and Lara and many boys Noah and Luca. These names share nearly the same sounds, they consist of two syllables and are stressed on the first one. If we look behind the scenes, it becomes clear that the officially required onomastic separation of the two sexes is undermined. In this paper, I will present a socalled phonetic gender score for German first names for the first time (see also Schmidt-Jüngst in this volume). It allows for measuring a degree of femaleness and maleness of names. In a second step, it will be asked whether unofficial names such as pet names, which are not obliged to mark sex also tend to be gendered or if they disobey the gender barrier. It will be shown that the most intimate names are not interested in stressing the denoted person's sex. In contrast to first names, pet names tend to be maximally de-gendered."
] | ddc:410 | [
"Rufname",
"Geschlechterforschung",
"Soziolinguistik",
"Namenkunde",
"Vorname",
"Phonologie",
"ddc:830"
] |
47405 | From Christel to Christina, from Klaus to Nico : a diachronic study of German first names (1945-2010) and their shift towards the syllable language type | eng | doc-type:bookPart | [
"German underwent a typological change from a syllable language in Old High German towards a word language today (Szczepaniak 2007). Proper names followed this development until the last century (cf. Christel, Gertrud, Klaus, Wolfgang). Some of the most popular German first names from 2010, however, such as Mia, Lea, Leon, Noah, show completely different structures compared to common nouns. In sharp contrast to common nouns, first names dispose of CV-structures, full vowels in unstressed syllables and different accent positions. Thus, there must have been a deep-rooted onomastic change. The most frequent baby names of 1945 were still in harmony with the usual word structures. This article shows that the decrease of transgenerational transmission of first names led to a departure fom native phonological structures. The following factors are analyzed: the number of syllables; accent position; and the number of consonant clusters, hiatuses, schwa and unstressed full vowels. It will be demonstrated that the phonological distance between first names (particularly female names) and common nouns has increased over time and that there is an increasing tendency for names to contain syllable language structures. Thus, a typological difference developed between these two nominal classes. The reason behind this change can be found in the individualizing function of proper names and social individualization over time."
] | ddc:410 | [
"Vorname",
"Namengebung",
"Sprachwandel",
"Silbe",
"Phonologie",
"ddc:830"
] |
47408 | Der Schauinsland – die Mobiliar - das Turm : das referentielle Genus bei Eigennamen und seine Genese | deu | doc-type:article | [
"Das Genus von Eigennamen verhält sich grundlegend anders als das von Appellativen. Im Zuge der Proprialisierung legen Eigennamen ihr appellativisch ererbtes Genus ab und entwickeln nach und nach ein eigenes, referentiell zugewiesenes Genus, das fest mit einer bestimmten Objektklasse verbunden ist (sieh die Kaiser Wilhelm als Schiff, das Kaiser Wilhelm als Hotel). Damit leisten die onymischen Genera einen echten Beitrag zur Klassifikation und bilden einen Fall von Degrammatikalisierung. Dieser Artikel untersucht die Entstehung und Festigung onymischer Genera am Beispiel von Namen für Flüsse, Berge, Restaurants und Hotels, Versicherungen, Banken, Fluggesellschaften, Autos, Motorräder und Konzerne und stellt das Prinzip eines onymischen Ikonismus auf.",
"The gender of proper names behaves completely differently from the gender of common nouns. During the proprialisation process, proper names drop their inherited common noun gender and gradually develop their own gender which is referentially assigned and closely connected to a specific class of objects, cf. die (feminine) Kaiser Wilhelm for a ship, das (neuter) Kaiser Wilhelm for a hotel. Thus, the gender of proper names contributes significantly to the classification of objects and constitutes a case of degrammaticalisation. This article investigates the emergence and consolidation of onomastic genders using the example of names of rivers, mountains, restaurants and hotels, assurances, banks, airlines, cars, motorcycles and companies. In addition, a principle of onymic iconism is established."
] | ddc:410 | [
"Namenkunde",
"Genus",
"Grammatikalisation",
"Sprachwandel",
"ddc:830"
] |
47410 | Fishy Etymologies : sprachgeschichtliche Irrwege bei Charles Olson | deu | doc-type:bookPart | [
"Etymology plays a central role for Charles Olson's poetics. Based on the assumption that language precedes individual speakers and thereby always carries its long history and the traces of those who spoke it before with it, Olson's approach to it is archeological. At the same time, his work as a poet is directed towards to the future: he writes at the avant-gardist Black Mountain College and demands a new American poetry, designated as \"projective verse\". Conjoining these two temporal directions, Olson claims \"I am an archeologist of morning\". One way of paving the way for a 'poetry of morning' is uncovering the origins of words and going back to their etymological roots. Thereby, it is important to note that Olson's etymologies are mostly faulty or simplified. Often, they turn out to be quotes he found in other works. By integrating the fishy etymologies in his own writing and handling them creatively, Olson endows the words' supposed history with something new and readers who trace the wrong etymological tracks are encouraged to capture an immediate impetus of language in action. Thus, Olson's 'etymons' go hand in hand with the poetological implications of projective verse."
] | ddc:410 | [
"Etymologie",
"Olson, Charles",
"Fehler",
"Missverständnis",
"ddc:412",
"ddc:800"
] |
47417 | Witz/Blitz. Sparks of light in Romantic art according Walter Benjamin | por | doc-type:article | [
"O conceito de Witz, como aparece nos fragmentos de Friedrich Schlegel, publicados entre 1798 e 1800, está ligado ao entendimento estético e foi recuperado por Walter Benjamin em O conceito de crítica de arte no romantismo alemão. O Witz faz parte da \"terminologia filosófica\" romântica, é um instante na reflexão crítica sobre uma obra de arte onde se dá o conhecimento súbito. O Witz opera na obra uma iluminação de diferentes níveis: semanticamente, aparece na obra como as figuras de estilo da subitaneidade, ou como parabase, a ruptura que autoexplica a obra. Witz, etimologicamente, seria uma corruptela de wissen (saber), e representado pela metáfora da luz. O termo original Witz mantém uma relação sonora com Blitz (relâmpago), é o saber que emerge à consciência subitamente, como um relâmpago, uma iluminação súbita da cena. Witz/Bliz constituem-se em um par conceitual, ou seja, a sonoridade dos termos permite um permuta visual e fonética que vem ao encontro das possibilidades semânticas, compondo um par de opostos.",
"The concept of Witz, as it appears in fragments by Friedrich Schlegel, published between 1798 and 1800, is connected to the aesthetic understanding and was revisited by Walter Benjamin in The Concept of Art Criticism in German Romanticism. Witz is part of the romantic \"philosophical terminology\", a moment in a critical reflection on a work of art in which sudden knowledge is given. In the work of art, Witz operates an illumination of different levels: semantically, it appears as a figure of style of suddenness, or as parabasis, the break that self-explains the work. Witz, etymologically, would be a corruption of \"wissen\" (to know), represented by the metaphor of light. The original term Witz maintains a sound similarity to Blitz (lightning), as the knowledge that emerges into consciousness suddenly, like the lightning, a sudden illumination of the scene. Witz / Bliz are in a conceptual pair, i.e., the sound of the terms allows visual and phonetic exchanges that meet the semantic possibilities, making it a pair of opposites."
] | ddc:410 | [
"Romantik",
"Literatur",
"Deutsch",
"Schlegel, Friedrich von",
"Benjamin, Walter",
"Witz",
"Phonologie",
"Etymologie",
"Kunstkritik",
"ddc:830"
] |
47424 | Trauer und Melancholie retranslated into Portuguese : Freud's lexicon from the perspective of Corpus Linguistics | por | doc-type:article | [
"Este trabalho se propõe a utilizar os princípios inerentes à Linguística de Corpus – listas de palavras, palavras-chave e linhas de concordância – com o intuito de fazer uma análise comparativa do texto Trauer und Melancholie, escrito por Freud em 1917, e suas cinco retraduções publicadas em português no Brasil. Devido à insatisfação em relação às traduções indiretas dos escritos freudianos, desde a década de 1990 têm surgido propostas de retraduções que visam recuperar nos textos em português a terminologia e o estilo que o pai da Psicanálise utilizou em alemão. A fim de verificar até que ponto as escolhas tradutórias estão diretamente ligadas ao texto-fonte, partimos de dados empíricos levantados por ferramentas computacionais. As análises quantitativas e qualitativas revelaram que as retraduções diretas foram influenciadas pelas anteriores – indiretas –, mostrando que outros fatores, além do texto de partida, afetam o texto traduzido, ainda que os tradutores não se deem conta disso.",
"Este trabalho se propõe a utilizar os princípios inerentes à Linguística de Corpus - listas de palavras, palavras-chave e linhas de concordância - com o intuito de fazer uma análise comparativa do texto Trauer und Melancholie, escrito por Freud em 1917, e suas cinco retraduções publicadas em português no Brasil. Devido à insatisfação em relação às traduções indiretas dos escritos freudianos, desde a década de 1990 têm surgido propostas de retraduções que visam recuperar nos textos em português a terminologia e o estilo que o pai da Psicanálise utilizou em alemão. A fim de verificar até que ponto as escolhas tradutórias estão diretamente ligadas ao texto-fonte, partimos de dados empíricos levantados por ferramentas computacionais. As análises quantitativas e qualitativas revelaram que as retraduções diretas foram influenciadas pelas anteriores - indiretas -, mostrando que outros fatores, além do texto de partida, afetam o texto traduzido, ainda que os tradutores não se deem conta disso."
] | ddc:410 | [
"Rückübersetzung",
"Korpus <Linguistik>",
"Freud, Sigmund",
"Deutsch",
"Portugiesisch",
"Trauer",
"Melancholie",
"ddc:830"
] |
47425 | Transposition from orality to literacy in the translation : critical edition of Coseriu's Textlinguistik in Portuguese | por | doc-type:article | [
"O presente trabalho discute diferentes estratégias de retextualização no processo de tradução de um texto acadêmico, especialmente no caso de transposição de um gênero mais próximo à oralidade a outro, mais próximo da escrituralidade. A edição crítica em português que incorpora estas estratégias de retextualização é desenvolvida tomando como base não só a primeira edição do manual didático-científico Textlinguistik de Eugenio Coseriu, fixada em alemão por Albrecht a partir de gravações em áudio de aulas ministradas por Coseriu em 1977/78, como também as edições em italiano e espanhol. Neste trabalho, diferentes estratégias de verbalização que permitem o deslocamento do texto em direção à escrituralidade são ilustradas e fundamentadas teoricamente, segundo os pressupostos teóricos do modelo de Tradições Discursivas, de base coseriana, que entende a língua como um diassistema de textos e variedades linguísticas localizadas no contínuo de oralidade e escrituralidade.",
"This paper discusses different retextualization strategies during the process of translation, specially in the case of the transposition of a more orally influenced text genre into another one, with more affinity with literacy. The critical edition in Portuguese that incorporates these strategies of retextualization is developed taking into account not only the first edition of the handbook Textlinguistik, by Eugenio Coseriu, published in German by Albrecht from recorded classes given by Coseriu in the winter semester of 1977/78, but also the editions in Italian and in Spanish. In this study, different strategies of verbalization that allow the text displacement in the direction of literacy are illustrated and theoretically grounded, following the theoretical and methodological assumptions of the Discourse Tradition Model (of Coserian origin), which understands the language as a diasystem of texts and language varieties located in the continuum of orality and literacy."
] | ddc:410 | [
"Coseriu, Eugenio",
"Verbalisierung",
"Mündlichkeit",
"Alphabetisierung",
"Übersetzung",
"Textlinguistik",
"ddc:830"
] |
47427 | The speech genres approach in a textbook of German as a foreign language for beginners | por | doc-type:article | [
"Cada vez mais, o ensino baseado em textos ganha espaço nas salas de aula de línguas e nos livros didáticos. A teoria dos gêneros do discurso, advinda do Círculo de Bakhtin, tem fundamentado diversas análises e é o ponto de partida das teorias de gêneros discursivos e/ou textuais. Essa teoria é centrada no estudo das materialidades discursivas em seus aspectos sócio-históricos e ideológicos, considerando também as condições de produção e as situações de comunicação dos discursos. Diante de tais considerações, os objetivos deste trabalho são: verificar a concepção de gêneros em um livro didático de alemão como língua estrangeira para iniciantes Planet A1 e investigar o modo como as atividades com os gêneros são abordadas nesse material. A análise apresentada neste artigo é qualitativa e não há qualquer quantificação dos gêneros abordados no livro didático. Para tanto, foram escolhidas três propostas de atividades baseadas em três gêneros, entre os mais recorrentes do livro didático: uma conversa telefônica, e-mails e um gráfico. Os resultados das análises demonstram que o livro didático",
"Teaching based on texts and textual diversity has been receiving increasing space in classrooms and textbooks. The Bakhtin Circle Theory of speech genres has founded several theories of analysis and it is the starting point of the theories of textual/discourse genres. This theory focuses on the study of discursive materiality in their socio-historical and ideological aspects, also considering the conditions of production and communicative situations. Given these considerations, the aims of this work are to verify the conception of genres in a book of German as a foreign language for beginners: Planet A1 and investigate how the activities are addressed in this material. The analysis is qualitative and there is no quantification of genres covered in the textbook. Therefore, three activities were chosen based on three genres, among the most current in the textbook: a telephone conversation, e-mails and a chart. The results show that the textbook aims to address the textual heterogeneity, but it rarely has characteristics related to the conditions of production and the communicative situation."
] | ddc:400 | [
"Bachtin, Vladimir S.",
"Fremdsprache",
"Deutsch",
"Fremdsprachenlernen",
"Sprachtheorie",
"ddc:830"
] |
47438 | The German teaching in public schools from the perspective of critical literacy : a subproject PIBID in focus | por | doc-type:article | [
"Este trabalho tem como objetivo refletir acerca do ensino da língua alemã em escolas públicas com foco na promoção do letramento crítico. Para tanto, partimos da definição de Letramento e de Letramento Crítico, articulando o último com as atividades desenvolvidas por graduandos em Letras-alemão no âmbito do Programa Institucional de Iniciação à Docência (PIBID) - subprojeto Letras-alemão - em duas escolas estaduais do interior paulista. As reflexões apresentadas basearam-se nos planejamentos e nos diários reflexivos dos licenciandos e nas percepções da coordenadora do subprojeto. Os resultados apontam para o potencial do ensino de alemão em escolas públicas brasileiras, não apenas para a aprendizagem de um novo idioma, mas também para uma formação crítica e cidadã dos alunos.",
"This paper aims to reflect about the German language teaching in public schools focused on promoting critical literacy. The starting point was the definition of literacy and literacy critic, relating the latter to the activities developed by undergraduate students in German Studies under the Institutional Program of Introduction to Teaching (PIBID) - subproject German Studies - in two state schools in the State of São Paulo. The reflections presented were based on students´ lesson plans and reflective diaries and on the perceptions of the subproject coordinator. The results point to the potential of the German education in brazilian public schools, not only in order to promote a new language learning, but also as a critical training and civic education."
] | ddc:430 | [
"São Paulo",
"Brasilien",
"Deutschunterricht",
"Literaturunterricht",
"Literaturkritik",
"ddc:830"
] |
47439 | German as a foreign language and multilingual education in Brazil and in Europe | por | doc-type:article | [
"Este trabalho reúne e compara relatos de pesquisas, publicados no Brasil e na Alemanha, que tratam de constelações plurilíngues em que o alemão é uma das três ou mais línguas faladas ou aprendidas no contexto analisado. Trata-se de uma pesquisa bibliográfica, tanto de viés quantitativo, por observar quantos artigos a respeito foram publicados no Brasil e na Europa nos últimos dez anos, como também qualitativo, na medida em que busca pontos de convergência e de divergência entre eles e recomendações teóricas recentes, e também entre as próprias temáticas trabalhadas nesses artigos. Primeiramente, é estabelecido um elo entre três pontos-chave da didática do plurilinguismo. Então, são apresentadas questões específicas da pós-modernidade e as linhas gerais dos artigos aqui analisados, seguidas de três seções justapondo cada um dos pontos-chave com os respectivos artigos em que são abordados. A seguir, são comentadas perspectivas do ensino de alemão em contexto plurilíngue de outras partes do mundo. As considerações finais retomam alguns pontos teóricos apontados ao longo do texto e apresentam sugestões para a melhoria do ensino de alemão no Brasil.",
"This work gathers and compares research reports published in Brazil and in Germany which deal with multilingual constellations, in which German is one of the three or more spoken or learned languages in the analyzed context. It is a bibliographical research of quantitative character, inasmuch as the number of articles published on the theme in the last ten years is considered, and also of qualitative character, for consonance and dissonance points between the articles and recent theoretical recommendations are sought, as well as consonance and dissonance points among the articles themselves. First of all, a link among three key points of the multilingual education is established. Then a general overview of the analyzed articles is presented, followed by three sections in which the key points are confronted with the articles where each one of them is approached. Thereon, perspectives of German teaching in multilingual contexts of other countries are discussed. The closing remarks resume some theoretical points highlighted throughout the text and present suggestions for improving German teaching in Brazil.",
"Diese Arbeit stellt in Brasilien und in Deutschland veröffentlichte Forschungsberichte zusammen, die mehrsprachige Konstellationen erfassen, bei denen Deutsch eine der drei oder mehr im analysierten Kontext gesprochenen oder gelernten Sprachen ist, und vergleicht diese Artikel. Es handelt sich um eine bibliographische Forschung, sowohl quantitativ, indem die Zahl der in den letzten zehn Jahren veröffentlichten Artikel berücksichtigt wird, als auch qualitativ, indem Annäherungs- und Distanzierungspunkte zwischen den in den Artikeln behandelten Themen und zwischen diesen und neuen theoretischen Vorschlägen gesucht werden. Zuerst wird zwischen drei Kernpunkten der Mehrsprachigkeitsdidaktik eine Verbindung hergestellt. Dann wird ein Überblick über die analysierten Artikel präsentiert, und daraufhin stellen drei Sektionen die vorher erwähnten Kernpunkte den jeweiligen Artikeln gegenüber. Des Weiteren werden Perspektiven des Deutschunterrichts im mehrsprachigen Kontext in anderen Ländern diskutiert. Das Fazit nimmt einige theoretischen Grundlagen wieder auf und präsentiert Vorschläge zur Verbesserung des Deutschunterrichts in Brasilien"
] | ddc:430 | [
"Brasilien",
"Deutschunterricht",
"Fremdsprachenunterricht",
"Fremdsprachenlernen",
"Didaktik",
"Mehrsprachigkeit",
"ddc:830"
] |
47441 | Analysis of a didactic sequence for German language teaching in Kindergarten | por | doc-type:article | [
"Embora a linguagem oral seja fundamental em nossas vidas, pois é por intermédio dela que expressamos nossos sentimentos, pensamentos, desejos, experiências e construímos conhecimento, pouco se fala sobre ela na educação infantil. Nesse sentido, amparados na teoria dos gêneros textuais, na perspectiva do interacionismo sociodiscursivo (ISD) (BRONCKART 2012; SCHNEUWLY/ DOLZ 2013), elaboramos uma sequência didática (SD) com base em dois contos de animais. Por meio dessa proposta intervencionista buscamos aprimorar a ordem do ensino e aprendizagem em um contexto escolar composto por crianças de faixa etária entre 03 e 04 anos de idade, os quais estão inseridos na rede particular de ensino. Para este artigo intentamos descrever e avaliar as configurações da SD elaborada, bem como analisar a presença de capacidades de linguagem. Além disso, apresentaremos resultados parciais das produções orais dos alunos. Ao analisarmos a SD, verificamos a predominância das capacidades de significação (15%) e das capacidades linguístico-discursivas (12,5%). Além disso, constatamos que a SD provê atividades para as produções orais das crianças, tendo em vista que os dois contos escolhidos e as atividades os envolvem emocionalmente, psicologicamente, bem como cognitivamente. Além de recontar a história, os alunos passaram a utilizar o vocabulário e até determinadas expressões em seu cotidiano",
"Though oral language is essential in our lives, since through it we express our feelings, thoughts, desires, experiences and build knowledge, little has been said about it in early childhood education. In this way, grounded on text genre theory, from the socio-discursive interactionist perspective (BRONCKART 2012; SCHNEUWLY/ DOLZ 2013), we developed a didactic sequence (DS) based on two animal tales. Through this interventionist proposal, we concentrate on improving teaching and learning in a private kindergarten in which the participants are 3 to 4 year-old children. For this article we aim at describing and evaluating the configuration of the DS as well as analyzing it in terms of language capacities. In addition, we present partial results of the children’s oral productions. Analyzing the DS, we found a prevalence of significance capacities (15%) and the linguistic-discursive capacities (12.5%). Our results show that the DS provides activities for children’s oral production, considering that the two chosen stories and the activities involve them emotionally, psychologically and cognitively. In addition to retell the story, students began using the vocabulary and even certain expressions in their daily lives.",
"Obwohl die mündliche Kommunikation wichtig in unserem Leben ist, denn durch sie drücken wir unsere Gefühle, Gedanken, Wünsche, Erfahrungen und Wissen aus, wird darüber noch wenig im Kindergarten gesprochen. Deshalb wurde eine didaktische Unterrichtssequenz (DS) auf der Basis von zwei Tiermärchen entwickelt. Diese DS wurde von der Theorie der Textgenres gestützt aus der Perspektive des sozio-diskursiven Interaktionismus (SDI) (BRONCKART 2012/ SCHNEUWLY/ DOLZ 2013). Durch diesen interventionistischen Vorschlag möchten wir das Lehren und Lernen einer Kindergartengruppe (Kinder zwischen 03 und 04 Jahren) von einer Privatschule verbessern. In dem vorliegenden Artikel möchten wir eine DS beschreiben und diskutieren, sowie die Sprachfähigkeiten analysieren. Darüber hinaus präsentieren wir Teilergebnisse der mündlichen Kommunikation der Schüler. Als wir die DS analysierten, entdeckten wir eine Dominanz der Sinnfähigkeiten (15%) und der sprachlich-diskursiven Fähigkeiten (12,5%). Außerdem fanden wir, dass die DS zur mündlichen Leistung der Kinder beitrug, wenn man bedenkt, dass beide ausgewählten Geschichten und Aktivitäten sie emotional, psychologisch und kognitiv forderten. Außer der Nacherzählung der Geschichte benutzten die Schüler den Wortschatz und sogar bestimmte Ausdrücke in ihrem Alltag weiter."
] | ddc:430 | [
"Kindergarten",
"Deutschunterricht",
"Brasilien",
"Didaktik",
"Mündliche Kommunikation",
"Sprechen",
"ddc:830"
] |
47462 | The academic advising and the learning diary as resources for the development of autonomy in the context of teaching and learning German as a foreign language | por | doc-type:article | [
"O presente artigo advoga a necessidade de um trabalho voltado para o desenvolvimento de estratégias de autonomia que possam contribuir para a conscientização de estudantes de Alemão como Língua Estrangeira (ALE), em contexto universitário, sobre sua importância no processo de aprendizagem. Para tal, foi desenvolvida uma pesquisa junto a estudantes de graduação em Letras, Português-Alemão, de uma Universidade no Rio de Janeiro, com vistas a se verificar a influência do uso de recursos metodológicos como consultoria individual e diário de aprendizagem sobre sua percepção acerca de aspectos relacionados a aprendizado autônomo e centralidade do aprendiz no processo de aprendizagem/aquisição de ALE. Assim, nesse trabalho, serão discutidos não somente os resultados dessa pesquisa, mas também serão apresentados os principais pressupostos teóricos que balizaram a análise dos dados.",
"This article advocates the need for a work dedicated to the development of autonomy strategies that can contribute to the awareness of students of German as a Foreign Language on its importance in the learning process at the university context. To this purpose, a survey was developed under graduate students of German at a university in Rio de Janeiro, in order to investigate the influence of the use of methodological resources such as the individual advising and the learning diary over their perception of aspects related to autonomous learning and the central role of learners in the learning/ acquisition process of German as Foreign Language. Thus, this work will discuss not only the results of this research, but will also present the main theoretical assumptions that guided the data analysis.",
"Der vorliegende Beitrag unterstreicht die Notwendigkeit einer Arbeit, die sich mit der Entwicklung von Strategien zur Förderung der Autonomie von DaF-Lernenden beschäftigt. Der Beitrag präsentiert eine Studie, deren Ziel es war, die Wirkung individueller Beratung und Lerntagebücher auf die Wahrnehmung von DaF-Studierenden aus einer Universität in Rio de Janeiro bezüglich folgender Themen zu untersuchen: (i) autonomes Lernen und (ii) Eigenverantwortung beim DaF-Lernen. Hierbei werden zunächst die wichtigsten Konzepte aus der Theorie zur Lernautonomie und darauffolgend die ersten Ergebnisse der Datenanalyse präsentiert und diskutiert"
] | ddc:430 | [
"Deutsch",
"Fremdsprache",
"Lernjournal",
"Sprachlehrforschung",
"Selbstgesteuertes Lernen",
"Fremdsprachenunterricht",
"ddc:830"
] |
47463 | Poetic speech melody : a crucial link between music and language | eng | doc-type:article | [
"Research on the music-language interface has extensively investigated similarities and differences of poetic and musical meter, but largely disregarded melody. Using a measure of melodic structure in music––autocorrelations of sound sequences consisting of discrete pitch and duration values––, we show that individual poems feature distinct and text-driven pitch and duration contours, just like songs and other pieces of music. We conceptualize these recurrent melodic contours as an additional, hitherto unnoticed dimension of parallelistic patterning. Poetic speech melodies are higher order units beyond the level of individual syntactic phrases, and also beyond the levels of individual sentences and verse lines. Importantly, auto-correlation scores for pitch and duration recurrences across stanzas are predictive of how melodious naive listeners perceive the respective poems to be, and how likely these poems were to be set to music by professional composers. Experimentally removing classical parallelistic features characteristic of prototypical poems (rhyme, meter, and others) led to decreased autocorrelation scores of pitches, independent of spoken renditions, along with reduced ratings for perceived melodiousness. This suggests that the higher order parallelistic feature of poetic melody strongly interacts with the other parallelistic patterns of poems. Our discovery of a genuine poetic speech melody has great potential for deepening the understanding of the music-language interface."
] | ddc:400 | [] |
47475 | How Brazilian students conceptualize the experience of learning German for academic purposes | eng | doc-type:article | [
"The present study aims to investigate how foreign language learners at the German for Academic Purposes (GAP) program at a Brazilian federal university interact in their mother tongue about their motivations to learn a foreign language as well as their motivations to participate in study abroad programs. Data were collected using focus group methodology with three focus groups of six students each (A1, A2 and B1 levels). We chose to analyze the A1 group. We conducted metaphor-led discourse analysis of the data in order to examine metaphors and metonymies, which emerged in the focus group interactions. We were able to identify the presence of systematic metaphors such as learning is hard work and learning is jumping hurdles, intertwined with conceptual metaphors such as education is a journey and difficulties are weights, which point at the motivation for learning verbalized by Brazilian foreign language learners who took part in the study.",
"Este estudo tem como objetivo investigar como aprendizes de língua estrangeira no programa de Alemão para Fins Acadêmicos (AFA) em uma universidade federal brasileira interagem em sua língua materna sobre suas motivações para aprender uma língua estrangeira, bem como sua motivação para participar de programas de intercâmbio. Os dados foram coletados usando a metodologia de grupo focal com três grupos de seis estudantes cada (níveis A1, A2 e B1). Analisamos o grupo de A1. Conduzimos uma análise do discurso à luz da metáfora nos dados para examinar as metáforas e metonímias que surgiram nas interações dos grupos focais. Pudemos identificar a presença de metáforas sistemáticas como aprendizagem é trabalho duro e aprendizagem é pular barreiras, imbricadas com metáforas conceptuais como educação é uma viagem e dificuldades são peso, que apontam para a motivação de aprendizagem verbalizada pelos participantes desse estudo."
] | ddc:430 | [
"Brasilien",
"Universität",
"Deutschunterricht",
"Fremdsprachenlernen",
"Angewandte Linguistik",
"Kognitive Linguistik",
"Sprachlehrforschung",
"ddc:830"
] |
47482 | The subjunctive as a means to modify meaning | deu | doc-type:article | [
"Die richtige Verwendung des Konjunktivs bereitet vielen Deutschlernern/innen Schwierigkeiten. Um diese Schwierigkeiten nachvollziehen zu können, ist es wichtig, die Besonderheiten des deutschen Konjunktivs zu kennen. Darum wird in diesem Aufsatz zuerst der Modus Konjunktiv von den anderen beiden Modi des Deutschen, dem Indikativ und dem Imperativ, abgegrenzt, und herausgestellt, worin sich die Modi des Deutschen unterscheiden. Anschließend werden Besonderheiten des Konjunktivs als einem Mittel der Modalität dargestellt. Sodann wird im Einzelnen dargestellt, welche Funktionen Konjunktiv I und II übernehmen können. Der Aufsatz schließt mit einer Diskussion über das Unterrichten des Konjunktivs im DaF-Unterricht.",
"The correct use of subjunctive can be difficult for learners of German. To understand these difficulties, it is important to recognize the specificities of the German subjunctive. Therefore, this article begins with pointing out the differences between the subjunctive and the two other German moods, indicative and imperative. It continues with a description of particularities of the subjunctive as a means of modality. Subsequently, the roles that can be taken by subjunctive I and II are presented. The article concludes with a discussion of how to teach the German subjunctive in the classroom.",
"Para quem estuda alemão, o uso do subjuntivo constitui um desafio. Para poder compreender isso é preciso conhecer as particularidades do subjuntivo em alemão. Por isso, esse artigo esclarece primeiramente as diferenças entre o modo subjuntivo e os dois outros modos alemães: o indicativo e o imperativo. O artigo mostra a seguir as particularidades do subjuntivo, sendo um meio da modalidade. Subsequente, apresentam-se as funções que podem ser cumpridas pelo subjuntivo I e subjuntivo II. O artigo conclui, assim, com uma discussão sobre o ensino do subjuntivo alemão na sala de aula com língua estrangeira."
] | ddc:430 | [
"Deutsch",
"Fremdsprache",
"Konjunktiv",
"Konjunktiv II",
"Fremdsprachenunterricht",
"ddc:830"
] |
47496 | The processing of German modal particles in post-editing tasks | por | doc-type:article | [
"Para obter informações sobre os processos de pós-edição (PE) e tomada de decisão no par linguístico alemão/português, este trabalho apresenta os resultados de um estudo experimental de PE das partículas modais alemãs (PMs) doch e wohl para o português brasileiro. As PMs são elementos linguísticos que apresentam dificuldades de tradução e PE, pois são diretamente dependentes do contexto em que operam. Com a intenção de investigar o esforço cognitivo despendido no processamento das PMs em tarefas de PE, foram utilizados três instrumentos de pesquisa: o programa Translog-II; o rastreador ocular Tobii T60; relatos retrospectivos (livre e guiado). Para a realização do experimento, 20 participantes brasileiros pós-editaram cinco insumos de tradução automática para o português com as PMs doch e wohl. Os resultados corroboram a suposição de GUTT (1998) e os resultados da análise processual conduzida por ALVES (2007), que revelam que a relação entre esforço e efeito não acontece com base em uma associação de proporção direta. Portanto, a análise do processamento das PMs em tarefas de PE demonstra que, em ambientes cognitivos diferenciados, a capacidade de metarrepresentação tem implicações distintas na atribuição do mínimo esforço cognitivo necessário para se alcançar um determinado efeito contextual.",
"German Modal Particles (MPs) are linguistic elements that pose severe difficulties for the translation and post-editing processes. One of the major reasons for such hindrance is the context-dependence function of the MP. This work is an effort to collect relevant information about the translation and decision-making processes in the German/Portuguese language pair. It presents the results of an experimental study on post-editing the MPs doch and wohl into Brazilian Portuguese. In order to empirically investigate the cognitive effort required to post-edit machine translated modal particles, three research instruments were used, namely: the software Translog-II; the eye tracker Tobii T60; a prospective questionnaire (free and guided). In the experiment, twenty Brazilian participants were asked to post-edit five Portuguese machine translation outputs with MP's doch and wohl. The results here presented tend to confirm the hypothesis by GUTT (1998) and the study on processing analysis performed by ALVES (2007), which show that the relation between effort and effect does not obey a linear relation among themselves. Therefore, the analysis of how modal particles are processed in post-editing tasks tends to show that different cognitive environments imply distinct allocation of the minimum cognitive effort needed to achieve a relevant contextual effect."
] | ddc:430 | [
"Modalpartikel",
"Deutsch",
"Maschinelle Übersetzung",
"Portugiesisch",
"Übersetzungswissenschaft",
"Partikel",
"doch",
"wohl",
"ddc:830"
] |
47506 | The motivation for learning German at a Center for Language Studies (CLS) | por | doc-type:article | [
"A motivação do aluno é apontada como central para que o processo de aprendizagem ocorra de forma satisfatória e, por essa razão, muitos professores buscam constantemente o aprimoramento de suas práticas. Neste trabalho buscamos lançar luzes sobre um projeto de multiletramentos, que consistiu na produção de um videoclipe, e que teve como objetivo aumentar a motivação dos alunos de alemão de um Centro de Estudo de Línguas de uma escola pública do interior paulista. Para apoiar as nossas reflexões, buscamos sustentação teórica prioritariamente nos conceitos de motivação (DÖRNYEI 1994, 2001, 2014; VALLERAND 1997 e outros) e de multiletramentos (ROJO 2012, 2013). A pesquisa, de natureza qualitativa, desenvolveu-se a partir de dados coletados com alunos do Ensino Fundamental II e Médio de um Centro de Estudo de Línguas do interior de São Paulo durante o ano de 2015. Os resultados apontam para o grande impacto de projetos de multiletramentos na motivação dos alunos.",
"The student's motivation is identified as central to a satisfactory learning process and, for this reason, many teachers are constantly engaged in improving their practices. In this work we aim to shed light on a multiliteracies project, which involved the production of a video clip and aimed to increase motivation of German students in a Language Study Center at a public school in the State of São Paulo. To support our reflections, we sought theoretical support primarily on the concepts of motivation (DÖRNYEI 1994, 2001, 2014; VALLERAND 1997 and others) and multiliteracies (ROJO 2012, 2013). The research, of a qualitative nature, was developed from data collected with secondary and high school students in a Language Study Centre in the State of São Paulo during 2015. The results show the great impact of multiliteracies projects in student's motivation."
] | ddc:430 | [
"Deutschunterricht",
"Mehrsprachigkeit",
"Deutsch",
"Brasilien",
"Fremdsprachenlernen",
"Lernmotivation",
"ddc:830"
] |
47508 | Authenticity of materials and foreign language teaching | por | doc-type:article | [
"O presente artigo tem como objetivo revisitar a discussão acerca do conceito de autenticidade no ensino de línguas estrangeiras por autores de grande relevância em língua alemã e inglesa, e também nas pesquisas em âmbito nacional, enfatizando o papel da autenticidade de materiais. Os autores de língua alemã pesquisados defendem uma concepção de autenticidade de materiais ligada às marcas de gênero textual, que abrange também textos adaptados para o ensino.Os autores de língua inglesa, por sua vez, problematizam a valorização da autenticidade de materiais no ensino e interpretam o conceito de autenticidade de forma mais ampla, denominando autênticas também as interações entre os aprendizes, o contexto de sala de aula, etc., dando menos foco à questão dos materiais. No Brasil, houve forte influência dos autores de língua inglesa, porém, pesquisas que abordam o uso de materiais autênticos continuam tendo força. Desta forma, percebe-se a coexistência de diversas visões de autenticidade, inclusive de materiais, levando a um esvaziamento do conceito, o que pode ter contribuído para a redução no número de textos autênticos em livros didáticos de alemão como língua estrangeira. Entendendo que a dicotomia autêntico/não-autêntico não abrange adequadamente os textos encontrados em livros didáticos atuais, propõe-se uma tipologia mais gradativa (baseada em BROWN e MENASCHE, 2010) para uma análise mais detalhada desses materiais.",
"This article aims to revisit the discussion about the concept of authenticity in the teaching of foreign languages by authors of great relevance in German and English, as well as in Brazil, emphasizing the role of authenticity of materials. The German-speaking authors researched defend a conception of authenticity of materials related to text genres, which also covers texts adapted for teaching. The English-speaking authors, on the other hand, problematize the overestimation of authenticity of materials in the teaching, and interpret the concept of authenticity more broadly, calling authentic also the interactions between the learners, the context of the classroom, etc. In Brazil, there was a strong influence of the English-speaking authors, however, research that addresses the use of authentic materials continues to be published. In this way, we can perceive the coexistence of different views of authenticity, including of materials, which may have contributed to the reduced number of authentic texts in textbooks of German as a foreign language. Taking into account that the authentic / non-authentic dichotomy does not adequately cover the texts found in current textbooks, we propose a more gradual typology (based on BROWN and MENASCHE, 2010) for a more detailed analysis of these materials."
] | ddc:430 | [
"Fremdsprachenunterricht",
"Fremdsprachenlernen",
"Didaktik",
"Authentizität",
"Unterrichtsmethode",
"Lehrmittel",
"Textlinguistik",
"ddc:830"
] |
47509 | Letters Portuguese/German students' beliefs : challenges, perspectives and opportunities | por | doc-type:article | [
"Aproximadamente cinquenta universidades brasileiras possuem algum tipo de estudo de Língua Alemã, sendo que dezessete delas oferecem a graduação em Letras com habilitação em Alemão, bacharelado ou licenciatura. O objetivo deste trabalho é analisar as crenças e ex-pectativas dos estudantes de Letras/Alemão a respeito do curso que frequentam, a partir da rea-lização de uma investigação em uma universidade pública do Estado do Paraná, em 2016. Com base em um questionário respondido por 18 alunos do Curso de Letras desta instituição, busca-mosidentificar os motivos que os levaram a optar pela licenciatura em Letras/Alemão e suas perspectivas de desenvolvimento profissional. A fundamentação teórica advém da perspectiva dos estudos de crenças discentes (SILVA 2007; BARCELOS2001), mais especificamente dos es-tudos de crenças de alunos acerca da aprendizagem de línguas estrangeiras. A metodologia da pesquisa corresponde a um paradigma híbrido (KUCKARTZ 2014, 2016 e MAYRING 2015), com características de pesquisa qualitativa e quantitativa. Como resultado da pesquisa, entre outros aspectos, observou-se que a maioria dos alunos optou pelo curso de Letras/Alemão como forma de aprender essa língua e no futuro atuarem profissionalmente nessa área, seja no campo da Linguística, da Literatura ou da Tradução.",
"About fifty Brazilian universities organize some kind of German language study, of which seventeen offer undergraduate courses in Language Studies with specialization in German, or a bachelor degree in this language. The goal of this study is to analyze the beliefs and expectations of students of German regarding the graduate course they attend. To achieve this goal, an investigation was made in a public university in the State of Paraná. Based on a questionnaire answered by students on these courses, this study seeks to identify the reasons which led them to choose this career and their professional development prospects, within or outside the area. The theoretical results come from the perspective of studies of students' beliefs (SILVA 2007; BARCELOS 2001), more specifically the studies of students' beliefs on the learning of foreign languages. The methodology of this research corresponds to a hybrid paradigm (KUCKARTZ 2014, 2016 and MAYRING 2015), with qualitative and quantitative research features. As a result of the research, among other aspects, it was observed that most of the students choose the course of German language as a way to learn that language and in the future to work professionally in this area, whether in the field of linguistics, literature or translation."
] | ddc:430 | [
"Deutsch",
"Studium",
"Germanistikstudium",
"Germanistikstudent",
"Motivation",
"Erwartung",
"Paraná (Staat)",
"ddc:830"
] |
47510 | Phonetic instruction in classes of German as a foreign language in Brazil : some considerations | deu | doc-type:article | [
"Das Ziel dieses Beitrags ist es, die Notwendigkeit der Aussprachevermittlung in der Deutschlehrerausbildung an brasilianischen Hochschulen zu unterstreichen. Der Beitrag präsentiert zuerst eine Diskussion über die Rolle der Aussprachvermittlung im Fremdsprachunterricht in den Zeiten nach dem Gemeinsamen Europäischen Referenzrahmen. Darüber hinaus wird der Begriff Akzent sowie dessen Einfluss bzw. Relevanz beim Erlernen einer Fremdsprache thematisiert. Anschließend werden einige Herangehensweisen vorgeschlagen, um die Phonetikarbeit an brasilianischen Hochschulen konsequent durchzuführen.",
"This article aims to stress the importance of Phonetics in German teachers' instruction in Brazilian universities. First, it discussed the role of pronunciation teaching in teaching a foreign language after the Common European Framework of Reference for Languages. Furthermore, the concept of accent and its influence and relevance when learning a foreign language is discussed. Finally, some strategies are presented in order to ensure consistent phonetic instruction in Brazilian universities."
] | ddc:430 | [
"Brasilien",
"Aussprache",
"Deutschlehrer",
"Lehrerbildung",
"Deutschunterricht",
"Fremdsprachenlernen",
"Fremdsprachenunterricht",
"Phonetik",
"Common European Framework of Reference for Languages",
"ddc:830"
] |
47523 | The questionnaire as a tool for teaching German modal particles | por | doc-type:article | [
"This work is an effort to collect relevant information about the decision making process on the communicative functions of the modal particles (henceforth MP), regarding different contexts. For this purpose, an online questionnaire was developed. For the data collection, sixty-two German native and non-native participants were asked to select from a set of sentences (with or without MPs) which provided the most adequate interpretations for pre-established contexts. The results suggest that native participants were more likely to select the expected options, but the reflections on the decisions taken were challenging for both groups. Therefore, data analysis indicates deficiencies in understanding the function and modal complexity of MPs. Thus, in addition to investigating the decision making process of both groups, we sought to offer tools for teaching MPs in German as a foreign language",
"Este trabalho teve a intenção de investigar sobre o processo de tomada de decisão quanto às funções comunicativas das partículas modais (doravante PM), frente a diferentes contextos. Nesse sentido, aplicamos um questionário online em alemão. Para a coleta de dados foi solicitado a 62 participantes alemães nativos e não nativos que selecionassem dentre um conjunto de orações (contendo ou não PMs) as que proporcionariam interpretações adequadas para contextos pré-estabelecidos. Os resultados apontam que os participantes nativos tiveram maior facilidade em selecionar as opções esperadas nas tarefas apresentadas, porém as reflexões sobre as decisões tomadas foram desafiadoras para ambos os grupos. Portanto, a análise de dados indica deficiências na compreensão da função e complexidade modal das PMs. Assim, além de investigar as decisões tomadas pelos dois grupos, procuramos oferecer ferramentas para o ensino das PMs em aulas de alemão."
] | ddc:430 | [
"Modalpartikel",
"Fremdsprachenlernen",
"Fremdsprachenunterricht",
"Deutsch",
"Portugiesisch",
"doch",
"wohl",
"Mündliche Kommunikation",
"ddc:830"
] |
47524 | Dativ alternations under the view of constructions grammar : an analysis of the verb senden | por | doc-type:article | [
"Este trabalho apresenta uma análise da alternância dativa do verbo senden da língua alemã. Os pressupostos teóricos da Gramática de Construções postulados por GOLDBERG (1995) no que concerne aos bitransitivos e suas paráfrases preposicionais e a abordagem da sensitividade ao núcleo verbal de RAPPAPORT HOVAV E LEVIN (2008) são comparados e utilizados como ferramenta de análise do corpus.Por meio deles, analisa-se se as construções constituídas pelo verbo senden e o sintagma preposicional an denotam um evento de posse causada ou de movimento causado. Apresentam-se preceitos abordados por Adler (2011) em seus estudos sobre a alternância dativa na língua alemã, que auxiliam na distinção do evento denotado pela construção. Assim, a pesquisa realizada corrobora as reflexões da autora sobre a nova faceta da preposição an que aparece em verbos de transferência - o addressee-an, sustentando sua argumentação sobre o fato de que não são as variantes do objeto duplo (dativo), ou do sintagma preposicional (no caso, an) as responsáveis pelo evento denotado pela construção, mas sim os argumentos que a constituem. Essa pesquisa também propõe outro tipo de classificação para a análise de verbos da língua alemã que denotam eventos de transferência em orações destituídas de agente volitivo: evento causal como transferência (GOLDBERG 1995), no qual X CAUSA Y (AFETADO)A RECEBER Z (EFEITO).",
"This work presents an analysis of the dative alternance of the verb senden from German language. The theoretical assumptions from the Construction Grammar postulated by GOLDBERG (1995) regarding the ditransitive and its prepositional paraphrase and a verb-sensitive approach to the dative alternation by RAPPAPORT HOVAVAND LEVIN (2008) are compared and used as a corpus analysis tool. By means of them, it is analysed whether the constructions constituted by the verb senden and the prepositional syntagma denote an event schemata caused possession or event schemata caused motion. The precepts raised by Adler (2011) in her studies about the dative alternance in German are presented, assisting in the event distinction denoted by the construction. Thus, the realized research reinforces the author's reflections about the new facet of the preposition an that appears in transfer verbs - the addressee-an, supporting the argumentation about the fact that it is not the double object variant or the prepositional syntagma the responsible for the event denoted by the construction, but the arguments that constitute it. This research also proposes another kind of classification for the analysis of German language verbs that denote transfer event in clauses deprived of volitive agent: causal event as transfer (GOLDBERG 1995), in which X CAUSE Y (AFFECT) TO RECEIVE Z (EFFECT)."
] | ddc:430 | [
"Alternation",
"Aspekt <Linguistik>",
"Verb",
"Dativ",
"Konstruktionsgrammatik",
"Unregelmäßiges Verb",
"ddc:830"
] |
47525 | Learning German in an university context through the production of texts associated with translation | por | doc-type:article | [
"Este trabalho fundamenta-se em estudos sobre a tradução como recurso metodológico no ensino e na aprendizagem de línguas estrangeiras. O contexto de pesquisa é a fase inicial de aprendizagem da língua alemã no 1º ano de um curso de Letras. Os estudantes produziram um texto autodescritivo em língua alemã, comentado e corrigido pela troca de e-mails com a professora-pesquisadora. Na sequência, os textos foram distribuídos aleatoriamente aos membros do grupo, que os traduziram para o português. Para a análise, os textos-fonte foram alinhados às traduções com auxílio de um software gerenciador de memória de tradução. Com base em CACHO E BRANCO (2014) e em critérios elaborados a partir de AUBERT (1998), SCOTT (1998 apud LIMA 2004) e CHESTERMAN (1997 apud CACHO; BRANCO 2014), observou-se a aproximação das traduções com a língua-alvo (normalização)ou a manutenção de características da língua-fonte, bem como problemas tradutórios. Tais critérios mostraram-se adequados para verificar como os aprendizes compreendem vocabulário e estruturas da língua alemã. Com objetivos semelhantes, outros aprendizes de alemão compararam os textos nas duas línguas, comentando as traduções. Observou-se que atividades de tradução motivam os aprendizes e auxiliam a aprendizagem, permitindo abordar questões linguísticas e culturais.",
"This work is based on studies on translation as a methodological resource in teaching and learning foreign languages. The research focuses on the initial phase of learning German in the 1st year of a Language and Literature course. The students produced a self-describing text in German, which was commented and corrected through the exchange of e-mails with the teacher-researcher. Afterwards, the texts were randomly distributed to group members to be translated into Portuguese. For the analysis, the starting texts were aligned to the translations with the aid of a translation memory software. Based on CACHO E BRANCO (2014) and on criteria drawn from AUBERT (1998), SCOTT (1998 apud LIMA 2004) and CHESTERMAN (1997 apud CACHO; BRANCO 2014), the approximation of the translations with the target language (normalization), or the continuance of characteristics from the source language, as well as translation problems were analysed. These criteria proved adequate to verify how learners understand the vocabulary and structures of the German language. With similar objectives, another group of German learners compared the texts in both languages, commenting the translations. We observed that translation activities motivate learners and support learning, allowing the contact with linguistic and cultural issues."
] | ddc:430 | [
"Deutsch",
"Deutschunterricht",
"Textproduktion",
"Zielsprache",
"Ausgangssprache",
"Übersetzung",
"Portugiesisch",
"Universität",
"ddc:830"
] |
47568 | The usage of television series in German language teaching : linguistic, sociocultural, ideological and social-political aspects in Deutschland 83 | por | doc-type:article | [
"Os seriados televisivos vêm se destacando como opção de lazer bastante recorrente entre pessoas de diferentes faixas etárias, em especial, dentre estudantes. Diante disso, este trabalho tem como objetivo abordar as vantagens do uso de tal material para o ensino de aspectos linguísticos, político-sociais, ideológicos e socioculturais de língua alemã. Trata-se do recorte de uma pesquisa que se encontra ainda em desenvolvimento, no qual destacaremos o seriado Deutschland 83. Ressaltaremos a importância do uso de materiais autênticos para o ensino de línguas e a necessidade do ensino com foco em aspectos da cultura estrangeira. Concluímos que o seriado Deutschland 83 é um material com potencial a ser explorado, permitindo que o aprendiz se aproxime da cultura e língua alemã, ao mesmo tempo em que proporciona ao aluno material para gerar uma reflexão sobre sua própria realidade.",
"Television series have been standing out as a currently popular option of recreation for people of different ages, and especially among students. Faced with this situation, this study aims to approach the advantages of the usage of such material for the teaching of German language's linguistic, ideological, social-political and sociocultural aspects. The following article is a fragment of a research that is still being developed, and in it we will highlight the Deutschland 83 series. The importance of using authentic materials to teach language, and the necessity of teaching techniques that focus on the culture behind such language will be emphasized. Finally, the study concludes that serialized television shows are a material with a great potential to be explored, for it allows the student to get closer to German language and culture, at the same time that provides the student with material to cause him to reflect about his own reality."
] | ddc:430 | [
"Deutschunterricht",
"Brasilien",
"Fremdsprachenlernen",
"Fernsehserie",
"Aspekt <Linguistik>",
"Soziokultureller Faktor",
"Lehrmittel",
"ddc:830"
] |
47569 | The decay of written German in the Vargas Era? | deu | doc-type:article | [
"Der folgende Beitrag beschäftigt sich mit Sprechern des Hunsrückischen in Brasilien und deren Gebrauch des Schriftdeutschen im 20. Jahrhundert. Basis der Analyse ist ein Korpus von Privatbriefen, die während der ersten Diktatur geschrieben wurden. Der Fokus der Analyse ist die Frage nach einer uniformen Schriftnorm für diese Sprechergruppe, deren Muttersprache fast ausschließlich mündlich verwendet wurde. Es wird argumentiert, dass der Estado Novo nicht die einzige Ursache für den Dachsprachenwechsel vom Deutschen zum Portugiesischen war, jedoch entscheidend dazu beigetragen hat, dass die Etablierung einer brasilianischen Schriftnorm des Deutschen endgültig verhindert wurde.",
"This essay deals with the use of written German in Brazil in the 20th century. The basis of this research project is a collection of private letters written by Hunsrückisch speakers during the Vargas Era. The purpose of this study is to identify to what extent Hunsrückisch speakers used a single written standard, since their mother tongue was mainly spoken. It is argued that the language policy introduced by Vargas is not the only reason for Portuguese replacing German as umbrella language. Nevertheless, the Estado Novo was a decisive factor which prevented the establishment of a Brazilian variety of written standard German.",
"Neste artigo discute-se o uso do alemão escrito por falantes da variedade hunsriqueano no Brasil no século XX. A base da pesquisa apresentada é um acervo de cartas privadas escritas na época do Estado Novo. O foco da análise é a questão de um único padrão do alemão escrito usado pelos hunsriqueanos cuja língua materna principalmente era uma variedade falada. É de supor que a política linguística na ditadura não foi o único fator que resultou na mudança da língua teto a favor do português. Mesmo assim, o Estado Novo desempenhou um papel significante porque definitivamente impediu o estabelecimento de um padrão brasileiro do alemão escrito."
] | ddc:430 | [
"Estado Novo",
"Brasilien",
"Hunsrückisch",
"Sprachwandel",
"Portugiesisch",
"ddc:830"
] |
47578 | The German language as a defining feature of ethnic identity in Pomerode | por | doc-type:article | [
"Este trabalho analisa a língua alemã como marcador de identidade étnica teuto-brasileira na cidade de Pomerode (SC) entre a década de 1980 e os dias atuais através de histórias de vida, isto é, de relatos que os teuto-brasileiros fizeram de sua vida pessoal e social. Para essa compreensão investiga-se os sentidos atribuídos pelos depoentes à lingua no que diz respeito ao seu aspecto objetivo e subjetivo. A pesquisa encontra-se apoiada na teoria da etnicidade relacional e em estudos sobre identidade étnico-cultural e na metodologia de História Oral. A língua alemã em Pomerode é, de um lado, vivenciada individualmente e, de outro lado, compartilhada no coletivo étnico e está relacionada à produção de sentidos que cada depoente vivenciou na família e na comunidade étnica, o que caracteriza permanência e transformação do papel dessa língua e uma negociação de sentidos individuais e coletivos. A redefinição do papel da língua alemã em Pomerode está associada, por um lado, ao próprio grupo étnico, ou seja, a autocompreensão de sua identidade étnica e, por outro lado, à mercantilização da identidade, ou seja, à instrumentalização da língua.",
"This work analyzes the German language as a defining feature of German-Brazilian ethnic identity in Pomerode city (SC) since the 1980s, by the means of German-Brazilians' accounts of their personal and social lives. To do so, the study investigates the meanings attributed by the deponents to the German language, both regarding its objective and subjective aspect. This study is supported by the relational ethnicity theory, by research on ethnic-cultural identity, and by the Oral History methodology. In Pomerode, the German language is both individually experienced and shared within the ethnic collective. Moreover, it is related to the production of meanings that each deponent experienced in their family and ethnic community, characterizing permanence and transformation of the language's role, as well as a negotiation of individual and collective meanings. On the one hand, the redefinition of the German language's role in Pomerode is associated with its own ethnic group. In other words, it is connected with the self-understanding of the group's ethnic identity. On the other hand, it is associated with identity's commercialization, that is, with the language's instrumentalization"
] | ddc:430 | [
"Santa Catarina",
"Deutsch",
"Brasilien",
"Oral history",
"Ethnische Identität",
"Umgangssprache",
"Schriftsprache",
"Deutscher Einwanderer",
"ddc:830"
] |
47579 | (Inter)relations between literacy practices in the writing of narratives in German and Portuguese by children living in the context of German as a heritage language | por | doc-type:article | [
"Este artigo aborda parte dos resultados de uma pesquisa mais abrangente que objetivou compreender (inter)relações que se estabelecem entre práticas de leitura e escrita em alemão e em português de crianças do Ensino Fundamental e o contexto de língua de herança em que estão inseridas. Quanto à dimensão teórica, o estudo filia-se à área da Linguística Aplicada em diálogo com a Educação em contextos interculturais. A pesquisa, de base qualitativo-interpretativista, teve como locus uma escola municipal, em zona rural do município de Blumenau, Santa Catarina. Quanto aos procedimentos metodológicos, foram utilizadas duas propostas de produção de narrativas escritas, uma em português e outra em alemão. Os resultados sugerem que (i) as crianças têm domínio restrito de uma estrutura narrativa e aplicam-na parcialmente nas produções em ambas as línguas; (ii) o vocabulário e as estruturas gramaticais são característicos das práticas linguageiras cotidianas; iii) os estudantes desconhecem ou não internalizaram regras ortográficas, especialmente da língua alemã. A partir dos resultados da pesquisa afirma-se a importância de se garantir, na educação formal, o aprendizado da língua de herança, ao lado do português, em contextos bi/multilíngues similares.",
"This article discusses some of the results of a broader research which aimed at understanding (inter) relationships established between reading and writing practices in German and Portuguese languages of primary school children and the context of inheritance language where they are inserted. For the theoretical dimension, the study follows the perspectives of Applied Linguistics and Education, focusing intercultural contexts. This qualitative-interpretative research had as setting a municipal school located in a rural area of the city of Blumenau, Santa Catarina. Regarding the methodological procedures, two proposals were used to produce written narratives, one in Portuguese and the other in German language. The results suggest that (i) children have limited dominance of the narrative structure, applying it partially in productions in both languages; (ii) vocabulary and grammatical structures are characteristics of everyday ordinary language practices; (iii) students are not aware of or they have not internalized spelling rules especially in German. The results of the research affirm the importance of guaranteeing the learning of the inheritance language in formal education, alongside Portuguese, in similar bi/multilingual contexts.",
"Der vorliegende Artikel beschäftigt sich mit den Ergebnissen einer Forschung, die die Zusammenhänge zwischen Lese- und Schreibpraktiken in den Sprachen Deutsch und Portugiesisch von Grundschulkindern untersucht hat sowie den interkulturellen Kontext, in dem sie leben. Im Hinblick auf den theoretischen Hintergrund siedelt sich die Studie im Bereich der Angewandten Linguistik und Bildung in interkulturellen Kontexten an. Sie repräsentiert eine qualitativ-interpretative Forschung, die an einer öffentlichen Schule im ländlichen Gebiet von Blumenau, Santa Catarina, durchgeführt wurde. Basis der Studie waren schriftliche Erzählungen, eine in der portugiesischen und eine in der deutschen Sprache. Die Ergebnisse zeigen, dass (i) die Kinder nur beschränkt eine narrative Struktur in beiden Sprachen beherrschen; (ii) der Wortschatz und die Grammatikstrukturen charakteristisch für die Alltagssprache sind; (iii) Rechtschreibregeln nicht verinnerlicht oder nicht gelernt worden sind, besonders in der deutschen Sprache. Aus den Forschungsergebnissen lässt sich ableiten, dass es wichtig ist, in mehrsprachigen Kontexten die Herkunftssprache der Kinder, neben dem Portugiesischen, in der Schulausbildung zu fördern."
] | ddc:430 | [
"Blumenau (Santa Catarina)",
"Santa Catarina",
"Deutsch",
"Portugiesisch",
"Grundschule",
"Mehrsprachigkeit",
"Brasilien",
"Zweisprachigkeit",
"Interkulturalität",
"Sprachpolitik",
"ddc:830"
] |
47581 | Imagery of German as a foreign language learners and the disciplinary knowledge | por | doc-type:article | [
"O presente artigo tem como objetivo analisar a construção de imagens discursivas de aprendizes em sumários e em atividades contidas em livros didáticos de Alemão como Língua Estrangeira (ALE), e de que modo essas construções antecipam que tipo de inserção esse aprendiz teria de/poderia ocupar nessa comunidade de produção/circulação de textos na língua alvo. Nesse sentido, o quadro teórico se constrói a partir da articulação entre a perspectiva polifônica da linguagem (BAKHTIN 2011), a noção de práticas discursivas (FOUCAULT 2004; MAINGUENEAU 2008) e o disciplinamento de saberes (FOUCAULT 2002), considerando a relevância de tal articulação para uma crítica à Linguística Aplicada a partir de Rocha e Daher (2015). Por meio das análises de livros didáticos de ALE, observamos a construção de imagens de aprendiz que parece retirá-lo das situações de interação, considerando-o mero espectador, que se ocupará de repetir sentenças e estruturas determinadas por uma simulação artificial de situações comunicativas, mais do que permitir a ele espaços de interação e de inserção nessas situações. Além disso, os materiais comunicam uma imagem de aprendiz-consumidor-turista, interessado em aprender a língua para fazer viagens, realidade essa distante da brasileira.",
"The aim of this article is to analyse the construction of learners' discoursive images by mapping the summaries presented in textbooks of German as a Foreign Language (ALE). Therefore, we aim to investigate how these constructions anticipate the kind of insertion that this learner would have / could occupy in this community of production / circulation of texts in the target language. Seen in these terms, the theoretical framework is constructed from the articulation between the polyphonic perspective of language (BAKHTIN, 2011), the notion of discursive practices (FOUCAULT, 2004, MAINGUENEAU, 2008), the disciplining of knowledge (FOUCAULT, 2002) and the relevance of such articulation for a critique of Applied Linguistics from Rocha and Daher (2015). Through the analysis of German as a foreign language textbooks, we observe the construction of a learner image that seems to draw him/her out of situations of interaction, considering him/her as a spectator, who will be responsible for repeating sentences and structures determined by an artificial simulation of communicative situations, rather than allowing him/her spaces of interaction and insertion in these situations. In addition, the materials communicate an image of a learner-consumer-tourist, interested in learning German to make trips, a reality that is distant from the majority of Brazilian learners"
] | ddc:430 | [
"Angewandte Linguistik",
"Deutsch",
"Fremdsprachenlernen",
"Foucault, Michel",
"L' archéologie du savoir",
"Bachtin, Michail M.",
"ddc:830"
] |
47584 | A proposal of dialect-based standard German teaching for Volga Germans in Argentina | deu | doc-type:article | [
"Wie in vielen anderen deutschen Gemeinschaften in Amerika wurde bei den Wolgadeutschen in Argentinien bis heute eine dialektale Varietät des Deutschen aufrechterhalten. Diese wurde i.d.R. nur mündlich weitergegeben, verfügt über covert prestige für die Sprecher und dient als Marker ethnischer Identität. Die Sprache der Mehrheitsgesellschaft (Spanisch im Falle der Wolgadeutschen in Argentinien) verfügt dagegen über overt prestige und objektiven Nutzen für den Alltag. Auch dem Hochdeutschen wird ein objektiver Nutzen, z.B. für die berufliche Zukunft, zugesprochen. Gleichzeitig wird die von der Gemeinschaft gesprochene Varietät meist als inkompatibel mit dem Hochdeutschen wahrgenommen: Die Sprecher des Dialekts sind oft der Meinung, dass die Dialektkenntnisse für sie eher ein Hindernis als eine Hilfe beim Erwerb des Hochdeutschen darstellen. Nichtsdestotrotz gab es bereits Initiativen dialektbasierten Hochdeutschunterricht für die Wolgadeutschen in Argentinien voranzutreiben: So initiierte z.B. Arndt Schmidt ein Programm zur Ausbildung der Lehrer im wolgadeutschen Dorf Santa Maria in der Provinz Buenos Aires. Der vorliegende Artikel geht auf die Frage des Deutschunterrichts für Dialektlerner ein, gibt einen kurzen Überblick über die soziolinguistische Situation der Wolgadeutschen in Argentinien und macht einen Vorschlag eines ursprungsdialektbasierten Hochdeutschunterrichts.",
"Just like many other German communities in the Americas the Volga Germans in Argentina have been able to maintain their initial dialectal variety of German until today. It has been passed on mostly orally, has only covert prestige and functions as an ethnic identity marker for the speakers. As opposed to that the language of the majority population (Spanish in the case of the Volga Germans in Argentina) has overt prestige and objective value for everyday life. Also the standard variety of German is perceived as objectively useful, e.g. for the future career. At the same time, the variety of German spoken by the community is perceived as incompatible with standard German: The speakers of the dialect often think that their knowledge of the dialect is more an obstacle for learning standard German than a help. Nevertheless, there have already been initiatives in Argentina of developing and implementing dialect-based standard German classes, e.g. by Arndt Schmidt in his program for training teachers in the Volga German village in Santa Maria in the province of Buenos Aires. The present article will discuss the question of German classes for dialect learners, give a short overview of the sociolinguistic situation of Volga Germans in Argentina and make a proposal of a heritage-dialect based standard German teaching program."
] | ddc:430 | [
"Wolgadeutsche",
"Argentinien",
"Deutsch",
"Deutschunterricht",
"Soziolinguistik",
"Sprachvariante",
"Mundart",
"ddc:830"
] |
4759 | Der Leser als Spinner : Gedanken zur Logik des Lesens im Web | deu | doc-type:Other | [
"Am 3 Februar 2004 innerhalb der Reihe \"GrenzBereiche des Lesens\" gehaltener Vortrag. \"GrenzBereiche des Lesens\" ist eine kulturwissenschaftliche Vortragsreihe, die 2003 und 2004 an der Universität Frankfurt stattfand. Die potentielle Unabschließbarkeit literarischer Lektüren ist oft mit der Metapher vom Text als Gewebe umschrieben worden. Uwe Wirth widmet sich ihr mit Blick auf den Grenzbereich eines anderen Mediums: des Computers. Findet sich im Hypertext die digitale Einlösung der Metapher vom Textgewebe, so stellt sich aufs Neue die Frage nach den Rollen von Autor und Leser: Der Hypertextleser wird zum editorialen \"Spinner\" eines Netzes aus semantischem und medialem Gewebe."
] | ddc:430 | [] |
47610 | Mexico's Yucatan peninsula tourists in the crossfire of translation : a translation criticism of Los mayas en las rocas by Javier Covo Torres | deu | doc-type:article | [
"Seit dem funktionalen Ansatz in der Übersetzungswissenschaft ist die Frage nach der Zielgruppe aus der Übersetzungskritik nicht mehr wegzudenken. Das ist unser Ausgangspunkt bei der Untersuchung der Spanisch-Deutsch und Spanisch-Englisch-Übersetzung von Los mayas en las rocas des Autors Javier Covo Torres. Dabei handelt es sich um ein für Touristen konzipiertes Buch, das eine didaktisierte Einführung in die Kultur der prähispanischen Maya geben möchte. Übergeordnetes Untersuchungsziel ist die Bewertung der Adäquatheit der Zieltexte, wobei wir uns methodisch auf einige Parameter der Übersetzungsbewertung von Silvia Parra Galiana stützen, die eine Überprüfung in zwei Phasen vorschlägt, welche unterschiedliche Kriterien abdecken. Unser besonderes Augenmerk gilt dabei dem Zusammenspiel von Text und Illustrationen, denn letztere stellen den Übersetzer vor besondere Herausforderungen. Die Ergebnisse stellen wir in Zusammenhang mit verlegerischen Entscheidungen, die fernab des Wissens- und Diskussionsstands der akademischen Disziplin getroffen werden",
"Since the advent of the functional approach in translation science, any translation criticism has to take into account the target group of a translation. This is to be our starting point to analyze the Spanish-German and Spanish-English translations of Los mayas en las rocas by Javier Covo Torres, an illustrated book that seeks to give a didactic introduction to the culture of the pre-Hispanic Maya and is aimed mainly at tourists who visit the Yucatan Peninsula. The main objective of this work is to evaluate the adequacy of translations in relation to their addresses. In order to accomplish this objective, we rely methodologically on some of the parameters of Silvia Parra Galiana, who proposes a review of a translation in two phases, covering different criteria. We devote special attention to the interrelation between text and illustrations (including mini-cartoons), since the latter represent a special challenge for the translator. The findings will be placed within a context of editorial decisions taken far from the knowledge and discussions of academic discipline."
] | ddc:430 | [
"Covo Torres, Javier",
"Übersetzung",
"Beurteilung",
"Qualität",
"ddc:460",
"ddc:830"
] |
47611 | The audiovisual translation of wordplay illustrated by the example of the Ecuadorian web series Enchufe.tv | deu | doc-type:article | [
"Die voranschreitende Internationalisierung audiovisueller Medien zieht die Notwendigkeit der Überbrückung sprachlicher Barrieren nach sich. In Deutschland, traditionell ein Synchronisationsland, werden dazu immer häufiger Untertitel herangezogen. Der vorliegende Beitrag setzt sich mit den Anwendungsmöglichkeiten dieser Form des audiovisuellen Übersetzens in Bezug auf humoristische Elemente auseinander. Dabei werden zwei theoretische Ansätze zur Übertragung des Komischen vorgestellt, die anschließend anhand des praxisnahen Beispiels dreier Sketche der ecuadorianischen Webserie Enchufe.tv auf die Probe gestellt werden. Den drei Sketchen ist gemein, dass sie sich auf Wortspiele, also auf eine Erscheinungsform des Komischen stützen, die sich der Wiedergabe in einer anderen Sprache in außergewöhnlichem Maße widersetzt. Auf diese Weise werden einerseits die Stärken der vorgestellten Methoden aufgezeigt, andererseits wird aber auch die Notwendigkeit ihrer Ausweitung auf die besonderen Eigenschaften audiovisueller Texte deutlich",
"The ongoing internationalization of audiovisual media increases the need for new ways of overcoming linguistic barriers. In Germany, where the common technique has always been dubbing, subtitles are however becoming more and more popular. The present article will deal with the application possibilities of subtitles in audiovisual translation with reference to humoristic elements. The article will present two theoretical approaches to the translation of humour which will be then put into practice by using three sketches of the Ecuadorian web series Enchufe.tv as an example. All three sketches are based on wordplays, a manifestation of humour which is extremely difficult to reproduce in other languages. By this means, the article will show the strengths of the methods presented, but also will point out the need for their further adaption to the specific characteristics of audiovisual texts."
] | ddc:410 | [
"Audiovisuelle Medien",
"Übersetzungswissenschaft",
"YouTube",
"Videoportal",
"Untertitel <Film>",
"Audiodeskription",
"Sketch",
"Wortspiel",
"ddc:770",
"ddc:830"
] |
47612 | Freud’s Witz in the Brazilian (re)translations: how to translate jokes, wits and wordplays | por | doc-type:article | [
"Este artigo se propõe a discutir algumas questões de interesse tradutológico referentes às três traduções brasileiras (1950; 1977; 2017) da obra Der Witz und seine Beziehung zum Unbewussten, de Sigmund Freud - cuja primeira publicação data de 1905. Parte-se de argumentos expostos em um debate entre o poeta e tradutor brasileiro Haroldo de Campos e o tradutor francês de Freud, Jean Laplanche, acerca das possibilidades de traduzir os chistes citados por Freud no referido livro, para identificar as diferentes estratégias adotadas pelos tradutores brasileiros. Longe de apresentar uma análise completa das diversas versões ou um cotejo exaustivo entre o original e as três (re)traduções, o que este trabalho visa é defender que elas constituem aproximações diferentes – porém todas válidas e potencialmente relevantes para o leitor-alvo - em relação a determinados aspectos da obra \"original\".",
"This article proposes to discuss some aspects of translation of the three Brazilian versions (1950, 1977, 2017) of Sigmund Freud's Der Witz und seine Beziehung zum Unbewussten, whose first publication dates from 1905. Based on arguments presented during a debate between the Brazilian poet and translator Haroldo de Campos and the French translator of the work of Freud, Jean Laplanche, on the possibilities of translating the jokes mentioned by Freud in his book, different strategies adopted by the Brazilian translators are identified. Far from trying to present an exhaustive analysis of the different versions or a comparison between the original and the three (re)translations, it is argued that they are different approaches about certain aspects of the \"original\" work, all of them valid and potentially relevant to the Brazilian reader.",
"In diesem Beitrag werden einige übersetzungsrelevante Aspekte der drei brasilianischen Versionen (1950, 1977, 2017) von Sigmund Freuds Der Witz und seine Beziehung zum Unbewussten (1905) diskutiert. Ausgehend von Argumenten, die vom brasilianischen Dichter und Übersetzer Haroldo de Campos und dem französischen Übersetzer des Werks Freuds, Jean Laplanche, während eines Gesprächs über die Übersetzungsmöglichkeiten der von Freud zitierten Witze vorgebracht wurden, werden verschiedene Strategien der brasilianischen Übersetzer in Hinblick auf die von Freud zitierten Witze besprochen. Es wird keine erschöpfende Analyse oder ein endgültiger Vergleich zwischen dem Original und den Übersetzungen angestrebt, sondern signalisiert, dass die drei brasilianischen (Neu-)Übersetzungen zwar unterschiedliche, aber potenziell relevante Lesarten des \"Originals\" sind."
] | ddc:410 | [
"Freud, Sigmund",
"Der Witz und seine Beziehung zum Unbewussten",
"Übersetzung",
"Portugiesisch",
"Brasilien",
"ddc:830"
] |
47613 | On the selection and ordering of lemmata in Michael Kuschius' 'Guide to the Polish Language' | deu | doc-type:article | [
"This article focuses on the 'Wegweiser zur Polnischen und Deutschen Sprache' [Guide to the Polish Language] by Michał Kuś, published in 1646. The Guide is made up of two parts – an extensive dictionary, and a guide to grammar and learning Polish that is more than a dozen pages long. The article's introduction gives information about the author of the Guide and describes the structure of the work. The author also focuses on issues related to the macrostructure of the text (the ordering and selection of the entries). Theoretical considerations are supported by numerous examples throughout the article. Special attention has been paid to making these examples typical of the Guide in order to ensure an objective analysis."
] | ddc:410 | [
"Lemma",
"Kuschius, Michael",
"Polnisch",
"Deutsch",
"Lexikografie",
"ddc:830"
] |
47614 | "Magical moments" in the classroom? : the perspective of teachers and learners on the use of feature films in (university-taught and non-university) German language programs in Malaysia | deu | doc-type:article | [
"Spielfilme als dominante Ausdrucksform kultureller Identität sind ein modernes, motivierendes, emotional ansprechendes und effizientes (ergänzendes) Lehr- und Lernmedium im Sprachunterricht, dass die Lernenden in \"realistisch wirkende Kommunikation\" und aktuelle Landeskunde einführt sowie interkulturelle kommunikative Kompetenz entwickelt. Das Interesse der Deutschlernenden an Spielfilmen ist groß und vor allem auf das Erleben authentischer Sprache in realen Situationen, auf den Alltag und die zwischenmenschlichen Beziehungen in deutschsprachigen Ländern ausgerichtet. In der Mehrzahl der außeruniversitären DaF-Programme in Malaysia ist das Medium Film trotz aller theoretischen Einsichten seitens der Lehrenden noch immer unterrepräsentiert und beschränkt sich zumeist auf reine Unterhaltung bzw. auf die Vermittlung von landeskundlichen Aspekten. Die Ursachen liegen in der fehlenden Aus- und Fortbildung im Bereich Filmarbeit im Fremdsprachenunterricht und der sich daraus ergebenden Unsicherheit der Lehrkräfte bei der zielgerichteten Implementierung filmischer Textsorten im Unterricht. Hinzu kommen ein stark prüfungszentrierter, traditionell grammatikorientierter Unterricht sowie Zeitmangel, aber auch das Desinteresse vieler Lehrender an der aufwändigen didaktisch-methodischen Vorentlastung und Nachbereitung einer Filmvorführung. Lediglich in den BA-German Programmen werden Filme in verschiedenen Kursen zur Vermittlung von Sprache, Landeskunde, Geschichte, Literatur, Kunst und zum fremd- und eigenkulturellen Vergleich eingesetzt. Am German-Malaysian-Institute dienen deutsche Spielfilme vor allem der interkulturellen Vorbereitung künftiger Studierender ingenieurswissenschaftlicher Programme an deutschen Fachhochschulen.",
"Feature films in foreign-language education are a modern, efficient, motivating, stimulating and engaging medium for conveying and experiencing authentic language in real communication situations, for teaching target-oriented, country-specific cultural information as well as for developing intercultural awareness and communication skills. The paper examines the extent to which the use of feature film is actually implemented in L3 German classrooms in Malaysia. Based on two empirical studies conducted via standardized questionnaires and interviews with 43 teachers and 168 learners of German as a Foreign Language, the aim was to examine the importance of film material as a didactic instrument in German language programs and to analyze the motifs and didactic goals for implementing films. Students were interviewed about their media attitudes, their film viewing habits and genre preferences as well as about their perception of aspects of German culture in feature films. Although Malaysian learners of the German language show a great interest in Germany, its people, language, society and culture, teachers - for a variety of reasons but foremost caused by a lack of knowledge about the adequate implementation of feature films - have provided only few \"magical moments\" in L3 German classrooms thus far."
] | ddc:430 | [
"Film",
"Deutschunterricht",
"Malaysia",
"Interkulturelles Lernen",
"Fremdsprachenunterricht",
"Lehrmittel",
"ddc:830"
] |
47615 | Titles of nobility and ecclesiastical titles as suffixoids? | deu | doc-type:article | [
"The article focuses on suffixoids based on titles of nobility and ecclesiastical titles. As an example, the study analyzes a total of 14 suffixoids with regard to the relation between the base word and the suffixoid. For this purpose, the author created a corpus of 200 tokens from online sources covering a 10-year period. The study presents suffixoids as active word-formation elements used as a result of linguistic expressivity and creativity. Moreover, it suggests an increasing tendency towards their use. This linguistic study can be seen as a new impetus to further investigations, especially in the field of translation studies – e.g. in the comparison of German and Czech with regard to this topic, which remains an uncharted field with no accurate studies yet available."
] | ddc:410 | [
"Affix",
"Wortbildung",
"Deutsch",
"Adelstitel",
"ddc:830"
] |
47617 | Mapping the dimensions of a challenge : teaching German as a foreign language in multilevel contexts | por | doc-type:article | [
"O cotidiano nas salas de aula de ALE nos contextos universitário e institucional extracurricular - como é o caso do projeto PALEP - Projeto Aulas de Línguas em Espaços Públicos (UERJ/UFRJ) – tem imposto desafios de várias ordens a todos os envolvidos no processo de ensino-aprendizagem. Consideramos como pressuposto da pesquisa a ideia de que professores e gestores da ensino-aprendizagem estão diante de salas de aula de natureza \"multinível\" e que o reconhecimento dessa natureza tem implicações político-pedagógicas que terão reflexo no papel de alunos e professores, no desenvolvimento do material didático e também nos objetivos do processo de aprendizagem. O objetivo deste artigo é, portanto, discutir aspectos teóricos da atividade de ensino-aprendizagem como uma atividade complexa e identificar três dimensões do reconhecimento da natureza \"multinível\" das salas de aula de ALE: a dimensão social, que engloba questões relacionadas às possibilidades de socialização e cooperação levando em conta a multiplicidade de níveis em sala de aula; a dimensão pedagógica, que impõe transformações na racionalidade didática em sala; e, por fim, a dimensão política, que nos permite compreender melhor processos de produção do fracasso e de evasão em cursos de ALE.",
"The everyday of German classrooms in university and extra-curricular institutional settings - as it is the case of project PALEP - Projeto Aulas de Línguas em Espaços Públicos (Language Classes in Public Spaces Project) (UERJ/UFRJ) - has posed several different challenges to all involved in the teaching-learning process. The assumption of this study is that teachers and managers of teaching-learning are faced with 'multilevel' classrooms and the knowledge of this fact holds political-pedagogical implications that reflect on the role of students and teachers, on the development of educational material and also on the goals of the learning process. The goal of this paper is, therefore, to discuss theoretical aspects of teaching-learning as a complex activity and to identify three dimensions of acknowledging the 'multilevel' nature of German classes: the social dimension, which encompasses issues related to possibilities of socialization and cooperation, taking into account the multiple levels found in classrooms; the educational dimension, which brings about transformation to the didactic rationale in class; and, to conclude, the political dimension, which allows us to better understand the processes of producing failure and evasion in German courses.",
"Der Alltag im DaF-Unterricht im universitären und berufsbildenden Kontext - wie im Fall des Projektes PALEP (Projekt für Sprachunterricht in öffentlichen Räumen) der Landes- und Bundesuniversitäten Rio de Janeiros (UERJ/ UFRJ) - hat alle am Lehr- und Lernprozess Beteiligten vor Herausforderungen verschiedener Art gestellt. Wir gehen von der Forschungsannahme aus, dass sich Dozenten und Verwalter von Lehr-und Lernprozessen mit einem 'mehrstufigen' Unterrichtsmodell auseinandersetzen, und dass die Anerkennung dieser Unterrichtsbeschaffenheit politische und pädagogische Implikationen mit sich bringt, die in der Rolle der Studenten und Dozenten, der Entwicklung von Lehrmaterial sowie in den Zielen der Lernprozesse reflektiert werden. Ziel dieser Arbeit ist daher, theoretische Aspekte des Lehr- und Lernprozesses als komplexe Aktivität zu diskutieren und hierbei drei Dimensionen der Anerkennung der 'mehrstufigen' Beschaffenheit des Deutschunterrichts zu identifizieren: erstens die soziale Dimension, die Fragestellungen in Bezug auf die Möglichkeit der Sozialisierung und Kooperation und somit die Vielzahl an Ebenen im Unterrichtsraum einschließt; zweitens die pädagogische Dimension, die Veränderungen in der didaktischen Rationalität auferlegt, und schließlich die politische Dimension, die uns erlaubt, die Produktionsprozesse von Misserfolgen und den Rückgang an Studentenzahlen in Deutschkursen besser zu verstehen."
] | ddc:430 | [
"Brasilien",
"Didaktik",
"Deutschunterricht",
"Fremdsprachenunterricht",
"Hochschulunterricht",
"ddc:830"
] |
47620 | The oral folk tradition in the Hlučín region | deu | doc-type:article | [
"Hlučín (formerly Hultschin) is now part of the Czech Republic, though the influence of the German language can be observed in the region's folk culture. Important names include August Scholtis, born in Bolatice, as well as other figures such as Hermann Janosch, Alfons Hayduk, Karl-Ernst Schellhammer, Richard Kühnau, Georg Hyckel, Ferdinand Minsberg and Elfrieda Moser-Rath. The oral folk tradition in the region has mostly been passed down via folk songs, fairy-tales, legends and other narratives. These genres reflect various themes, related primarily to local personalities, castles and manor houses or events in specific villages."
] | ddc:410 | [
"Hultschiner Ländchen",
"Mündliche Überlieferung",
"Deutsch",
"ddc:830"
] |
47625 | Protagonists from webseries aimed at the learning of German : a review of the representation of intercultural speakers | por | doc-type:article | [
"Os materiais audiovisuais, como filmes e seriados, proporcionam ao professor a oportunidade de apontar exemplos de diferentes tipos de falantes da língua-alvo: tanto falantes nativos (comumente tomados como modelo) quanto interculturais (HOUSE 2007), sendo estes falantes não nativos que se apropriaram adequadamente da língua estrangeira para a comunicação. Apresentar falantes interculturais ao aluno é importante para que ele possa romper com a concepção de falante nativo ideal como modelo de aprendizagem (RAJAGOPALAN 2012); por essa razão, é imprescindível que esse tipo de personagem seja representado adequadamente em seriados e filmes. Tendo isso em vista, pretendemos analisar, neste trabalho, os seriados Erste Wege in Deutschland e Jojo sucht das Glück, no que se refere a suas protagonistas (ambas, supostamente, falantes interculturais). Foram analisados, respectivamente, dois e cinco episódios das séries, buscando refletir sobre as protagonistas com base na caracterização de falante intercultural nos estudos da área (BYRAM, GRIBKOVA E STARKEY 2002; HOUSE 2007; OLIVEIRA 2012). Os resultados apontam para uma representação artificial dessas personagens, pois elas reproduzem, de forma geral, características típicas de um falante idealizado, o qual gera imagens estereotipadas da língua-alvo.",
"Audiovisual material, such as movies and series, give the teacher the opportunity to point out different types of the target language speakers: native speakers (commonly taken as example) and intercultural speakers (HOUSE 2007). Such non-native speakers are the ones who take proper use of the foreign language to communicate. Introducing non-native speakers to the student is importante so they can break the concept of the native speaker as an ideal learning model (RAJAGOPALAN 2012); due to this reason it's indispensable to have this kind of character properly represented in series and movies. Bearing this in mind, we aim to analyze, in this paper, the series Erste Wege in Deutschland and Jojo sucht das Glück, regarding their main characters (both supposedly intercultural speakers). Two and five episodes from these series respectively have been analyzed, in order to reflect on the main characters, based on the characterization of intercultural speaker from related studies (BYRAM, GRIBKOVA AND STARKEY 2002; HOUSE 2007; OLIVEIRA 2012). The results point out to a superficial representation of these characters, once they reproduce, in general, typical characteristics of an ideal speaker, which creates stereotyped images of the target language"
] | ddc:430 | [
"Interkulturelles Lernen",
"Lehrmittel",
"Audiovisuelle Medien",
"Didaktik",
"Deutschunterricht",
"Fremdsprachenunterricht",
"ddc:830"
] |
47640 | Specialist communication in different genres | deu | doc-type:article | [
"The article analyses three texts which address the same subject (the definition of the word Wort) and aims to demonstrate that it is not only the topic that plays a crucial role in creating the macrostructure and microstructure of a text, but also the communicative situation. The article explores what differences there are in the selection of linguistic means when the same content is being expressed in texts intended for communication at various levels of specialization, and which communication strategies the authors of the texts choose in connection with the text's genre, their intentions and (above all) the communicative situation."
] | ddc:410 | [
"Textlinguistik",
"Sachtext",
"Textsorte",
"Fachsprache",
"ddc:800",
"ddc:830"
] |
47641 | Proximity and distance in Schnitzler’s Fräulein Else – a linguistic analysis | deu | doc-type:article | [
"This paper attempts to apply the concepts of proximity and distance to a literary text – Arthur Schnitzler's \"Fräulein Else\". The analysis builds on five different proximity-distance relations: spatial, temporal, social, emotional and cognitive. The purpose is to show how linguistic devices are used to describe individual relations and what roles these relations play in the given text."
] | ddc:410 | [
"Fräulein Else",
"Schnitzler, Arthur",
"Nähe",
"Distanz",
"Innerer Monolog",
"ddc:800",
"ddc:830"
] |
47645 | [Rezension zu:] Textverständlichkeit und Textstruktur in der Wissensvermittlung. Analyse von Fachtexten mit biologischer Thematik / Eva Bajerová | deu | doc-type:review | [
"Die Frage danach, wie ein Text konzipiert werden soll, um gut verständlich zu sein und um optimal verstanden zu werden, steht im Zentrum der Monografie von Eva Bajerová. Der intendierte Text ist in diesem Fall ein Fachtext aus dem Bereich der Biologie, und in dem an Faktoren und Aspekten außerordentlich reichen Verständlichkeitsgefüge richtet die Autorin ihr Hauptaugenmerk auf den Stellenwert und die Beschaffenheit der Textstruktur. Doch über diese Fokussierung hinaus bringt das Buch mehr: so zum Beispiel einen breiter und tiefer angelegten Einblick in die Geschichte und die Ergebnisse der neueren Textverständlichkeits-Forschung oder in die facettenreichen Spannungsbereiche der Fachsprachen und der Fachkommunikation."
] | ddc:410 | [
"Textverstehen",
"Textstruktur",
"Verständlichkeit",
"Rezension",
"Biologie",
"ddc:830"
] |
47647 | [Rezension zu:] Historische deutsche Fachsprachen : von den Anfängen bis zum Beginn der Neuzeit ; eine Einführung / von Hans Ulrich Schmid | deu | doc-type:review | [
"Schmid versteht unter Fachliteratur – um die geht es, wie gesagt, zunächst – \"eine beträchtliche Anzahl von profanen, nicht-fiktionalen Texten, die wissenschaftliche oder alltagspraktische Gegenstände behandeln\". Allerdings notiert Schmid kurz darauf, dass mehrere Autoren anstelle von \"'Fach- oder 'Fachsprache'\", von \"Fachliteratur\" oder \"Fachprosa\" sprechen. Schmid betont dazu, dass es ihm eben weniger um literarische oder literaturhistorische Fragen geht, sondern vielmehr um fachsprachhistorische\" Aspekte."
] | ddc:430 | [
"Fachsprache",
"Deutsche Literatur",
"Schmid, Hans Ulrich",
"ddc:830"
] |
47649 | [Rezension zu:] Phrasenstrukturen und -interpretationen im Gebrauch / herausgegeben von Iwona Bartoszewicz, Joanna Szczęk, Artur Tworek | deu | doc-type:review | [
"Der vorliegende Sammelband ist wichtigen Aspekten der sprachwissenschaftlichen Phraseologieforschung gewidmet; er enthält sowohl theoretische Ausführungen zu Struktur, Definition, Semantik, Pragmatik oder syntaktischer Verwendung von phraseologischen Strukturen als auch Beobachtungen zum alltäglichen Sprachgebrauch in konkreten Kommunikationssituationen. Der Band basiert auf der Tagung zum Thema 'Phrasenstrukturen und -interpretationen im Gebrauch', die vom 25. bis 27. September 2014 stattfand und die Tradition von germanistischen Konferenzen am Institut für Germanische Philologie der Universität Wrocław fortsetzte."
] | ddc:410 | [
"Rezension",
"Phrasenstruktur",
"Deutsch",
"Polnisch",
"Phraseologie",
"ddc:800",
"ddc:830"
] |
47651 | Foreign words between isolation and integration : empirical analyses of linguistic usage based on corpora of texts written by professional and non-professional writers | deu | doc-type:article | [
"When becoming integrated into the German vocabulary, foreign words reflect paradigmatic changes regarding orthography, grammar as well as semantics. In this context, German orthography is also highly determined by orthographic codification, which continues to influence the development of spelling to the present day. This study compares digital linguistically annotated corpora containing texts written by professional as well as non-professional writers; these corpora contain several billion foreign words (of Greek, Latin and French origin, and in the second part of the study of English/American and Italian origin), studied over a period of 20 years following the German orthographic reform of 1996. The results may potentially help the official regulations to adapt to the spelling practices observed – either by describing the rules more precisely or by proposing possible spelling variants or eliminating those which are not in common use. The study may also help to support correct lexicographic codification in dictionaries."
] | ddc:410 | [
"Fremdwort",
"Lehnwort",
"Deutsch",
"Rechtschreibung",
"Gegenwartssprache",
"Internationalisierung",
"ddc:830"
] |
47652 | A linguistic farewell from Günter Grass: Vonne Endlichkait | deu | doc-type:article | [
"In 2015, the last work of Günter Grass appeared: Vonne Endlichkait (On Finiteness). This offers the opportunity to recall the highly personal style of this great German author. The whole book can be described as an artistic triad, consisting of short prose pieces, poems and drawings, most of them dealing with old age and death. The following linguistic and literary aspects are dealt with: genres and text types, the semiotic relations between prose, poetry and drawings, allusions to poets and philosophers, the representation of spoken and dialect German, syntactic constructions, semantics, and especially metaphorical processes. Finally, the article discusses some stylistic features which are typical of Grass's writing."
] | ddc:410 | [
"Vonne Endlichkait",
"Grass, Günter",
"Literarischer Stil",
"Intermedialität",
"ddc:830"
] |
47653 | On the role of the German language in Europe | deu | doc-type:article | [
"The article describes the role of German as a working language and official language of the European Union. It also focuses on issues associated with the notion of an 'overarching' language of general use: especially in the field of law, each language reflects the specific legal and administrative traditions of the society in which it developed, meaning that different languages frequently lack precise one-to-one equivalents for particular legal concepts. Finally, the author assesses the 'economic value' of several European languages as proposed by Ulrich Ammons, demonstrating that German plays a leading role in this regard."
] | ddc:410 | [
"Deutsch",
"Europa",
"Europäische Union",
"Verkehrssprache",
"ddc:830"
] |
47655 | [Rezension zu:] Deutsch ohne Grenzen : Linguistik / Jana Kusová, Magdalena Malechová, Lenka Vodrážková (Hrsg.) | deu | doc-type:review | [
"Dieser umfangreiche Sammelband enthält 27 Aufsatzversionen von Vorträgen der Sektion Linguistik, die im Herbst 2014 bei der Konferenz \"Deutsch ohne Grenzen\" an der Südböhmischen Universität in Budweis gehalten wurden. Organisiert wurde diese Tagung vom Germanistenverband der Tschechischen Republik."
] | ddc:410 | [
"Deutsch",
"Übersetzung",
"Grenze",
"Tschechien",
"ddc:830"
] |
47658 | [Rezension zu:] Standardvarietät des Deutschen : Fallbeispiele aus der sozialen Praxis / Kateřina Šichová ... (Hrsg.) | deu | doc-type:review | [
"Der Band 'Standardvarietät des Deutschen' ist das Produkt einer gelungenen Parallelaktion: hervorgegangen aus zwei gleichzeitig geführten Seminaren an der Universität Regensburg und an der Karls-Universität Prag, versammelt er neun ausgewählte Aufsätze von Studierenden der Germanistik zum Problem der Standardvarietät des Deutschen aus soziolinguistischer Perspektive."
] | ddc:410 | [
"Sprachvariante",
"Deutsch",
"Linguistik",
"Rezension",
"ddc:830"
] |
47659 | The First World War and German linguistics | deu | doc-type:article | [
"The First World War brought devastating consequences for German linguistics. Formerly one of the most prestigious foreign languages taught at schools and universities outside Germany, after the war German disappeared from almost all curricula abroad. Furthermore, it proved impossible to establish a structuralist school (such as the Prague school) in Germany. The article suggests that this was neither due to the long tradition of the Jungian grammarians nor due to the Nazis' official condemnation of structuralism as being incompatible with the ideology of the state. It is shown that such a development should instead be attributed to the so-called \"Krieg der Geister\" (\"war of the intellect\"), which remained present even after the military peace (1918) amid a feeling of national insecurity. The article concludes that such a nationalistic social and political environment proved to be fertile ground for Whorfianism, and the influence of the so-called 'Sprachinhaltsforschung' prevailed towards structuralism."
] | ddc:410 | [
"Weltkrieg <1914-1918>",
"Germanistik",
"Linguistik",
"Schriftsteller",
"Intellektueller",
"Kriegsbeginn",
"Deutsch",
"Deutsch als Fremdsprache",
"Strukturalismus",
"ddc:800",
"ddc:830"
] |
47660 | German-Czech and Czech-German learners' dictionaries put to the test : a case study on the treatment of fixed lexical phrases | deu | doc-type:article | [
"The article starts by giving a brief survey of the current state of German-Czech and Czech-German lexicography in the field of learners' dictionaries. It then continues with a metalexicographic examination of two translational dictionaries published since 2000. Attention focuses on the ways in which each team of authors addresses some basic metalexicographic problems in the introductory texts. The article then explores the methods of description used for fixed lexical phrases, which are critically analyzed (using as an example the dictionary entry for the lemma Kopf (head)."
] | ddc:410 | [
"Deutsch",
"Tschechisch",
"Wörterbuch",
"Lernerwörterbuch",
"ddc:830"
] |
47663 | Anglizismen und andere fremdsprachige Neologismen als Indizien für Sprach- und Schreibwandel : empirische Analysen zum Schreibusus auf der Basis von Textkorpora professioneller und informeller Schreiber | deu | doc-type:article | [
"Flashmob, App, E-Bike, Gendermainstreaming, bloggen, skypen, gefaked/gefakt, geliked/gelikt, Coffee-to-go, Latte macchiato, Gnocchi, Yallah, Shisha oder Sushi – die beherrschenden Fremdwörter aus Wissenschaft und Alltag der Gegenwartssprache im 21. Jahrhundert sind englischen Ursprungs, im letzten Jahrzehnt auch zunehmend aus anderen modernen europäischen und außereuropäischen Sprachen entlehnt. Die Entlehnungsbedingungen dieser Wörter unterscheiden sich damit grundsätzlich von den Gegebenheiten, die für die Integrationsentwicklungen bei Gräzismen und Latinismen sowie für Gallizismen bestimmend waren. Während die Fremdwörter aus den drei bis ins 20. Jahrhundert hinein wesentlichen Gebersprachen über Jahrhunderte hinweg in mehreren Phasen schrittweise Eingang in die deutsche Sprache fanden und dabei durch einen kontinuierlichen, wenn auch nicht immer widerspruchsfreien Prozess orthografischer Normierung begleitet wurden, erfolgte die Übernahme einer Vielzahl von Anglizismen und anderer Neologismen erheblich schneller im Rahmen umfassender Internationalisierung und Globalisierung von Sprache und Gesellschaft. Die entlehnten Wörter bezeichnen zum allergrößten Teil neue Phänomene, Wortbedeutungen oder Sachverhalte, sie sind Indizien für fundamentale gesellschaftliche Veränderungen, die einen grundlegenden Sprach- und schließlich auch Schreibwandel zur Folge haben. Im Gegensatz zum Umfeld früherer Entlehnungen bieten normierende Texte wie Grammatiken oder Wörterbücher daher zunächst noch keine orthografische Orientierung. Stattdessen gewinnt das Internet, bestimmt von professionellen wie auch informellen Schreibern, sowohl als Bezugsquelle von Informationen als auch als Orientierungsrahmen für die Schreibung neuer Wörter eine immer stärkere Bedeutung. Anglizismen spielen dabei eine Sonderrolle: Sie werden sowohl von englischen als auch von deutschen Quelltexten aus rezipiert und zum Teil in ihrem gebersprachlichen graphemischen Status übernommen, zum Teil modifiziert."
] | ddc:410 | [
"Anglizismus",
"Deutsch",
"Entlehnung",
"Neologismus",
"Weltsprache",
"Englisch",
"Sprachwandel",
"ddc:800",
"ddc:830"
] |
47665 | Bosnia before and after 1914 : literary milestones in a changing culture of interpreting/translation between war and peace | deu | doc-type:article | [
"This paper focuses on passages of interpreting/translation in four novels written by Bosnian novelists (Ivo Andrić, Dževad Karahasan, Saša Stanišić). It seeks to answer the following questions: How do the characters of the interpreters/translators represent their cultural background? Does the immediate situation (e.g. a situation of threat or violence) influence their verbal behaviour? Is the literary description a metaphorical one in order to symbolize the inadequacy and even the failure of interpreting/translation? How do the interpreters/translators in the novels attempt to bridge the gap between different cultures?"
] | ddc:400 | [
"Weltkrieg <1914-1918>",
"Bosnien",
"Dolmetscher <Motiv>",
"Andrić, Ivo",
"Travnička hronika",
"Wesire und Konsuln",
"Na Drini ćuprija",
"Die Brücke über die Drina",
"Berichte aus der dunklen Welt",
"Karahasan, Dževad",
"Jugoslawienkriege",
"Stanišić, Saša",
"Vor dem Fest",
"ddc:800",
"ddc:830"
] |
47666 | Nonverbale graphische Ressourcen bei Reparaturen in der interaktionalen informellen Schriftlichkeit am Beispiel der deutschen Chat-Kommunikation via IRC-Chat und WhatsApp | deu | doc-type:article | [
"The aim of this paper is to present the results of an empirical analysis of the use of non-alphabetic graphic signs (e.g. asterisks, slashes, plus signs etc.) in the context of repairs in Russian and German informal electronic communication. The data for the analysis were taken from the “Mobile Communication Database MoCoDa” (http://mocoda.spracheinteraktion.de/), which contains Russian and German private electronic communication via SMS, WhatsApp and other short message services, and the “Dortmunder Chat-Korpus” (http://www.chatkorpus.tu-dortmund.de/korpora.html). This paper describes the functions of various graphic resources in the context of repairs in both data collections and compares the occurrences of these functions in current Russian and German computer-mediated communication. It concludes that particular signs in both data sets share the same subset of functions, but they differ in terms of how frequently these resources occur in each form of communication."
] | ddc:400 | [
"ddc:410"
] |
47669 | Acta Facultatis Philosophicae Universitatis Ostraviensis / Studia Germanistica 20 | deu | doc-type:PeriodicalPart | [
"In der Zeitschrift Studia Germanistica werden Forschungsergebnisse zu aktuellen Themen auf dem Gebiet der germanistischen Linguistik, Literaturwissenschaft und DaF-Didaktik publiziert, die den Stand der Forschung in Tschechien sowie im Ausland dokumentieren. Bestandteile der Zeitschrift sind kulturwissenschaftliche Studien und Rezensionen."
] | ddc:430 | [
"Deutsch",
"Deutschunterricht",
"Linguistik",
"Literatur",
"Zeitschrift",
"ddc:830"
] |
47670 | On history in the present day : laudatio to Lenka Vaňková | deu | doc-type:article | [
"On history in the present day. Laudatio to Lenka Vaňková.\r\nThis paper takes as its starting point several statements by Gottfried Wilhelm Leibniz on the role of the German language in literary and scholarly life during Leibniz's era. The languages of scholarship were Latin and French, and Leibniz himself published in both these languages. German was the language of practical life. Viewed from this perspective, it was almost inevitable that medieval and early modern medicine - not in the sense of academic theory, but as a practical activity - developed its own fully-fledged specialist language, which was largely based on the vernacular. In her studies of the language of historical medicine, Lenka Vaňková has shown how such vernacular language was (and potentially still is) able to function in specialist domains."
] | ddc:400 | [
"Medizin",
"Fachsprache",
"Mittelalter",
"Leibniz, Gottfried Wilhelm",
"Vaňková, Lenka",
"ddc:830"
] |
47671 | The urbaria of the Duchy of Krnov (Jägerndorf) as a source for historical linguistics | deu | doc-type:article | [
"This paper takes as its starting point several statements by Gottfried Wilhelm Leibniz on the role of the German language in literary and scholarly life during Leibniz's era. The languages of scholarship were Latin and French, and Leibniz himself published in both these languages. German was the language of practical life. Viewed from this perspective, it was almost inevitable that medieval and early modern medicine - not in the sense of academic theory, but as a practical activity - developed its own fully-fledged specialist language, which was largely based on the vernacular. In her studies of the language of historical medicine, Lenka Vaňková has shown how such vernacular language was (and potentially still is) able to function in specialist domains"
] | ddc:430 | [
"Kuhländchen",
"Historische Sprachwissenschaft",
"Krnov",
"Urbar",
"Frühneuhochdeutsch",
"ddc:830"
] |
47713 | The Feldbuch as a representative of professional surgical prose | deu | doc-type:article | [
"The article presents two surgical texts written in Strasbourg around 1500. The author of the first text is Hieronymus Brunschwig, and the second is by Hans Gersdorff. Although Gersdorff's book is more like a teaching text, a set of normative instructions in the manner of (legally binding) municipal records, it was published under the name 'Feldbuch'. The publisher may have chosen this designation under the influence of texts named Feldbücher, originating in the Moravian-Silesian region, which were originally intended as manuals for barber surgeons working on battlefields"
] | ddc:400 | [
"Brunschwig, Hieronymus",
"Gerdorff, Hans von",
"Feldbuch der Wundarznei",
"Medizin",
"Fachliteratur",
"ddc:830"
] |
47714 | Diskrimination or Diskriminierung von Frauen? : reflections on an analysis of deverbal derivatives from verbs ending in -ier(en) | deu | doc-type:article | [
"The paper presents the possibilities for analyzing deverbal derivatives from verbs ending in -ier(en); in many cases these exist as doublets, with the suffix -ung and/or the suffix -(at)ion. Based on selected examples of these doublets, the paper demonstrates how both monolingual and bilingual dictionaries fail to take sufficient account of the semantic differences between such competing forms. The author also presents research questions connected with this issue, and outlines a methodology for addressing these questions based on metalexicographic and corpus analysis; this methodology is demonstrated using the example of the doublet Diskrimination and Diskriminierung"
] | ddc:430 | [
"Nominalisierung",
"Verbalnomen",
"Deutsch",
"Aspekt <Linguistik>",
"Lexikologie",
"Wortbildung",
"ddc:830"
] |
47716 | The endless effort towards original expression on Facebook? | deu | doc-type:article | [
"The aim of this paper is to show that the users of social media and the members of various networks make great efforts to achieve as original, innovative and creative ways of expression as possible. In this respect, the social networking site called Facebook is no exception. However, what differs is the occasions on which the texts are created (in the form of contributions, postings, comments etc.), their particular language forms as well as their distance in relation to both private and public virtual communities. The corpus explored comprises the profiles of different Facebook-users who release their birthday wishes online"
] | ddc:430 | [
"Facebook",
"Internet",
"Social Media",
"Computergestützte Kommunikation",
"Medium <Linguistik>",
"Sprachgebrauch",
"ddc:830"
] |
47717 | Graded corpora as a means of researching the be-prefixed participle | deu | doc-type:article | [
"Due to its specific features, the German participle has numerous functions and uses in word-formation. As partially deverbalized adjectives, participles take on the syntactic role of an adjective while at the same time retaining the valency of a verb. The paper presents the various steps in an analysis using graded (partial) corpora. Drawing on research into the properties and functions of various participle forms, it explores their specific uses in texts."
] | ddc:430 | [
"Partizip",
"Adjektiv",
"Gegenwartssprache",
"Korpus <Linguistik>",
"Wortbildung",
"ddc:830"
] |
47719 | On a German-Czech handbook and textbook (1793) : a study of bilingualism in specialist language (1793) | deu | doc-type:article | [
"The article presents the first German-Czech handbook and textbook about forestry (written by Wenzel Elias Lenhardt). The text is of particular interest due to the language situation and the practical use of both German and Czech in the Bohemian Crown Lands during the 18th century. The paper also discusses several aspects of the handbook and textbook - including the author and the addressee from a pragmalinguistic perspective - and summarizes the results of an analysis of its textual characteristics, writing style, syntax and lexis."
] | ddc:430 | [
"Fachsprache",
"Deutsch",
"Tschechisch",
"Sprachwandel",
"ddc:490",
"ddc:830"
] |
47725 | Acta Facultatis Philosophicae Universitatis Ostraviensis / Studia Germanistica 21 | deu | doc-type:PeriodicalPart | [
"In der Zeitschrift Studia Germanistica werden Forschungsergebnisse zu aktuellen Themen auf dem Gebiet der germanistischen Linguistik, Literaturwissenschaft und DaF-Didaktik publiziert, die den Stand der Forschung in Tschechien sowie im Ausland dokumentieren. Bestandteile der Zeitschrift sind kulturwissenschaftliche Studien und Rezensionen."
] | ddc:430 | [
"Deutsch",
"Deutschunterricht",
"Linguistik",
"Literatur",
"Zeitschrift",
"ddc:830"
] |
47727 | Success through linguistic stereotypes : people with and without migrant backgrounds in 'Türkisch für Anfänger' | deu | doc-type:article | [
"Als großer Erfolg hat sich vor einigen Jahren die deutsche Kinokomödie 'Türkisch für Anfänger' erwiesen. 2012 in die Kinos gekommen, wurde sie auch als 'Multikulti-Komödie' (z.B. URL 1 und URL 2) bezeichnet. Eine wesentliche Rolle spielen darin ethnische Stereotype, die offenbar für Komik sorgen. Goldmanns Kritik in 'Spiegel online' beginnt so: \"Sie Deutsche, er Ausländer, sie Zicke, er Macho: Der Kinofilm 'Türkisch für Anfänger' arbeitet sich wie die preisgekrönte TV-Serie an kulturellen Klischees ab\" (URL 3). Im Mittelpunkt dieses Beitrags stehen ethnische Stereotype. Mit verschiedenen sprachlichen Mitteln beziehen sich Charaktere im Film auf die Eigengruppe oder auf die Fremdgruppe - also auf Menschen mit oder ohne (erkennbaren) Migrationshintergrund",
"'Turkish for Beginners' ('Türkisch für Anfänger') was a successful German comedy film a couple of years ago. In the press it was called a \"multiculti comedy\" (\"Multikulti-Komödie\"). The film features characters with migrant backgrounds and those without (discernable) migrant backgrounds. The respective characters use stereotypes for referring to their own group and other stereotypes for referring to the foreign group. Stereotypes bring humour to the story."
] | ddc:400 | [
"Ethnische Identität",
"Stereotyp",
"Sprache",
"Interkulturalität",
"Soziolinguistik",
"ddc:830"
] |
47740 | Hazırlık Sınıfından Alman Dili Eğitimi Bölümüne Geçişte 'Yaz Tatili' Etkeni | deu | doc-type:article | [
"Die Eingangssprachkenntnisse der Studierenden des Studiengangs 'Lehramt für Deutsch als Fremdsprache' an der Universität Trakya unterscheiden sich bei der Aufnahme des Fachstudiums von den Ergebnissen der Sprachstandprüfung, die am Ende der einjährigen Vorbereitungsklasse durchgeführt wird. Dieser Ausgangspunkt scheint auch für Abteilungen anderer Universitäten der Fall zu sein, die sich im gleichen Umfang befinden. Diesbezüglich ist es Ziel dieses Beitrags, den Faktor 'Sommerferien' bei diesem Übergang deskriptiv aufzudecken. Die Fragestellung, wie die Lernenden ihre Sommerferien bezüglich des Deutschlernens verbracht haben, war dabei entscheidend. Um eine Antwort darauf zu bekommen, wurden Lernende zu dem Faktor 'Sommerferien' mittels qualitativer Erhebungsmethode befragt. Die Resultate wurden mit Lernstrategien angeknüpft. Aus der Forschung resultierten zwei Ansätze: Erstens sollten einige Konzepte entwickelt werden, damit die Lernenden ihre Deutschkenntnisse während ihrer Sommerferien kontinuierlich weiterentwickeln. Zweitens sollten einige Maßnahmen getroffen werden, womit DaF_Lernende ihre gelernten Deutschkenntnisse wenigstens stabil halten können.",
"Trakya Üniversitesi Alman Dili Eğitimi lisans programına yerleşen öğrencilerin Almanca dil seviyeleri hazırlık sınıfının bitiminde uygulanan Almanca Yeterlik Sınavı aracılığı ile belirlenen dil seviyesinden farklı olabilmektedir. Çalışmanın çıkış noktasını oluşturan bu durum, benzer nitelikler gösteren diğer üniversitelerdeki bölümler için de geçerli olabilmektedir. Çalışmanın amacı hazırlık sınıfından Alman Dili Eğitimi lisans programına geçiş sürecindeki 'Yaz Tatili' etkenini betimsel incelemektir. Bunun için Almanca bölümü öğrencilerine yaz tatili süresince Alman dili ile ilgi ne yaptıkları sorusu sorulmuştur. Yanıtlar nitel araştırma yöntemleri aracılığı ile elde edilmiş olup, elde edilen bulgular öğrenme stratejilerine dayandırılarak açıklanmaya çalışılmıştır. Tüm çalışmadan iki bakış açısı ortaya çıkmıştır: Birincisi, öğrencilerin yaz tatili süresinde Almanca dil seviyelerini kendi kendilerine geliştirmelerine yönelik taslak programların geliştirilmesi gerektiğidir. İkincisi ise, öğrencilerin öğrendikleri Almanca dil seviyelerini koruyabilmelerine yönelik bazı tedbirlerin alınması gerekliliğidir."
] | ddc:430 | [
"Studiengang Deutsch als Fremdsprache",
"Lerntechnik",
"Lehrerbildung",
"Deutschlehrer",
"ddc:830"
] |
47741 | The role of cartoon films in foreign language learning at an early age | tur | doc-type:article | [
"While discussions about the appropriate age of learning a second language are going on, as in many developed countries, in our country also, children are taught foreign languages starting from kindergarten. In foreign language learning, to hear the correct pronunciation of the speech sounds and words by means of audio-visual devices, to be able to repeat them, and know the culture of the target language is very important. In that case, the role of cartoons in foreign language learning is an important issue which needs to be addressed. In this study, the role of cartoons in learning a foreign language of children has been investigated. In this context, the age of foreign language learning and foreign language teaching methods have been considered theoretically; which type of cartoons are more effective and useful in foreign language learning at an early age has tried to be identified.",
"İkinci dil öğrenme yaşına ilişkin tartışmalar sürerken, birçok gelişmiş ülkede olduğu gibi ülkemizde de anaokulundan itibaren yabancı dil öğretimi gerçekleştirilmektedir. Yabancı dil öğreniminde, görsel-işitsel araç kullanarak dile ait konuşma seslerinin ve sözcüklerin doğru telaffuzunu duymak, doğru telaffuz edebilmek ve dilin ait olduğu kültürü tanımak çok önemlidir. Erken yaşta yabancı dil öğrenimine bu açıdan yaklaşıldığında dil öğreniminde yabancı bir dile ve kültüre ait çizgi filmlerin yeri, üzerinde durulması gereken bir konu olarak karşımıza çıkmaktadır. Bu çalışmada, okul öncesi dönem çocuklarının yabancı dil öğreniminde çizgi filmlerin yeri incelenmiştir. Bu kapsamda, yabancı dil öğrenme yaşı, yabancı dil öğretim yöntemleri kuramsal açıdan ele alınmış; çizgi filmlerin yabancı dil öğrenimindeki yeri üzerinde durularak, ne tür çizgi filmlerin erken yaşta yabancı dil öğreniminde daha etkin ve yararlı olduğu ortaya konulmaya çalışılmıştır."
] | ddc:400 | [
"Zweisprachigkeit",
"Kind",
"Fremdsprachenlernen",
"Audiovisuelles Unterrichtsmittel",
"Spracherwerb",
"ddc:830"
] |
47749 | Almanca-Türkçe/Türkçe-Almanca Dil Kombinasyonunda Çevrimiçi Çeviri Programları Tarafından Çevrilmiş olan Metinlerde Sözdizimsel ve Anlamsal Hatalar | deu | doc-type:article | [
"Im Rahmen dieser Studie wurden jeweils ein türkischer und deutscher Gebrauchs-und Informationstext und einige Sätze von literarischen Texten mit Hilfe der Online-Übersetzungsprogramme \"google translate\", \"Babylon\", \"Almanca Sözlük\" und \"İngilizceturkce.gen\" übersetzt und überprüft, ob, wenn man die Texte in der Zielsprache mit den Ausgangstexten vergleicht, syntaktische und semantische Fehler aufträten und welche der Online-Übersetzungsprogramme beim Übersetzen zuverlässig sind.\r\nDie Daten haben dargelegt, das bei der Sprachkombination Deutsch-Türkisch/Türkisch-Deutsch Gebrauchstexte und Informationstexte, auch wenn sie einige syntaktische und semantische Fehler beinhalten, im Ganzen und Großen in die Zielsprache richtig transferiert werden, wobei literarische Texte einen höheren Anteil an Fehlern beinhalten. Laut der Untersuchungsergebnisse sollten die übersetzten Texte zur Sicherheit immer von jemand Fachkundigem gelesen werden, da beim Übersetzen von ganzen Sätzen bzw. Textpassagen aus der türkischen Sprache ins Deutsche und umgekehrt aus der deutschen Sprache ins Türkische der Sinn nicht immer erfasst wird.\r\nZur Kontrolle könnten außerdem noch übersetzte Passagen mit verschiedenen Programmen stückweise mehrmals oder in eine Drittsprache z. B. ins Englische übersetzt werden. Bei feststehenden Aussagen bzw. Ausdrücken hingegen ist ein hohes Maß an Aufmerksamkeit erforderlich.",
"Bu çalışmada Almanca ve Türkçe olan birer kullanmalık ve bilgi iletici metin ve 3 adet edebi metinden bazı cümleler \"google translate\", \"Babylon\", \"Almanca Sözlük\" ve \"İngilizceturkce.gen\" adlı çevrimiçi çeviri programları yardımı ile çevrilmiş, kaynak metnin erek dile aktarılmasında sözdizimsel ve anlamsal hataların ortaya çıkıp çıkmadığı araştırılmış, hangi çevrimiçi çeviri programlarının daha güvenilir çeviri yaptığı araştırılmıştır.\r\nElde edilen veriler Almanca-Türkçe/Türkçe-Almanca dil kombinasyonunda kullanmalık ve bilgi iletici kaynak metinlerin bazı sözdizimsel ve anlamsal hatalara rağmen genel anlamda anlaşılır bir biçimde erek dile çevrildiğini, ancak edebi metinlerde hata oranının çok daha yüksek olduğunu ortaya koşmuştur. Sonuç olarak çevrimiçi çeviri programları yardımı ile cümleler bütünüyle veya metinler bölümler halinde Türkçeden Almancaya veya tam tersine Almancadan Türkçeye çevrildiğinde çevrilmiş olan metinler her zaman kaynak metin ile aynı anlamı taşımayabileceği gerçeği göz önünde bulundurularak kontrol için mutlaka alan uzmanları tarafından okunmalıdır.\r\nKontrol ayrıca pasajların parça parça defalarca farklı çevrimiçi programlar ile çevrilmesi veya farklı bir dile örneğin İngilizceye çeviri yapılması ile de sağlanabilir. Ancak kalıp sözler ve ifadeler söz konusu olduğunda bu en üst düzeyde dikkat gerektirir."
] | ddc:400 | [
"Deutsch",
"Türkisch",
"Maschinelle Übersetzung",
"Übersetzung",
"Fehler",
"ddc:830"
] |
47750 | Der Begriff Translationskompetenz und seine Implikationen hinsichtlich der akademischen Translationsdidaktik | tur | doc-type:article | [
"Obgleich es die Handlung des Übersetzens seit vielen Jahrhunderten gibt, ist die Auffassung, dass das Übersetzen lehrbar ist, relativ neu. Dass dieser Lehrbereich anhand von universitären Bildungsmodellen auf eine didaktische Weise behandelt wird, bezeichnet eine vergleichsweise jüngere Problematik. Diese Problematik ist mit der Gründung der universitären Institute, die die akademische Translationsdidaktik seit nunmehr mehreren Jahrzehnten durchführen, zu einer auf akademischer Ebene diskutierten Frage geworden, so auch in der Türkei. Diesbezügliche Diskussionen beziehen sich auf die sogenannte Translationskompetenz, auf deren Erwerb oder Ausbau die akademische Translationsdidaktik abzielt. Die Translationskompetenz lässt sich als eine zentrale Angelegenheit hinsichtlich der akademischen Translationsdidaktik einschätzen. Denn die Frage, wie sie definiert und verstanden wird, ist eine so besondere und bedeutungsvolle Infragestellung, dass sie die Grundlage und das Verfahren der zur Verfügung gestellten Didaktik bestimmen kann. In diesem Vorhaben wird versucht, die Translationskompetenz zu definieren, die Voraussetzungen der Translationsdidaktik und die Besonderheiten der professionellen Translatoren von der vorliegenden Definition ausgehend inhaltlich darzustellen.",
"Çeviri eyleminin yüzyıllarla ifade edilen ve Milattan önceki devirlere kadar uzanan tarihine karşın çeviri etkinliğinin öğretilebilir bir olgu olarak ele alınması, bilindiği üzere yeni bir konudur. Bu öğretme işinin eğitme biçimiyle ele alınıp üniversiter eğitim modelleri ile ele alınması ise, görece çok daha yeni bir görüngüdür. Türkiye'de de son birkaç on yıldır çeviri eğitimi veren akademik birimlerin varlığı ile konu tamamı ile akademik mecraya taşınmış ve tartışılmaya başlanmıştır. Bu tartışmalar ise, akademik çeviri eğitimi yoluyla oluşturulması ve/veya geliştirilmesi amaçlanan 'çeviri edinci' kavramı üzerinden yürütülmektedir. Çeviri edinci, akademik çeviri eğitimi açısından merkezi bir konu olarak değerlendirilebilir. Çünkü 'çeviri edinci'nin nasıl tanımlandığı, verilen eğitimin içeriğini ve usulünü belirleyebilecek denli temel bir sorgulamadır. Bu çalışmada 'çeviri edinci' kavramı tanımlanmaya çalışılacak, buradan hareketle akademik çeviri eğitiminin koşulları ve çevirmenin öznitelikleri içeriklendirilmeye çalışılacaktır."
] | ddc:400 | [
"Übersetzungswissenschaft",
"Didaktik",
"Fremdsprachenkompetenz",
"ddc:830"
] |
47751 | Türkçe ve Almanca yan cümlelerin çevirisinde benzerlikler ve farklılıklar | deu | doc-type:article | [
"Jede Sprache hat ihre eigene grammatikalische Struktur und dementsprechend unterscheidet sich auch der Aufbau der Sätze. Was in der Grammatik als ein Teilsatz bezeichnet wird, ist ein Nebensatz, welcher in jeder Sprache seine eigene Struktur besitzt. Diese strukturellen Merkmale, Unterschiede und Ähnlichkeiten im Deutschen und im Türkischen werden in dieser Arbeit dargestellt und miteinander verglichen. In dieser Arbeit werden die deutschen Nebensatzarten samt den dazugehörigen Beispielen dargestellt. Nach denselben Gesichtspunkten werden auch die jeweiligen türkischen Übersetzungen wiedergegeben. Diese Aufteilung soll als Mittel zum Zweck der übersichtlicheren Darlegung der Nebensätze und zur Erklärung der Übersetzungsmöglichkeiten dienen. Es ist klar, dass eine konkrete Übersetzung mehr oder weniger angleichend bzw. mehr oder weniger verfremdend erscheint, welche auf Varietät der Zielsprache zurückzuführen ist. Die Gegenüberstellung zwischen von Grund aus unterschiedlichen Sprachen scheint in erster Linie in Bezug auf den Wortschatz (z. B. kulturspezifische Begriffe) und Redeweisen getroffen worden zu sein. Sie ist jedoch auch für den grammatikalischen Bereich relevant. Nach diesem Exkurs werden einige deutsche Märchen mit ihren türkischen Übersetzungen verglichen und analysiert",
"Her dil kendi gramer yapısı ve buna bağlı olarak da farklı cümle yapısına sahiptir. İnsanlar, hangi dilde olursa olsun düşüncelerini belirli cümle kalıplar ile ifade etmişlerdir. Cümleler, kendini oluşturan sözcüklerin anlamlarına, cümlede bulundukları yerlere, türlerine göre değişik özellikler gösterir. Bu çalışmada Almanca ve Türkçe olarak bu yapısal özellikler, farklılıklar ve benzerlikler irdelenecek ve karşılaştırılacak. Ayrıca Almancadaki yan cümleler ilk önce açıklanacak örneklerle gösterilecek ve Almancadaki yan cümlelerin çevirileri yapılıp yapısal farklılıklar ortaya koyulacaktır. Temelde iki farklı dil olan Almanca da ve Türkçe de farklılıklar ortaya çıkacağı bellidir fakat ne gibi farklılıkların çıkacağı irdelenerek ve göz önüne serilecektir. Son olarak Almancadan Türkçeye çevrilmiş birkaç masal birbiriyle karşılaştırılacak ve varsa benzerlikler veya farklılıklar belirtilecek."
] | ddc:400 | [
"Nebensatz",
"Deutsch",
"Türkisch",
"Übersetzung",
"Konjunktion",
"Relativsatz",
"ddc:830"
] |
47753 | Eine Beispielsausführung zum Gebrauch und zur Aktivierung des Grammatikwissens in den vier Fertigkeiten im DaF-Unterricht | tur | doc-type:article | [
"In der vorliegenden Arbeit wurde im theoretischen und empirischen Zusammenhang versucht zu bearbeiten, wie man das bereits gelernte grammatische Wissen nutzbar machen und wie man bei den Studenten das passive Grammatikwissen aktivieren kann. Es wurde auch versucht zu ermöglichen, dass die Studenten ihr Grammatikwissen auf die vier Fertigkeiten übertragen, indem ihnen statt einheitlicher passiver Übungen eine große Auswahl von Aktivübungstypen angeboten wurde. Die vier Fertigkeiten wurden nicht voneinander isoliert, sondern integriert behandelt. In dieser Arbeit wurde das Muster 'Experiment mit Kontrollgruppen-Vortest und -Nachtest' benutzt.\r\nDie Arbeit ist eine gemischte Studie mit qualitativen und quantitativen Dimensionen. Der Leistungsunterschied zwischen dem Vor- und Nachtest in der Untersuchungsgruppe, in der die handlungs- und produktionsorientierten Methoden benutzt wurden, ist höher als der Leistungsunterschied in der Kontrollgruppe, in der traditioneller Grammatikunterricht bzw. die Darstellungsmethode durchgeführt wurde (F(1,48)=366,149; p<0,001). Man kann daraus schließen, dass die Lernenden in der Untersuchungsgruppe mehr Erfolg als die Lernenden in der Kontrollgruppe haben.\r\nDie Ansicht, dass die Grammatik ein Mittel ist, wurde praktisch erforscht und realisiert, um die kommunikative Kompetenz der Lernenden zu erweitern. Kreative, handlungs- und produktionsorientierte alternative Unterrichtsmodelle zum traditionellen Grammatikunterricht wurden erstellt und angewendet.",
"Bu çalışmada öğrencilerin öğrenmiş oldukları dilbilgisel yapıyı nasıl işlevsel hale getireceği, pasif halde bulunan dilbilgisel yapının nasıl aktif hale getirileceği teorik ve deneysel bağlamda incelenmiştir. Tek tip pasif alıştırmaların yerine aktif alıştırma tiplerinden seçenek sunularak öğrencilerin bu bilgiyi, dört beceriye aktarımı mümkün kılınmaya çalışılmıştır. Çalışmada dört beceri birbirinden soyutlanmış biçimde değil bütünleştirici şekilde ele alınmıştır.\r\nBu çalışmada deneysel yöntemin 'kontrol gruplu öntest ve sontest deney' deseni kullanılmıştır. Hem nitel hem de nicel boyutları içeren karma bir çalışmadır. Çalışmada eylemsel ve üretimsel yöntemlerin kullanıldığı deney grubundaki öntest ve sontest puanları arasındaki başarı farkının; geleneksel yöntemin uygulandığı kontrol grubundaki başarı farkından anlamlı derecede fazla olduğu görülmüştür (F(1,48)=366,149; p<0,001). Buradan hareketle deney grubundaki öğrencilerin daha fazla ilerleme gösterdiği ve başarılı oldukları sonucuna varılmıştır.\r\nDilbilgisi dersinin iletişimsel yetinin geliştirilmesi için bir araç olduğu görüşü deneysel ve uygulamalı olarak araştırılmıştır. Yaratıcı, eyleme ve öğrencilerin üretimine dayalı bir dilbilgisi dersi geliştirilerek geleneksel dilbilgisi dersine alternatif ders modelleri geliştirilmiştir."
] | ddc:430 | [
"Fremdsprachenunterricht",
"Deutsch",
"Fremdsprache",
"Grammatikunterricht",
"Grammatik",
"Gestalttheorie",
"ddc:830"
] |
47754 | The sufficiency of foreign language teaching methods in teaching vocational German for tourism | tur | doc-type:article | [
"There is a highly intensive cooperation between Turkey and Germany in many fields, like politics, economy, science, commerce and culture. Furthermore almost three million Turkish citizens live in Germany and most of the foreign tourists who come to Turkey for years are German since many years. Because of all these facts, to be able to talk in German has been a required qualification in many branches of work in various sectors of Turkey. And Tourism is the leading one among these sectors. Vocational German is being instructed in courses, faculties and colleges according to the needs of tourism employees. Beside common languge teaching methods for vocational german, there are also some different methods and techniques being used to develop the language skills which are required for the job. In this study, a discussion is made upon the sufficiency of language teaching methods for teaching german for special purpose of tourism by explaining the features of language teaching methods and vocational language of tourism with examples. The study is based on related studies and views of teachers and learners, without doing any observation or experiment on a sample group.",
"Türkiye ile Almanya arasında siyasi, ekonomik, bilimsel, ticari, kültürel ve daha birçok alanda yoğun bir işbirliği söz konusudur. Ayrıca Almanya’da yaklaşık üç milyon Türkiye vatandaşı yaşamakta ve Türkiye'ye uzun yıllardır en fazla yabancı turist Almanya'dan gelmektedir. Bütün bu nedenlerden dolayı Almanca konuşabilmek Türkiye'de farklı sektörlerden birçok iş kolunda çalışanlarda aranan bir nitelik haline gelmiştir. Turizm bu sektörlerin başında gelmektedir. Turizm çalışanlarının ihtiyaçları doğrultusunda kurslarda, ilgili fakülte ve yüksekokullarda mesleki Almanca dersleri verilmektedir. Mesleki Almanca öğretimi için bilinen dil öğretim yöntemleri kullanılmakla birlikte, ilgili meslek kolunun gerektirdiği dilsel beceriler göz ününde bulundurularak farklı yöntem ve tekniklerden de yararlanılmaktadır. Bu çalışmada turizm mesleki dili tanımlanıp, örneklerle açıklanmış ve yabancı dil öğretim yöntemlerinin özellikleri açıklanarak, turizm için mesleki Almanca bilgi ve becerilerini kazandırmadaki yeterliliği üzerine bir tartışma yürütülmüştür. Çalışmada herhangi bir örneklem grubu üzerinde deney veya gözlem yapılmaksızın, konuyla ilgili yapılan çalışmalar, öğretmen ve öğrenci görüşleri dikkate alınmıştır."
] | ddc:430 | [
"Fremdsprache",
"Deutsch",
"Mündliche Kommunikation",
"Tourismus",
"ddc:830"
] |
47763 | Dil Çağrışımı ve Dil Kullanımı | deu | doc-type:article | [
"Adjektivbildungen mit unterschiedlichen Suffixen sind im Deutschen häufig, aber der differenzierte Gebrauch entspricht gewollten Bedeutungsunterschieden. Diese Bildungen scheinen keiner durchgehenden Systematik entsprechen zu wollen, sondern gehorchen in ihrer möglichen Verwendung der Konvention, der herrschenden Übereinkunft über den Alltagssprachgebrauch. Diesen muss man jeweils am Einzelbeispiel erlernen. Das Eindringen in das Verständnis solcher Möglichkeiten verfeinert das Sprachgefühl in erheblichem Maß. Solches kann man auch in den Unterricht einbringen.",
"Almancada farklı soneklerle sıfat çekimi sık yapılır; bilinçli kullanım istendik anlam farklılıklarını yaratır. Bu sıfat çekimleri belirli bir sistematiğe uymuyor görünmekte, aksine olası kullanım durumunda geleneğe, günlük dil kullanımı konusundaki uzlaşmaya uygun gerçekleşiyor. Her bir kullanımı ise ayrı ayrı öğrenmek gerekmektedir. Bu tür olanakların anlaşılmasına vakıf olmak, dil duygusunu önemli ölçüde geliştirmektedir. Bu husus derslerde ele alınabilir."
] | ddc:430 | [
"Suffix",
"Adjektiv",
"Sprachgefühl",
"Sprachgebrauch",
"Deutsch",
"ddc:830"
] |
47764 | Kelimelerin Şekilsel Benzerliklerinin Öğretme ve Öğrenme Süreçlerinde Ortaya Çıkardığı Güçlükler | deu | doc-type:article | [
"Although students make a great effort to learn a foreign language, it is an undeniable fact that they have some difficulties of understanding during communication. One of the prominent reasons of this situation is their having lack of vocabulary rather than grammar knowledge. This situation also effects the motivation of students in the process of learning negatively. Especially, words that have morphological similarities, but semantically different ones cause a problem in the process of learning, which can not be overcome without getting help professionally. The morphological similarities of the words lead students fail to understand different meanings of these kinds of words. For this reason, the purpose of this study is to investigate the words which cause difficulties because of the morphological similarities for the students to learn. As the study handles the subject in this concrete perspective, it contributes to the teachers having problems in teaching aforementioned difficult words.",
"Öğrenciler bir yabancı dili öğrenmek için yoğun çaba harcasalar da iletişim esnasında anlama zorlukları yaşadıkları yadsınamaz bir gerçektir.Yaşanan bu zorlukların başlıca sebepleri arasında grameri eksikliklerden ziyade edinilen kelime hazinesinin yetersizliği gelmektedir. Bu durum öğrencinin öğrenme sürecindeki motivasyonunu da olumsuz etkilemektedir. Özellikle morfolojik açıdan birbirine çok benzeyen ancak anlam bakımından farklılıklar gösteren kelimeler öğrenim sürecinde, profesyonel yardım alınmadan üstesinden gelinemeyecek sorunlara yol açmaktadır. Kelimelerin morfolojik benzerlikleri, öğrencilerin bu tip kelimelerin farklı anlamlarını algılayamamalarına sebebiyet vermektedir. Bu sebepten dolayı çalışmanın amacı, şekli (morfolojik) benzerlikleri yüzünden öğrencilere zorluk çıkaran kelimeleri mercek altına almaktır. Çalışma bu haliyle konuyu somut bir çerçevede ele aldığı için bu tür zor kelimelerin öğretiminde çeşitli güçlüklerle karşılaşan öğreticilere de katkı sağalayabilecek niteliktedir"
] | ddc:430 | [
"Fremdsprachenunterricht",
"Mündliche Kommunikation",
"Aktiver Wortschatz",
"Wortschatz",
"Deutsch",
"ddc:830"
] |
47765 | Kültür ve Metinlerin Diyaloğu ya da Çevirinin Göçü | deu | doc-type:article | [
"The aim of this article is to compare migration as an intercultural confrontation and translation as a phenomenon creating a \"Third Space\" for cultural negotiation. In this frame it analyses what role interculturality plays in both areas and how these areas mutually reshape the other.\r\nThe study deals with how the deconstructive approaches that have triggered a new understanding in the field influence translation. In this context, the concept of interculturality brought both by translation and migration, should not be considered as a medium for harmonization and assimilation, but as a means of respect to the foreign that challenges the asymmetries and dominance between the powers. In this sense, the study will demonstrate how intercultural migration and translation enabling constructive and productive interaction can function as a dynamic potential for cultures.\r\nSince translation and migration are two major restorative factors for intercultural communication, they create the mobility of people so of cultures which results in a reframing of the obsolete traditional perception of culture that relies on an isolated and homogenous culture model. This communication enables not only a new understanding of the other and a convergence of the cultures involved, but it also promotes a realisation of the self and its borders",
"Bu makalede, kültürlerarası buluşmaya zemin hazırlayan göç ile 'üçüncü bir alan' yaratarak kültürler arası anlaşmayı mümkün kılan çeviri olgusu karşılaştırılmaktadır. Bu bağlamda, her iki alanda kültürlerarasılığın önemi ve bunların birbirini nasıl biçimlendirdiği irdelenmektedir.\r\nÇalışmanın odağında, çeviride yeni bir bakış açısı yaratan yapısökücü yaklaşımın kuramsal olarak çeviriyi nasıl etkilediği sorusu yatmaktadır. Bu çerçevede, göç ve çevirinin sonucunda oluşan kültürlerarasılık ilişkisi, uyum sağlamanın ve asimile etmenin aracı değil, güçler arasındaki dengesizliği ve üstün konumda olmayı sorgulayan yabancı olana karşı saygıyı nasıl oluşturduğu tartışılacaktır. Bu açıdan bakıldığında makalede, yapıcı bir niteliğe ve işleve sahip olan çeviri ve göçün farklı kültürler için devingen bir güce nasıl dönüşebileceği gösterilmeye çalışılacaktır.\r\nHer iki kavram, insanların, daha doğrusu kültürlerin hareketliliğini sağlayarak, kapalı ve farklı dünyalara karşı kendini soyutlayan geleneksel kültür anlayışının geçersizliğine yol açmaktadır. Çünkü çeviri ve göç, kültürler arası iletişimi güçlendiren etmenlerin başında gelmektedir. Bu iletişim, kültürlerin birbirini tanımasını ve birbirine yaklaşmasını sağlamakla kalmaz, aynı zamanda her iki kültürün kendi sınırlarını görmesine ve kendini tanımasına neden olmaktadır."
] | ddc:400 | [
"Übersetzung",
"Übersetzungswissenschaft",
"Interkulturalität",
"Interkulturelles Verstehen",
"ddc:830"
] |
47766 | The relevance of taking notes in consecutive interpreting and intensifying the sensibility for taking notes | tur | doc-type:article | [
"It is a fact that taking notes, especially in consecutive interpreting education, plays a crucial role. However, the availability of Turkish resources for note taking in consecutive translation is very limited. Translator candidates do not yet have the sensitivity to perceive the distinction between taking a note of everything they hear and taking notes that they understand. Despite the fact that there are many different views on the principles of taking notes in interpreting, there are different opinions on foreign sources; some inference will benefit especially in terms of oral translation education. The aim of the present study is to enlighten the significance of taking notes in verbal conversation and to provide a breakthrough that enhances the sensitivity of taking notes in verbal translation education as well as to embody the basic principles in question. The exercise recommended in the context of this study is a quality that will contribute to the development of the sensitivity and awareness of students in taking notes and is an exercise to provide meaningful contributions to listening, empowering expressing, memory strengthening, information equipment and general culture issues in a didactic sense.",
"Ardıl çeviride not alma eğitimi konusuna ilişkin Türkçe kaynakların oldukça sınırlı olmasıyla birlikte, not alma, özellikle ardıl çeviri eğitiminde üzerinde durulması gereken önemli bir konudur. Çevirmen adayları büyük oranda, duyduğu her şeyi not alma ile anladığını not alma arasındaki ayrımı algılayacak duyarlılığa henüz sahip olmamaktadırlar. Sözlü çeviride not almanın ilkelerine ilişkin, yabancı kaynaklarda birbirinden farklı çok sayıda görüş olmasına rağmen, çıkarsama yoluyla bazı temel ilkeler belirlemek, özellikle sözlü çeviri eğitimi açısından fayda sağlayacaktır. Çalışmanın amacı, sözlü çeviride not almanın önemini irdelemenin ve söz konusu temel ilkeleri somutlaştırmanın yanı sıra, sözlü çeviri eğitiminde not alma duyarlılığını geliştirici bir açılım sunmakta belirginleşmektedir. Bu çalışma kapsamında önerilen alıştırma, öğrencilerde not alma duyarlılığının ve bilincinin gelişmesine katkı sağlayacak nitelikte olup, duyduğunu anlama, ifade gücü, belleği güçlendirme, bilgi donanımı ve genel kültür konularına da didaktik anlamda önemli ölçüde katkılar sağlayacak nitelikte bir alıştırmadır."
] | ddc:400 | [
"Notiz",
"Übersetzen",
"Konsekutivdolmetschen",
"Mündliche Kommunikation",
"ddc:830"
] |
47767 | Translations leading history : Septuagint and Rosetta | tur | doc-type:article | [
"In this study, among the translations made throughout history, the translation of the Torah called Septuaginta and the translation of the Rosetta stone, which have both guided history, are examined. The aim of the work is to concretize that translation is not always just a function-oriented application; but it is also an important activity that can interact with sociology, politics, economics and religion and can even be as important as to determine human history. In the study, the effects of the mentioned translations on historical events are revealed. Each translation activity examined in the scope of the study is interpreted in terms of its causes and effects that especially were able to change the flow of history.",
"Bu çalışmada, tarih boyunca yapılmış çeviriler arasından, tarihin seyrine yön verenler içinde bulunan Septuaginta adlı Tevrat çevirisi ve Reşid taşının çevirisi irdelenmektedir. Çalışmanın amacı, çevirinin her zaman sadece işlev odaklı bir uygulamadan ibaret olmadığını; bilakis sosyoloji, siyaset, ekonomi, din gibi alanlarla etkileşim içerisinde bulunan ve insanlık tarihini belirleyebilecek ölçüde önemli bir etkinlik olabileceğini belirginleştirmektir. Çalışmada, ilgili çevirilerin tarihi olgular üzerindeki etkileri ortaya konmaktadır. Çalışma kapsamında irdelenen her bir çeviri etkinliği, ortaya çıkış nedenleri ve - özellikle de tarih akışının seyrini değiştirecek - etkileri bakımından ele alınıp yorumlanmaktadır."
] | ddc:400 | [
"Bibel. Altes Testament (Masoretischer Text)",
"Bibel. Altes Testament (Septuaginta)",
"Textgeschichte",
"Hieroglyphenschrift",
"Stein von Rosette",
"Übersetzen",
"Übersetzungswissenschaft",
"ddc:830"
] |
47768 | Türkiye'de Uzaktan Öğretimle Yabancı Dil Olarak Almanca Dersi | deu | doc-type:article | [
"Im Jahre 1864 haben die Türken angefangen, die deutsche Sprache in den Schulen zu erteilen, nach der Ausrufung der Republik Türkei in 1923 wurde Deutsch als Fremdsprache außerhalb von Ankara, Istanbul und Izmir auch in den Provinzstädten Kastamonu und Sivas als Fachunterricht eingeführt. In der Universität Istanbul wurde im Jahre 1933 durch Mitglieder des Lehrkörpers Einwanderer aus Deutschland die Abteilung für Deutsche Sprache und Literatur an der Philosophischen Fakultät eröffnet. Die vielfältigen Beziehungen zwischen Deutschland und der Türkei sind von großer Bedeutung und haben Einfluss auf die Entwicklung des Deutschen als Fremdsprache in den Lehrplänen. Seit dem Studienjahr 2001-2002 nimmt das Deutsche als zweites Pflichtfach in den Gymnasien seinen Platz ein. Der Fernunterricht geht seit 1728 kontinuierlich weiter und die Bürger in den Entwicklungsländern profitieren von den Vorteilen des Fernunterrichts. in der Geschichte geht der Fernunterricht in der Türkei zurück bis 1927. In diesem Artikel werden die Möglichkeiten für das Lernen des Deutschen als Fremdsprache durch Fernunterricht erklärt.",
"1864 yılında kurulan dil okulunda öğretilmeye başlanan Almanca, Cumhuriyetin ilanından sonra Ankara, İstanbul ve İzmir dışında Sivas ve Kastamonu illerindeki liselerde de öğretilmeye başlandı. Üniversitelerde ise 1933 yılında Almanya'dan Türkiye'ye göçen öğretim üyeleri tarafından İstanbul Üniversitesi (Darul Fünun) Edebiyat Fakültesi'nde Alman Dili ve Edebiyatı kürsüsü kuruldu. Almanya ile kurulan yakın ilişkiler ve bu ülkede bulunan Türk kökenlilerin de etkisiyle Almanca önemli ve zorunlu yabancı dil olarak müfredatta yerini almaya başlandı. 1728 yılından bu yana sürekli gelişmekte olan teknolojinin eğitim dünyasına sağladığı avantajlardan faydalanılarak yürütülen bir sistem olan uzaktan öğretimin geçmişi Türkiye’de 1927 yılına kadar geri gider. Bu makalenin amacı, hızlı bir gelişim sürecindeki teknolojiyi takip ederek Almancanın yabancı dil olarak uzaktan öğretim yoluyla öğrenilmesine olanak sağlayan modellerin tanıtılmasıdır."
] | ddc:430 | [
"Deutsch",
"Fremdsprache",
"Fremdsprachenlernen",
"Fremdsprachenunterricht",
"Fernunterricht",
"Türkei",
"ddc:830"
] |
47769 | Olabildiğince Doğal, Gerektiği Kadar Yapay! Üniversite Bağlamında Konuşma Becerisinin Geliştirilmesi Üzerine | deu | doc-type:article | [
"Die Sprechfertigkeit ist ein Phänomen, das in fremdsprachlichen Lehr- und Lernprozessen sowohl al Mittel (Vermittlungssprache des Lehrenden) als auch als Zielfertigkeit (die es zu erreichen gilt) an Bedeutung gewinnt. Die Sprechfertigkeit, die zu den sprachlichen Fertigkeiten gehört, ist eine schwer zu entwickelnde Fähigkeit, deren Förderung im Unterricht psychologische und kognitive Mühe erfordert. In dieser Arbeit wird betont, dass es möglich ist, die Sprechfertigkeit im universitären Kontext im Rahmen der Deutschlehrerausbildung \"so natürlich wie möglich, so künstlich wie nötig!\" zu entwickeln; dies berücksichtigend wurde mit Beispielen erwähnt, dass das Rollenspiel und die Dramatisierungstechniken auf die Förderung der Sprechfertigkeit positiv einwirken. Diese Techniken tragen besonders dazu bei, dass der angehende Deutschlehrer einerseits seine eigene Sprechfertigkeit erweitert und andererseits methodisch-didaktische Vorbildimpulse bekommt, die er in seiner beruflichen Laufbahn als Lehrtechnik effektiv anwenden kann.",
"Yabancı dil öğretimi sürecinde konuşma becerisi, gerek araç (öğretmenin anlatım dili) gerekse amaç (yabancı dilde konuşabilme yetisi) olarak önem kazanan bir olgudur. İletişimsel beceriler olarak da adlandırılan dört temel beceriden biri olarak bilinen konuşma becerisini geliştirmek, psikolojik ve bilişsel çaba gerektiren bir öğrenme-öğretme sürecine adım atmak demektir. Bu çalışmada yabancı dil öğretmeni yetiştiren kurumlarda olabildiğince doğal ve gerektiği kadar yapay ortamlarda konuşma becerisinin geliştirilmesinin mümkün olduğu vurgulanmakta, bu ortamı sağlayabilecek rol çalışmaları ve dramatizasyon tekniklerinin kullanımının konuşma becerisinin geliştirilmesine etkisi örneklerle yansıtılmaktadır. Bu teknik gerek öğretmen adayının kendi dilsel performansını geliştirmek anlamında, gerekse öğretmenlik mesleğine başladığında yöntemsel açıdan da kendi sınıfında uygulayabileceği yaratıcı ipuçlarını barındırmakta olan bir öğretme tekniği olarak dikkat çekmektedir."
] | ddc:400 | [
"Deutschlehrer",
"Sprechfertigkeit",
"Lehrerbildung",
"Unterrichtsmethode",
"ddc:830"
] |
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