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 |
|---|---|---|---|---|---|---|
55867 | Multilingual Assessment Instrument for Narratives (MAIN) adapted for use in Dutch | eng | doc-type:bookPart | [
"This contribution provides an overview of the current state of affairs with respect to the Dutch version of the Multilingual Assessment Instrument for Narratives (MAIN). We describe properties of the Dutch MAIN, the creation of the Dutch MAIN, and the results of recent research with this new instrument to measure narrative competence."
] | ddc:400 | [
"Niederländisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55868 | The adaptation of MAIN to Estonian | eng | doc-type:bookPart | [
"This paper describes Estonian version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Estonian. A short description of Estonian, some challenges in the adapting MAIN to Estonian, the first experiences of using the Estonian MAIN and a summary of the first results are presented."
] | ddc:400 | [
"Estnisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55869 | Multilingual Assessment Instrument for Narratives (MAIN) adapted for use in West Frisian | eng | doc-type:bookPart | [
"This paper describes the current state of affairs concerning the West Frisian adaptation of the Multilingual Assessment Instrument for Narratives (MAIN). We provide a short description of the West Frisian language, the process of adapting MAIN into West Frisian and the results of recent research using this adaptation."
] | ddc:400 | [
"Westfriesisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55870 | Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Scottish Gaelic | eng | doc-type:bookPart | [
"This paper describes the rationale for the adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) (Gagarina et al., 2012, 2015, 2019) to Scottish Gaelic (Gaelic) and presents some preliminary results from the macrostructure measures. Gaelic is a heritage minority language in Scotland being revitalised through immersion education, which spans across all levels of compulsory education (preschool, primary and secondary level). MAIN was adapted to Gaelic for two reasons: (i) to gauge the language abilities of children attending Gaelic immersion schools using an ecologically valid test, and (ii) to help identify areas of language impairment in children with Developmental Language Disorders within a broader battery of language tasks. Preliminary results from the macrostructure component indicate a wider range of Gaelic language abilities in six- to eight-year-old typically developing children in Gaelic-medium education. These results set the stage for future use of the tool within this context."
] | ddc:400 | [
"Gälisch-Schottisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55871 | Towards a convivial tool for narrative assessment: adapting MAIN to Gondi (Dantewada, India), Halbi and Hindi for Gondi- and Halbi-Hindi speaking bilinguals | eng | doc-type:bookPart | [
"This paper presents the adaptation of MAIN to Gondi (Dantewada), Halbi and Hindi for Gondi-Hindi and Halbi-Hindi bilinguals. The Gondi and Halbi communities and the context in which Gondi-Hindi and Halbi-Hindi bilingual children are growing up are described, and the adaptation process is outlined together with its theoretical underpinnings. Finally, results from a study of 54 Halbi-Hindi bilinguals from Grade 3 (Mean age = 8.5 years), Grade 5 (Mean age = 10.9 years) and Grade 7 (Mean age = 12.9 years) are presented. The results showed that, for the macrostructure of Grade 3 and Grade 5, L1 retelling was significantly better than L2 retelling, though this pattern was not found in Grade 7 where the performance was at the same level across languages for retelling. Narrative macrostructure was consistently higher in tellings than in the retellings regardless of languages and grades."
] | ddc:400 | [
"Halbī",
"Hindi",
"Sprachtest",
"Spracherwerb",
"ddc:410"
] |
55872 | The Multilingual Assessment Instrument for Narratives: Greek | eng | doc-type:bookPart | [
"This paper presents an overview of the adaptation of the Multilingual Assessment Instrument for Narratives in Greek, focusing on its use in Greek academic and diagnostic settings. A summary of the properties of the Greek language and the concomitant challenges these language-specific properties posed to MAIN adaptation are presented along with a summary of published studies with monolingual Greek-speaking children and bilingual children with Greek as L2, with and without Developmental Language Disorder."
] | ddc:400 | [
"Griechisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55873 | Spinning a yarn across languages: adapting MAIN for India | eng | doc-type:bookPart | [
"The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) was developed to assess the narrative abilities of bi- and multilingual children in the various languages that they speak. This paper presents the details of the adaptation of MAIN to three Indian languages, Kannada, Hindi and Malayalam. We describe some typological features of these languages and discuss the challenges faced during the process of adaptation. Finally, we give an overview of results for narrative comprehension and production from Kannada-English and Hindi-English bilinguals aged 7 to 9."
] | ddc:400 | [
"Indien",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55874 | The adaptation of MAIN to Icelandic | eng | doc-type:bookPart | [
"Immigration in Iceland has a short history and so does the Icelandic language as an L2. This paper gives a brief introductory overview of this history and of some characteristics of the Icelandic language that constitute a challenge for L2 learners but also make it an interesting testing ground for cross-linguistic comparisons of L1 and L2 language acquisition. It then describes the adaptation process of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Icelandic. The Icelandic MAIN is expected to fill a gap in available assessment tools for multilingual Icelandic speaking children."
] | ddc:400 | [
"Isländisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55875 | Adapting MAIN to Irish (Gaeilge) | eng | doc-type:bookPart | [
"Irish (Gaeilge) is the first official language of the Republic of Ireland. It is a fast-changing, endangered language. Almost universal bilingualism (i.e. almost all Irish speakers also speak English), frequent code-switching to English, and loan words are features of the sociolinguistic context in which the language is spoken. This paper describes the adaptation of the Language Impairment Testing in Multilingual Settings - Multilingual Assessment Instrument for Narratives (LITMUS-MAIN, Gagarina et al., 2019) to Irish. Data was collected using the retell mode (Cat story) and the comprehension questions. Eighteen children participated ranging in age from 5;3 to 8;7 (six female and 12 male). Results suggest that story structure is not sensitive to exposure to Irish at home and indicate that MAIN Gaeilge (Irish) is a promising tool for assessing language in Irish-speaking children from a range of Irish language backgrounds."
] | ddc:400 | [
"Irisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55876 | Italian adaptation of the Multilingual Assessment Instrument for Narratives | eng | doc-type:bookPart | [
"This paper presents the Italian version of the Multilingual Assessment tool for Narratives (MAIN), describes how it was developed and reports on some recent uses of MAIN within the Italian context. The Italian MAIN has been used in different research projects and for clinical purposes; results have been presented at conferences and in peer reviewed papers. The results indicate that MAIN is an appropriate assessment tool for evaluating children’s narrative competence, in production and comprehension from preschool age (5 years) to school age (8 years) in typical language development, bilingual development and language delay/disorders."
] | ddc:400 | [
"Italienisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55877 | The Multilingual Assessment Instrument for Narratives (MAIN): adding Kam to MAIN | eng | doc-type:bookPart | [
"This paper introduces the Kam version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). Kam is a minority language in southern China which belongs to the Kam-Tai language family and is spoken by the Kam ethnic minority people. Adding Kam to MAIN not only enriches the typological diversity of MAIN but also allows researchers to study children’s narrative development in a sociocultural context vastly distinctly different from the frequently examined WEIRD (Western, Educated, Industrialized, Rich, and Democratic) societies. Moreover, many Kam-speaking children are bilingual ethnic minority children who are “left-behind” children living in Mainland China, growing up in a unique socio-communicative environment"
] | ddc:400 | [
"Sprachtest",
"Spracherwerb",
"ddc:410"
] |
55878 | The adaptation of MAIN to Luxembourgish | eng | doc-type:bookPart | [
"This paper describes the addition of Luxembourgish to the language versions of MAIN, the adaption process and the use of MAIN in Luxembourg. A short description of Luxembourg’s multilingual society and trilingual school system as well as an overview of selected morphosyntactic and syntactic features of Luxembourgish introduce the Luxembourgish version of MAIN."
] | ddc:400 | [
"Luxemburgisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55879 | The Multilingual Assessment Instrument for Narratives (MAIN): adding Mandarin to MAIN | eng | doc-type:bookPart | [
"This paper introduces the Mandarin version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) and describes the adaptation process. The Mandarin MAIN not only extends the empirical coverage of MAIN by including one of the most widely spoken languages in the world, but also offers an important tool to assess the narrative abilities of monolingual and bi-/ multi- lingual children acquiring Mandarin as a first, heritage, second, or additional language across the globe."
] | ddc:400 | [
"Mandarin",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55880 | Using LITMUS-MAIN with Norwegian-Russian bilingual children growing up in Norway | eng | doc-type:bookPart | [
"This paper describes the experience of using the Norwegian and Russian versions of LITMUS-MAIN to elicit narrative data from bilingual Norwegian-Russian children as well as from Norwegian- and Russian-speaking monolinguals (Rodina 2017, 2018). The paper reports on the slight adaptations to the standardized design, procedure and analysis that were done to make the tasks more suitable for this specific population. It highlights the advantages, challenges, and potential associated with the task against a backdrop of the research conducted with Norwegian-Russian bilinguals in Norway."
] | ddc:400 | [
"Russisch",
"Spracherwerb",
"Sprachtest",
"Norwegisch",
"ddc:410"
] |
55881 | Polish MAIN: how was it developed and how has it been used so far? | eng | doc-type:bookPart | [
"This paper describes in detail the development of the Polish version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). We first describe its two earlier versions, the unpublished version and the published version, developed in 2012, as well as the revised version. We also justify the differences between the unpublished Polish version developed in 2012 and the original MAIN. Then we summarize the results from studies that used the unpublished version of the Polish MAIN. We end with outlining a study that could be conducted to compare the two slightly different procedures in order to examine whether the results obtained with MAIN are resistant to changes in the procedure details."
] | ddc:400 | [
"Polnisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55882 | Adapting MAIN to Brazilian Portuguese | eng | doc-type:bookPart | [
"A translation process is often seen as only a simple code exchange, but, in fact, it always requires an adaptation of terms, expressions, and structures, which is not exactly straightforward. This paper describes the process of translating and adapting the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Brazilian Portuguese. A brief description of the project, concerning both historic and linguistic aspects, was done in order to emphasize the cultural and linguistic challenges faced during the process."
] | ddc:400 | [
"Portugiesisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55884 | Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN) | eng | doc-type:bookPart | [
"This paper provides the background to the process of translation and piloting of the Serbian version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN), Multilingvalni Test za Procenu Narativa (MTPN). Our review of the sparse research literature on Serbian children’s narrative abilities reveals a need for a well-designed narrative instrument, which will enable researchers and practitioners to assess the production and comprehension of narratives in children of a wide age range, typically and atypically developing, monolingual and bilingual, crucially allowing for cross-linguistic comparisons. We encountered two kinds of challenges during the process of translation and adaptation of the instrument from English into Serbian. The first concerned the lack of established Serbian technical terminology needed to describe test administration to the future users of the test: researchers and practitioners working in different disciplines such as linguistics, psychology, Speech and Language Therapy. The second challenge concerned the translation of linguistic structures required to produce a successful rendition of the narrative: in contrast to English, but in line with other Slavic languages, Serbian relies heavily on verbs marked for perfective aspect in story-telling. Our discussion of preliminary data from four Serbian monolingual children, aged 5;5-10, demonstrates that MTPN is a successful tool in assessing narrative abilities in children acquiring Serbian."
] | ddc:400 | [
"Serbisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55885 | MAIN: the Slovak version and pilot data | eng | doc-type:bookPart | [
"The adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) for use with Slovak speaking children is a vital step in the process of creating a transparent evaluation of children’s narrative abilities. Since its first translation and adaptation in 2012, new pilot data from different groups of children has been collected in Slovakia. This paper describes the process of adapting the instrument to fit the Slovak language and reports on analyses of narrative production in monolingual (103 Slovak-speaking children) and bilingual (37 Slovak-English speaking) pre-school children. Within a pilot study, the story elicitation method was also compared (telling vs. retelling) within a small sample of 10 monolingual Slovak-speaking children. All results show transparent and detailed possibilities in terms of finding a meaningful evaluation that can evaluate a child’s complex narrative abilities."
] | ddc:400 | [
"Slovakisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55886 | Using MAIN in South Africa | eng | doc-type:bookPart | [
"South Africa is a country marked by cultural and linguistic diversity with 11 official languages. The majority of school children do not receive their formal schooling in their home language. There is a need for language assessment tools in education and rehabilitation contexts to distinguish between children with language learning problems and/or SLI, and language delay as a result of limited exposure to the language of learning. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) provides clinicians and researchers with an appropriate and culturally relevant tool to assess bilingual children in both languages. So far MAIN has been widely used in Afrikaans-English bilingual children. However, translating and adapting MAIN to our other nine official languages to achieve functional and cultural equivalence is more challenging."
] | ddc:400 | [
"Südafrika",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55887 | The Spanish adaptation of MAIN | eng | doc-type:bookPart | [
"In this paper, we present some features of the European Spanish adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN), most of them related to specificities of the Spanish grammar as compared to English, the source language of the original MAIN (Gagarina et al., 2012). These two languages differ in e.g. 1) the use of 3rd grammatical person to address the hearer; 2) the ways of maintaining nominal cohesion: English (non-pro drop) vs. Spanish (pro-drop); 3) the verbal paradigm with regard to morphological tense and aspect morphology. Finally, preliminary results for micro- and macrostructure measures in the narratives of children with Spanish as L1 and L2 confirm their consistency across MAIN stories and procedures."
] | ddc:400 | [
"Spanisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55888 | Tagalog adaptation of the Multilingual Assessment Instrument for Narratives: history, process and preliminary results | eng | doc-type:bookPart | [
"This paper briefly presents the current situation of bilingualism in the Philippines, specifically that of Tagalog-English bilingualism. More importantly, it describes the process of adapting the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Tagalog, the basis of Filipino, which is the country’s national language. Finally, the results of a pilot study conducted on Tagalog-English bilingual children and adults (N=27) are presented. The results showed that Story Structure is similar across the two languages and that it develops significantly with age."
] | ddc:400 | [
"Tagalog",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55889 | MAIN in the Tajik and Shughni languages of Tajikistan | eng | doc-type:bookPart | [
"After a brief overview of the linguistic situation in Tajikistan, this paper describes the adaptation and use of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) in the Tajik and Shughni languages of Tajikistan."
] | ddc:400 | [
"Tadschikisch",
"Spracherwerb",
"Sprachtest",
"Schugnī",
"ddc:410"
] |
55890 | Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Torwali | eng | doc-type:bookPart | [
"Torwali, a Dardic language of the Indo-Aryan family spoken in the District Swat in Pakistan, is an endangered language that lacks a literary tradition. This paper gives a background on the Torwali language and people, and describes the development of an orthography for Torwali and the establishment of Torwali-medium schools by the local organization Idara Baraye Taleem-o-Taraqi ‘institute for education and development’ (IBT). Finally, the process of adapting the Multilingual Assessment Instruments for Narratives (MAIN) to Torwali is outlined."
] | ddc:400 | [
"Tōrwālī",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55891 | The adaptation of MAIN to Turkish | eng | doc-type:bookPart | [
"This paper presents a short overview of Turkey and the Turkish language, and then outlines the process of adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Turkish and how the Turkish MAIN has been used with monolingual and bilingual children. The grammatical features of Turkish, the critical points in the adaptation process of MAIN to Turkish and our experiences of extensive piloting of the Turkish MAIN with typically developing monolingual children are described."
] | ddc:400 | [
"Türkisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55892 | The Multilingual Assessment Instrument for Narratives (MAIN): adding Urdu to MAIN | eng | doc-type:bookPart | [
"The Multilingual Assessment Instrument for Narratives (MAIN), an assessment tool in the Language Impairment Testing in Multilingual Settings (LITMUS) battery, aims to improve the assessment of bilingual children. This paper describes the process of adapting MAIN to Urdu. Given the lack of language assessment tools for Urdu-speaking children, the Urdu MAIN is an important new instrument that is made widely and freely accessible to researchers and practitioners, allowing them to examine the narrative abilities of children acquiring Urdu as a first, heritage, second, or additional language."
] | ddc:400 | [
"Urdu",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55893 | The adaptation of MAIN to Vietnamese | eng | doc-type:bookPart | [
"This paper describes the revision of the Vietnamese version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). We first introduce the Vietnamese language and Vietnamese-speaking populations after which we describe the translation and adaptation process of the Vietnamese MAIN and present results from monolingual and bilingual children."
] | ddc:400 | [
"Vietnamesisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55894 | Storytelling using MAIN in Yakut | eng | doc-type:bookPart | [
"This paper describes the process of adapting the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Yakut. A brief description of the Yakut language and its status in Russia is given after which the use of the Yakut version of MAIN in the Republic of Sakha (Russia) is described."
] | ddc:400 | [
"Jakutisch",
"Spracherwerb",
"Sprachtest",
"ddc:410"
] |
55925 | Proceedings of Sinn und Bedeutung 22, Vol. 1 | eng | doc-type:workingPaper | [
"In these volumes, we are very pleased to present a collection of papers based on talks and posters at Sinn und Bedeutung 22, which took place in Berlin and Potsdam on September 7-10, 2017, jointly organized by the Leibniz-Centre for General Linguistics (ZAS) and the University of Potsdam.\r\nSuB22 received 183 submitted abstracts. Out of these, the organizing committee selected 39 oral presentations in the main session, 4 oral presentations in the special session ‘Semantics and Natural Logic’, and 24 poster presentations. There were an additional 6 invited talks. In total, 58 of these contributions appear in paper form in the present volumes."
] | ddc:400 | [
"ddc:410"
] |
55928 | Content vs. function words: the view from distributional semantics | eng | doc-type:bookPart | [
"Counter to the often assumed division of labour between content and function words, we argue that both types of words have lexical content in addition to their logical content. We propose that the difference between the two types of words is a difference in degree. We conducted a preliminary study of quantificational determiners with methods from Distributional Semantics, a computational approach to natural language semantics. Our findings have implications both for distributional and formal semantics. For distributional semantics, they indicate a possible avenue that can be used to tap into the meaning of function words. For formal semantics, they bring into light the context-sensitive, lexical aspects of function words that can be recovered from the data even when these aspects are not overtly marked. Such pervasive context-sensitivity has profound implications for how we think about meaning in natural language."
] | ddc:400 | [
"ddc:410"
] |
55929 | Korean classifier-less number constructions | eng | doc-type:bookPart | [
"Korean is a generalized classifier language where classifiers are required for numerals to combine with nominals. This paper presents a number construction where the classifier is absent and the numeral appears prenominally. This construction, which I call the classifier-less number construction (Cl-less NC), results in a definite or a partitive reading where the referent must be familiar: ‘the two women’ or ‘two of the women’. In order to account for this, I argue that Korean postnominal number constructions are ambiguous between a plain number construction and a partitive construction. After motivating and proposing an analysis for the partitive structure, I argue that Cl-less NC is derived from the partitive construction, explaining its distributional restriction and the interpretation."
] | ddc:400 | [
"ddc:410"
] |
55930 | Quantification in event semantics: generalized quantifiers vs. sub-events | eng | doc-type:bookPart | [
"The goal of this paper is to evaluate two approaches to quantification in event semantics, namely the analysis of quantificational DPs in terms of generalized quantifiers and the analysis proposed in Schein (1993) according to which quantifiers over individuals contain an existential quantifier over sub-events in their scope. Both analyses capture the fact that the event quantifier always takes scope under quantifiers over individuals (the Event Type Principle in Landman (2000)), but the sub-events analysis has also been argued to be able to account for some further data, namely for adverbs qualifying ‘ensemble’ events and for mixed cumulative/ distributive readings. This paper shows that the sub-events analysis also provides a better account of the Event Type Principle if a broader range of data is considered, including cases with non-existential quantifiers over events: unlike the generalized quantifiers analysis, it can successfully account for the interpretation of indefinites in bare habituals and sentences that contain overt adverbs of quantification."
] | ddc:400 | [
"ddc:410"
] |
55931 | Acquaintance content and obviation | eng | doc-type:bookPart | [
"This paper is about what Ninan (2014) (following Wollheim 1980) calls the Acquaintance Inference (AI): a firsthand experience requirement imposed by several subjective expressions such as Predicates of Personal Taste (PPTs) (delicious). In general, one is entitled to calling something delicious only upon having tried it. This requirement can be lifted, disappearing in scope of elements that we will call obviators. The paper investigates the patterns of AI obviation for PPTs and similar constructions (e.g., psych predicates and subjective attitudes). We show that the cross-constructional variation in when acquaintance requirements can be obviated presents challenges for previous accounts of the AI (Pearson 2013, Ninan 2014). In place of these, we argue for the existence of two kinds of acquaintance content: (i) that of bare PPTs; and (ii) that of psych predicates, subjective attitudes and overt experiencer PPTs.\r\nFor (i), we propose that the AI arises from an evidential restriction that is dependent on a parameter of interpretation which obviators update. For (ii), we argue that the AI is a classic presupposition. We model both (i) and (ii) using von Fintel and Gillies’s (2010) framework for directness and thus connect two strands of research: that on PPTs and that on epistemic modals. Both phenomena are sensitive to a broad direct-indirect distinction, and analyzing them along similar lines can help shed light on how natural language conceptualizes evidence in general."
] | ddc:400 | [
"ddc:410"
] |
55936 | Proceedings of Sinn und Bedeutung 22, Vol. 2 | eng | doc-type:workingPaper | [
"In these volumes, we are very pleased to present a collection of papers based on talks and posters at Sinn und Bedeutung 22, which took place in Berlin and Potsdam on September 7-10, 2017, jointly organized by the Leibniz-Centre for General Linguistics (ZAS) and the University of Potsdam.\r\nSuB22 received 183 submitted abstracts. Out of these, the organizing committee selected 39 oral presentations in the main session, 4 oral presentations in the special session ‘Semantics and Natural Logic’, and 24 poster presentations. There were an additional 6 invited talks. In total, 58 of these contributions appear in paper form in the present volumes."
] | ddc:400 | [
"ddc:410"
] |
55939 | Counteridenticals and dream reports: a unified analysis | eng | doc-type:bookPart | [
"Counteridenticals are counterfactual conditional sentences whose antecedent clauses contain an identity statement, e.g. \"If I were you, I’d buy the blue dress\". Here, we argue that counteridenticals are best analyzed along the lines of dream reports. After showing that counteridenticals and dream reports exhibit striking grammatical and perceptual parallels, we suggest an analysis of counteridenticals with Percus and Sauerland’s (2003) analysis of dream reports. Following their proposal, we propose to make use of concept generators, realized as centered worlds. To this end, we argue that the presence of 'if' licenses the presence of an 'imagine'-operator, which constitutes the attitude the antecedent clause \"x be-PAST y\" is taken under. The speaker predicates, in the imagine mode, the consequent property to his/her imagined self.\r\nTo capture the different degrees of identification between the subject and the predicate of the identity statement of counteridenticals’ antecedents observed in the literature, we incorporate Percus and Sharvit’s (2014) notion of asymmetric be into the analysis. This proposal has several advantages over existing analyses (Lakoff, 1996; Kocurek, 2016) of counteridentical meaning, as it both explains the different degrees of identification observed for counteridenticals and correctly predicts the parallels between counteridenticals and dream reports."
] | ddc:400 | [
"ddc:410"
] |
55951 | Acta Facultatis Philosophicae Universitatis Ostraviensis / Studia Germanistica 23 | 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. Alle Beiträge werden in Deutsch - mit einer Annotation und Schlüsselwörtern in Englisch - publiziert."
] | ddc:430 | [
"Deutsch",
"Literatur",
"Linguistik",
"Zeitschrift",
"ddc:830"
] |
55952 | Der steigend-fallend-steigende Tonhöhenakzent in deutschsprachigen Gesprächen | deu | doc-type:article | [
"Rising-falling-rising pitch accent is perhaps the most distinctive pitch accent in the spoken German language due to its prominence and complexity. Its prominence reflects the very high degree of informational relevance of the focused word or a strong need to attract the interlocutor's attention to the utterance that follows the focused word. Up to now, rising-falling-rising pitch accent has not been a subject of research into spoken German prosody, partially due to the stylistic neutrality of utterances that are artificially generated for research purposes and are devoid of context, and partially due to the insufficient number of different types of conversations within the corpus used to analyze prosody in authentic conversations. The purpose of this study is to determine the functions of rising-falling-rising pitch accents in German conversation with regard to co-constituting speech acts, structuring conversations and expressing the modality of utterances."
] | ddc:430 | [
"Deutsch",
"Gesprochene Sprache",
"Prosodie"
] |
55953 | Frühneuhochdeutsche Register mündlicher Kommunikation in Olmützer Prozessakten von 1550 bis 1630 | deu | doc-type:article | [
"One of the significant fields of institutional communication in the Early New High German period was the legal system. It can therefore be assumed that court documents from that era include elements of the contemporary spoken language. This paper presents the results of a corpus analysis examining 40 examples of two text types in court documents - witness accounts and testimonies of men tortured on the rack. Elements of the spoken language were found on the phonetic/phonological, morphological and syntactic/textual levels."
] | ddc:430 | [
"Mündliche Kommunikation",
"Gesprochene Sprache",
"Frühneuhochdeutsch",
"Zeugenaussage"
] |
55954 | "Na ja, Ideen muß man haben" : emotionsausdrückende Partikeln im Deutschen und ihre Entsprechungen im Französischen am Beispiel der Partikel 'ja' | deu | doc-type:article | [
"Particles have no specific lexical function per se and must be associated with another word or phrase to impart meaning. Thus, they develop manifold forms of polyfunctionality. They can express emotion, and when used interactively in everyday situations, they are dependent upon the particular features of the context. While the German language uses particles extensively, French more commonly uses alternative devices to expressa speaker's attitude toward his or her utterance, as will be shown by the example of ja in the speeches of the narrator and the characters of the novel 'The Call of the Toad' by Günter Grass."
] | ddc:430 | [
"Gefühl",
"Deutsch",
"Partikel",
"ja <Wort>",
"Französisch",
"Grass, Günter",
"Unkenrufe",
"ddc:440"
] |
55955 | QUD effects on epistemic containment principle: an experimental study | eng | doc-type:bookPart | [
"The Epistemic Containment Principle (ECP) requires that epistemic modals take wider scope than strong quantifiers such as every or most (von Fintel and Iatridou, 2003). Although fairly robust in its realization, a few systemic classes of counterexamples to the ECP have been noted. Based on these, previous work has argued for two claims: subjective modals obey the ECP, whereas objective ones don’t (Tancredi, 2007; Anand and Hacquard, 2008); and every respects the ECP, whereas each violates it (Tancredi, 2007). This paper argues that explicit Questions Under Discussion (QUDs; Roberts, 1996; Ginzburg, 1996) also systematically influence the ECP: scopal orderings that provide relevant answers to the given QUDs are preferred, and this tendency can override the ECP. To support this claim, the paper presents an experimental study. The results corroborate the existence of systematic QUD effects on the ECP, and support the view that the ECP is derived from a confluence of various pragmatic and lexical biases."
] | ddc:400 | [
"ddc:410"
] |
55956 | Experimenting with imposters: What modulates choice of person agreement in pronouns? | eng | doc-type:bookPart | [
"Imposters are grammatically third-person expressions used to refer to the firstperson speaker or second-person addressee (e.g. ‘the present authors’ when used to refer to the first-person writer, ‘Mommy’ or ‘Daddy’ when used by parents for self-reference in child-directed speech). Current analyses of imposters differ in whether they derive the unusual referential properties of imposters using syntactic means or attribute them to semantic and pragmatics. We aim to shed light on these competing approaches by means of a psycholinguistic experiment focusing on first-person imposters that investigates the kinds of pronouns (first-person vs. third-person) used to refer to imposter antecedents. Our results show that manipulating the prominence of the first-person speaker does not significantly boost the acceptability of first-person pronouns in imposter-referring contexts. However, our results suggest that a purely syntactic approach may not be sufficient either, as psycholinguistic processing factors also appear to be relevant."
] | ddc:400 | [
"ddc:410"
] |
55958 | New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.) | eng | doc-type:workingPaper | [
"The Multilingual Assessment Instrument for Narratives (MAIN) is a theoretically grounded toolkit that employs parallel pictorial stimuli to explore and assess narrative skills in children in many different languages. It is part of the LITMUS (Language Impairment Testing in Multilingual Settings) battery of tests that were developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment (2009−2013). MAIN has been designed to assess both narrative production and comprehension in children who acquire one or more languages from birth or from early age. Its design allows for the comparable assessment of narrative skills in several languages in the same child and in different elicitation modes: Telling, Retelling and Model Story. MAIN contains four parallel stories, each with a carefully designed six-picture sequence based on a theoretical model of multidimensional story organization. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness. As a tool MAIN had been used to compare children’s narrative skills across languages, and also to help differentiate between children with and without developmental language disorders, both monolinguals and bilinguals.\r\nThis volume consists of two parts. The main content of Part I consists of 33 papers describing the process of adapting and translating MAIN to a large number of languages from different parts of the world. Part II contains materials for use for about 80 languages, including pictorial stimuli, which are accessible after registration.\r\nMAIN was first published in 2012/2013 (ZASPiL 56). Several years of theory development and material construction preceded this launch. In 2019 (ZASPiL 63), the revised English version (revised on the basis of over 2,500 transcribed MAIN narratives as well as ca 24,000 responses to MAIN comprehension questions, collected from around 700 monolingual and bilingual children in Germany, Russia and Sweden between 2013-2019) was published together with revised versions in German, Russian, Swedish, and Turkish for the bilingual Turkish-Swedish population in Sweden. The present 2020 (ZASPiL 64) volume contains new and revised language versions of MAIN."
] | ddc:400 | [
"ddc:410"
] |
55959 | "das es eine vollige Deutsche klare rede wird" : zu Luthers Spracharbeit | deu | doc-type:article | [
"Based on translations of the Lord's Prayer (Mt 6, 9-13) and translations of other Bible passages dating from 1522 to 2017, Luther's working processes were reconstructed and his influence on later editions of his Bible was traced. It becomes evident that Luther wanted not 'merely' to translate the Bible, but to actually write a German Bible."
] | ddc:430 | [
"Luther, Martin",
"Schriftsprache",
"Frühneuhochdeutsch",
"Bibel",
"Übersetzung"
] |
55965 | [Rezension zu:] Schäfer, Pavla (2016): Linguistische Vertrauensforschung | deu | doc-type:review | [
"Rezension zu Schäfer, Pavla (2016): Linguistische Vertrauensforschung. Eine Einführung. Mit einem Kapitel \"Vertrauen und Gespräch\" von Martha Kuhnhenn. Germanistische Arbeitshefte Bd. 47. Hrsg. Von Thomas Gloning und Jörg Kilian. Berlin; Boston: de Gruyter. ISBN 978-3-11-045186-3. 280 S."
] | ddc:400 | [
"Sprache",
"Kommunikation",
"Vertrauen",
"ddc:430"
] |
55966 | [Rezension zu:] Bartoszewicz, Iwona / Szczęk, Joanna / Tworek, Artur (Hrsg.) (2017): Grenzen der Sprache - Grenzen der Sprachwissenschaft I | deu | doc-type:review | [
"Rezension zu Bartoszewicz, Iwona / Szczęk, Joanna / Tworek, Artur (Hrsg.) (2017): Grenzen der Sprache - Grenzen der Sprachwissenschaft I. [Linguistische Treffen in Wrocław, Vol. 13], Wrocław; Dresden: Neisse Verlag. ISSN 2084-3062. 289 S."
] | ddc:400 | [
"Linguistik",
"ddc:430"
] |
55971 | Acta Facultatis Philosophicae Universitatis Ostraviensis / Studia Germanistica 24 | 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. Alle Beiträge werden in Deutsch - mit einer Annotation und Schlüsselwörtern in Englisch - publiziert."
] | ddc:430 | [
"Deutsch",
"Literatur",
"Linguistik",
"Zeitschrift",
"ddc:830"
] |
55972 | Was ist am Übersetzen der Argumentationsstrukturen die Herausforderung? : Transformationen im Argumentationsaufbau infolge der Übersetzung aus dem Deutschen ins Tschechische | deu | doc-type:article | [
"The paper will focus on the analysis of selected linguistic markers of argumentation structures in Czech and German. On the basis of corpus‑based analysis, I work with the assumption that argumentation structures are one of the parameters of equivalence in translation. The theoretical starting point for this analysis is the hypothesis that the linguistic form of arguments has a significant impact on their identification and potential. In my paper, I will pursue the following specific questions: 1) What are the linguistic markers of argument strength / weakness in German and in Czech? 2) How do the mutual relationships between structure and linguistic outcome change as a result of the translation? 3) Might the effects resulting from the translation of the argumentation structures be interpreted as processes of explicitation and implicitation? 4) What are the advantages and disadvantages of working with a parallel corpus as a basis for the analysis of the translation of local argumentative structures? Since the structures of argumentation are one of the elementary fundamentals of a text, issues connected to their translation represent one of the central research interests in Translation Studies."
] | ddc:430 | [
"Äquivalenz",
"Argumentation",
"Deutsch",
"Übersetzung",
"Tschechisch",
"Implikatur",
"Korpus <Linguistik>",
"ddc:491.8"
] |
55973 | Anglizismen in der Rubrik Wirtschaft der deutschen Tagespresse : Hilfe für Übersetzer oder Hürde für Leser? | deu | doc-type:article | [
"The aim of this study is to examine economic terminology using the terminology database developed in the e-learning platform Moodle. The focus is on English terms from the daily press, their current position in German and Czech, and also on different equivalence types in their translation. Using digital reference works (Duden online, Management Mania, the English-German-Czech specialist dictionary Magnus Expert), the definitions and translations were searched for and interpreted, and the selected terms subsequently categorized into groups. It is shown that the terminology database in Moodle is not a well-studied source for lexicographical, translational and general linguistic research, although it offers a wide range of different Internet-based methodological approaches."
] | ddc:430 | [
"Zeitung",
"Wirtschaftssprache",
"Anglizismus",
"Datenbank",
"Moodle",
"ddc:491.8"
] |
55974 | Kodierung von Emotionen in 'Windlichter des Todes. Roman aus Siam' von Alma M. Karlin | deu | doc-type:article | [
"Diverse approaches within linguistic-stylistic analysis clarify that the emotions at various text levels are conveyed appropriately in terms of this novel's narrative. This paper focuses on the emotions in the text with regard to the female character Klementine. Based on her speech profile, it can be demonstrated that she deliberately employs all the different aspects of both explicit and implicit conveyance of emotions. From the linguistic-stylistic viewpoint, it is manifest that with respect to her environment, the emotions surrounding this figure include a racial element. The analysis shows that the author is an outstanding narrator capable of creating suspense and depicting emotionally detailed situations. However, the expectations of the reader may not have been completely met."
] | ddc:430 | [
"Karlin, Alma M.",
"Gefühl",
"Sprache",
"ddc:830"
] |
55979 | Returning to non-entailed presuppositions again | eng | doc-type:bookPart | [
"Recent work by Sudo (2012) and Klinedinst (2016) proposes a new perspective on differences between classes of presupposition triggers, with an empirical split roughly mirroring Abusch’s (2002) hard vs. soft distinction and related notions. These two authors propose that triggers differ in whether or not their presuppositional content simultaneously affects the calculation of the presuppositions and of the entailments of the sentences in which they appear.\r\nDrawing on a proposal by Glanzberg (2005) we formulate the Removability/Independence Hypothesis: triggers that do not affect entailments are triggers that can be left out of sentences without affecting interpretability. We experimentally test the hypothesis by embedding 'return', '(go) again' and '(go) back' in non-monotonic environments, which Sudo argues to elicit differences in presuppositions and entailments. Our results provide clear evidence against the RI hypothesis: whereas only the trigger 'return' is crucial for the sake of interpretability, all three triggers produced similar results. At the same time, data for the triggers 'stop' and 'also', included as controls, lend further support in favor of Sudo’s entailment-contrast proposal."
] | ddc:400 | [
"ddc:410"
] |
55980 | Woran Übersetzer/innen auch denken sollten : zur Verständlichkeit beim Übersetzen am Beispiel eines Sachbuchs für Kinder | deu | doc-type:article | [
"Translation is a complex activity which does not involve merely the translation of the given text from the source language to the target one, but also means observing many other aspects which need to be preserved in translation. What is more, every type of text has different requirements, depending on stylistic norms, cultural aspects etc. This paper focuses on popular science literature for children. In this area, the precision of the translation is not the sole criterion, but also the degree of equivalence in the comprehension of the source and target language texts plays a substantial role. Taking the example of a popular science book entitled \"Tiere im Hohen Norden\" by Hensel and Thiemeyer (1994) and its translation into Czech entitled \"Severská zvířata\", based on Göpferich's dimensions of comprehension, it is examined how the comprehension is preserved in the process of translation. Furthermore, it explores how and where modifications occur and their impact on the resulting translation."
] | ddc:430 | [
"Kindersachbuch",
"Deutsch",
"Übersetzung",
"Tschechisch",
"Textverstehen",
"ddc:491.8"
] |
55981 | "Enough", "too", and causal dependence | eng | doc-type:bookPart | [
"'Enough'-/'too'-constructions (E/T constructions) have an implicative reading: e.g., \"Mary was clever enough to leave early yesterday\" entails Mary left early yesterday. I argue that this implicative reading is not due to the lexical semantics proper of 'enough'/'too', but due to its bi-clausal structure (e.g., the above-mentioned example is analyzed as \"Mary left early yesterday because she was clever enough\"). I analyze 'enough' and 'too' simply as degree modifiers that involve a comparison: 'enough' means reaching the lower bound of an interval, while 'too' means exceeding the upper bound of an interval. Then inspired by Schulz (2011), Baglini and Francez (2015), and Nadathur (2016), I relate the semantics of E/T constructions to causal dependence: due to some sufficiency/excess, the infinitival complement clause in E/T constructions is episodically or generically (depending on its aspect being perfective or imperfective) true/false. I also argue that this infinitive has its tense and aspect marked on the main predicate of sentences, resulting in the seeming correlation between aspect and implication in languages that overtly make a distinction between perfective and imperfective aspects (e.g., French)."
] | ddc:400 | [
"ddc:410"
] |
55982 | An analysis of the semantic variability of weak adjuncts and its problems | eng | doc-type:bookPart | [
"This paper addresses the question of how to account for the semantic variability of weak free adjuncts. Weak free adjuncts are non-clausal adjuncts that associate with an argument of the main predicate, contribute propositional content, and can interact with temporal or modal operators, which leads to different, adverbial-clause-like interpretations. I focus on a specific type of weak adjuncts, non-clausal as-phrases, and propose a unified semantic analysis for the full range of interpretational possibilities that takes into account the interpretational contingency on different syntactic positions. I show that this analysis improves on Stump’s (1985) original analysis of weak adjuncts. I then go on to discuss the limitations of both Stump’s account and the unified account. Both accounts fail to capture that the interaction of weak adjuncts with modal operators underlies certain restrictions on the properties of the modal operators—an observation that has not been discussed in the literature so far."
] | ddc:410 | [] |
55983 | Vulgarismen in deutschen und polnischen Liedtexten der Rap- und Rockmusik : funktionale und semantische Aspekte am Beispiel der Konstruktionen mit dem Lexem 'Arsch' / 'dupa' | deu | doc-type:article | [
"Vulgarisms, swear words and insults are a considerable and integral part of everyday language. They are used in various circumstances, such as releasing negative emotions and/or to hurt one’s feelings. These terms are also present in German and Polish song lyrics. The aim of the data analysis is to investigate functions and meanings of the lexeme 'Arsch' / 'dupa' in order to verify whether their usage in song lyrics is consistent with their definitions in dictionaries or exceeds them. The data sample comprises vulgarisms from 200 German and Polish rap and rock song lyrics. The main research area was the lexeme 'Arsch' / 'dupa', which is present in many word formation constructions in rock and rap song lyrics."
] | ddc:430 | [
"Deutsch",
"Polnisch",
"Semantik",
"Funktion",
"Lyrics <Lyrik>",
"Rap",
"Rockmusik",
"ddc:491.8"
] |
55985 | [Rezension zu:] Finke, Clara Luise (2019): Senderidentität und Alltagsästhetik | deu | doc-type:review | [
"Rezension zu Finke, Clara Luise (2019): Senderidentität und Alltagsästhetik. Radiomoderationen in der Primetime. Berlin: Frank & Timme Verlag für wissenschaftliche Literatur, 358 S. ISBN 978-3-7329-0542-3."
] | ddc:430 | [
"Hörfunksendung",
"Moderation",
"ddc:791"
] |
55986 | [Rezension zu:] Fandrych, Christian / Thurmair, Maria (2018): Grammatik im Fach Deutsch als Fremd- und Zweitsprache | deu | doc-type:review | [
"Rezension zu Fandrych, Christian / Thurmair, Maria (2018): Grammatik im Fach Deutsch als Fremd- und Zweitsprache. Grundlagen und Vermittlung. Berlin: Erich Schmidt Verlag, 295 S. ISBN 978-3-503-17758-5."
] | ddc:430 | [
"Grammatik",
"Deutsch",
"Fremdsprache"
] |
55988 | Bericht über die 2. Internationale Tagung zur Phraseologie und Parömiologie : deutsche Phraseologie und Parömiologie im Kontakt und Kontrast, 23.-25. Mai 2019, Institut für Germanistik der Universität Wrocław | deu | doc-type:article | [
"Die Tagung fand vom 23. bis 25. 5. 2019 am Institut für Germanistik der Universität Wrocław statt und wurde vom Lehrstuhl für Angewandte Linguistik und Institut für Slavistik der Universität Leipzig organisiert. An der Tagung haben sich 85 TeilnehmerInnen aus 16 Ländern der Welt beteiligt, die an drei Tagen 7 Plenarvorträge und 75 Vorträge in 12 Sektionen in drei Sprachen gehalten haben."
] | ddc:430 | [
"Phraseologie",
"Sprichwortforschung"
] |
56001 | Acta Facultatis Philosophicae Universitatis Ostraviensis / Studia Germanistica 25 | 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. Alle Beiträge werden in Deutsch - mit einer Annotation und Schlüsselwörtern in Englisch - publiziert."
] | ddc:430 | [
"Deutsch",
"Literatur",
"Linguistik",
"Zeitschrift",
"ddc:830"
] |
56002 | Zentrale Komplemente : gute Argumente verstehen sich von selbst | deu | doc-type:article | [
"Together with its central complements, verbs model basic patterns of interaction. The constellations of these complements in turn correspond to central patterns of the argument structure. Nominative and accusative complements formally occupy the first and second positions (subject and object), but they also have certain semantic preferences. The formal function of the dative is less pronounced, where it occurs (ditransitive verbs) the semantic imprint of the frame (\"transfer\") is very strong. This corresponds to the meaning of a core group of corresponding verbs. Other verbs that allow this pattern are used more often in other valence structures and the ditransitive use appears as a systematic way of personal extension of object‑related activities. This will be discussed with reference to the verbs 'zeigen' and (in a different way) 'lehren'."
] | ddc:430 | [
"Ergänzung <Linguistik>",
"Ditransitives Verb",
"Valenz <Linguistik>"
] |
56003 | Zu ausgewählten Aspekten der Selbstdarstellung von Ärzten auf deutschen Arztbewertungsportalen | deu | doc-type:article | [
"Doctors, like other professional groups, are subject to competition rules on the market. As a result, the issue of marketing in the field of medical services is becoming increasingly important. In recent years, the growing importance of doctor evaluation websites can be viewed from this perspective, as these websites give doctors opportunities for online self-presentation. The subject of this analysis is the profiles of doctors on one of the leading German doctor evaluation websites. The starting point for the analysis is the assumption that these websites not only contain information, but also appeal to readers, attempt to influence readers' attitudes, and consequently also contribute to the creation of a positive image of the doctor. Profiles are analyzed starting from a division into thematic blocks, with the help of which specific functions of these texts are implemented."
] | ddc:430 | [
"Selbstdarstellung",
"Portal <Internet>",
"Arzt",
"Bewertung"
] |
56004 | Nominale Ableitungsmuster Deutsch - Tschechisch kontrastiv : zu den Anwendungsmöglichkeiten eines derivationellen Valenzlexikons | deu | doc-type:article | [
"This paper has the double objective of introducing the reader to a derivational and comparative valency dictionary compiled from 2015 to 2018 at Masaryk University in Brno and of analyzing certain cross‑linguistic contrasts between German and Czech nominal derivation that are apparent from the material covered in the dictionary. The analysis suggests that there are fewer restrictions on forming verbal nominals in Czech than there are on forming nominalized infinitives in German."
] | ddc:430 | [
"Vergleichende Sprachwissenschaft",
"Ableitung <Linguistik>",
"Valenz <Linguistik>",
"Nominalisierung",
"Deutsch",
"Tschechisch",
"ddc:491.8"
] |
56054 | MAIN: Multilingual Assessment Instrument for Narratives - revised | eng | doc-type:workingPaper | [
"The Multilingual Assessment Instrument for Narratives (MAIN) is part of LITMUS (Language Impairment Testing in Multilingual Settings). LITMUS is a battery of tests that have been developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment (2009−2013)."
] | ddc:400 | [
"Spracherwerb",
"ddc:410"
] |
56071 | [Rezension zu:] Bartoszewicz, Iwona / Szczęk, Joanna / Tworek, Artur (Hrsg.) (2018): Grenzen der Sprache - Grenzen der Sprachwissenschaft II | deu | doc-type:review | [
"Rezension zu Bartoszewicz, Iwona / Szczęk, Joanna / Tworek, Artur (Hrsg.) (2018): Grenzen der Sprache - Grenzen der Sprachwissenschaft II. [Linguistische Treffen in Wrocław, Vol. 14], Wrocław; Dresden: Neisse Verlag. 374 S. ISSN 2084-3062."
] | ddc:400 | [
"Linguistik",
"ddc:430"
] |
56091 | Acta Facultatis Philosophicae Universitatis Ostraviensis / Studia Germanistica 26 | 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. Alle Beiträge werden in Deutsch - mit einer Annotation und Schlüsselwörtern in Englisch - publiziert."
] | ddc:430 | [
"Deutsch",
"Literatur",
"Linguistik",
"Zeitschrift",
"ddc:830"
] |
56092 | 'Wie der mensch seinen leib in gesundheyt behalten sol' : die mittelalterlichen Gesundheitslehren am Übergang vom Lateinischen ins Deutsche | deu | doc-type:article | [
"With the preservation of health an age-old concern for humanity, guides to healthy living based on humoral theory were among the earliest texts of medieval school medicine to be translated from Latin into the vernacular. Subject of this study is the development of a German technical language for dietetics from the late thirteenth to the late fifteenth century as evidenced in Hiltgart von Hürnheim's translation of the 'Secretum secretorum', the anonymous translation of the regimen in the 'Breslauer Arzneibuch', and the four independent translations of Konrad von Eichstätt's 'Regimen sanitatis'. Special emphasis is put on a number of 'termini technici' from humoral theory and the way the various translators tackled these terms."
] | ddc:430 | [
"Conradus, Eichstetensis",
"Regimen sanitatis",
"Mittelalter",
"Geschichte 1250-1500",
"Medizin",
"Fachsprache",
"Deutsch",
"Humoralpathologie",
"ddc:830"
] |
56093 | Fachliche Praxis und die fachliche Prägung gesellschaftlicher Interaktion | deu | doc-type:article | [
"The focus on communication in research on professional and scientific language somehow reflects the intention of John L. Austin's phrase \"How to do things with words?\" But a description based on the concept of communication ultimately also relies on linguistic idiosyncrasies. We will look at things the other way round and ask first \"how to do (professional) things\" and then look at the linguistic units used specifically for this purpose. Professionalism in this view takes very different forms for different types of actions (\"practices\"). Although reliability and professional authority are central features of all linguistic realizations to be considered, they are represented in very different ways. As a result, professionalism not only shows in the high degree of explicitness of technical prose typical for written scientific discussion. It is also reflected in the high degree of implicitness of speech that accompanies and constitutes practical action."
] | ddc:430 | [
"Fachsprache",
"Fachwissen",
"Mündlichkeit",
"Interaktion"
] |
56099 | Der Kontext und die grammatische Charakteristik der Phraseme '(jm.) (die/seine) Zähne zeigen' und 'ukázat (někomu) (své) zoubky/zuby' im Vergleich | deu | doc-type:article | [
"The paper is an analysis of the literal and the idiomatic use of the German word group '(jm.) (die/seine) Zähne zeigen' and of its Czech counterpart 'ukázat (někomu) (své) zoubky/zuby' (cf. 'to show (sb) one's teeth') in German and Czech electronic text corpora. Its aim is to find possible reasons for the translation of the German idiom in a novel by a single Czech word paraphrasing its meaning. Examples from the parallel corpora seem to support the assumption the reason could be the effort of the translator to prevent misinterpretation due to the difference in the frequency of the literal and the idiomatic use of the particular word group in the given languages."
] | ddc:430 | [
"Phraseologismus",
"Kontext",
"Grammatik",
"Deutsch",
"Tschechisch",
"Äquivalenz",
"Übersetzung",
"ddc:491.8"
] |
56104 | Rechtssprachen im Dienste der Konstruktion von Welten : mit einem Ausblick auf daraus resultierende Übersetzungsschwierigkeiten | deu | doc-type:article | [
"This paper is based on the principle that not only technical communication, i.e. the subject of technical linguistics, but also the relevant research paradigms are in constant flux. The focus of research has shifted from technical language as a system to the role of the communicators as well as the situational aspects of technical communication, and in recent years this research has become integrated into epistemologically-driven discourse linguistics. This paradigm shift is demonstrated using the example of the analysis of an international treaty text."
] | ddc:430 | [
"Rechtssprache",
"Linguistik",
"Diskursanalyse",
"Übersetzung"
] |
56105 | Die Sprache der Weinkenner und ihre verschiedenen Aspekte | deu | doc-type:article | [
"The article introduces the language of wine connoisseurs in all its forms and, based on a number of specific examples from different genres and various types of texts (specialist literature, catalogues, wine labels, etc.), aims to stimulate discussion on the circumstances which influence the level of specialization in connection with the choice of linguistic resources."
] | ddc:430 | [
"Fachsprache",
"Wein"
] |
56118 | [Rezension zu:] Gondek, Anna / Jurasz, Alina / Szczęk, Joanna (Hrsg.) (2018): Einblicke und Rückblicke: Beiträge zur deutschen Phraseologie und Parömiologie aus intra- und interlingualer Sicht. Bd. I | deu | doc-type:review | [
"Rezension zu Gondek, Anna / Jurasz, Alina / Szczęk, Joanna (Hrsg.) (2018): Einblicke und Rückblicke: Beiträge zur deutschen Phraseologie und Parömiologie aus intra- und interlingualer Sicht. Bd. I. [Phraseologie und Parömiologie, Bd. 33], Baltmannsweiler: Schneider Verlag Hohengehren. 325 S. ISBN 978-3-8340-1854-0."
] | ddc:430 | [
"Phraseologie",
"Sprichwortforschung"
] |
56119 | [Rezension zu:] Bartoszewicz, Iwona / Szczęk, Joanna / Tworek, Artur (Hrsg.) (2019): Linguistische Treffen in Wrocław, Vol. 16 | deu | doc-type:review | [
"Rezension zu Bartoszewicz, Iwona / Szczęk, Joanna / Tworek, Artur (Hrsg.) (2019): Linguistische Treffen in Wrocław, Vol. 16, Wrocław; Dresden: Atut / Neisse Verlag. 412 S. ISSN 2084-3062."
] | ddc:400 | [
"Linguistik",
"ddc:430"
] |
56191 | Jugend ohne Boom oder : wie man langsam von einer Revolution erzählt : Jia Zhangkes "Platform" und das China der 1980er Jahre | deu | doc-type:article | [
"\"The Cultural Revolution generation always talks about how they lived through such a painful calamity in Chinese history, but I feel that the shock and incredible impact the decade of reform and economic commodification in the 1980s had on individuals was also extremely profound. [...] [Y]ou can't say that simply because that generation's material life is richer, their lives are happier. What I really want to focus on is, over the course of this transformation, who is paying the price? What kinds of people are paying the price?\" Beide Äußerungen fielen anlässlich des Erscheinens von \"Platform\" (2000), Jias zweitem Spielfilm, der Anfang September 2000 auf dem Filmfestival von Venedig seine Weltpremiere feierte. Mit ihm nahm der Regisseur eine Besichtigung der 1980er Jahre in China, genauer: des Zeitraums von 1979 bis 1990, vor; das heißt, wenn man sich eine gewisse Vereinfachung gestattete, könnte man sagen: Worauf die Geschehnisse bei Zhang, Chen und Tian zulaufen, nämlich auf die Kulturevolution, bildet in Platform wenn auch nicht den Ausgangspunkt, so doch zumindest das diesen konkurrenzlos prägende Großereignis. Oder etwas salopp formuliert: Indem er chronologisch dort weitermacht, wo \"Lebewohl, meine Konkubine\", \"Der blaue Drachen\" und \"Leben!\" aufgehört haben, tritt Jias Film als eine Art Sequel der drei Werke in Erscheinung, mag es sich bei ihm auch in vielerlei Hinsicht um eine Revision derselben oder, im Sinne von Harold Blooms \"anxiety-of-influence\"-Konzept, um eine ödipale Kampfansage eines jungen Filmemachers an die Regie Vätergeneration handeln."
] | ddc:490 | [
"Film",
"China <Motiv>",
"Geschichte 1980-1989",
"China",
"Jugend",
"Revolution",
"ddc:791",
"ddc:800",
"ddc:830"
] |
56201 | Diyalog 2020/1 | mul | doc-type:PeriodicalPart | [
"Im Fachbereich Literaturwissenschaft beschäftigt sich der erste Artikel mit dem Begriff der \"neuen Weiblichkeit\" und unternimmt einen Vergleich zwischen dem Werk von Halide Edip Adıvar \"Ateşten Gömlek\" (1922) [dt. Das Flammenhemd] und dem Werk von David Herbert Lawrence \"The Fox\" (1922) [dt. Der Fuchs]. Der zweite Beitrag bearbeitet die sogenannte Schäferkultur. In ihrem Artikel erwähnt die Autorin wichtige Auswirkungen des Geographie- und Glaubenssystems auf die Menschen und den Schäferberuf, welcher einer der ältesten Berufe ist und angesichts dieser Einflüsse entstand. Im dritten Beitrag handelt es sich um die Reiseberichte des deutschen Orientalisten und Reisenden Eduard Sachau (1845-1930). Der Autor geht davon aus, dass Sachaus Reise ein Prozess der orientalistischen Wissensproduktion war und er diese Informationen, die er während seiner Reise gesammelt hat, auf unterschiedliche Weise in akademische Texte umgesetzt hat. Der vierte Beitrag setzt sich zum Ziel, die merkmalspezifischen Handlungsweisen von Vater und Sohn in ausgewählten Geschichten des Romans \"Als Vaters Bart noch rot war - Ein Roman in Geschichten\" unter pädagogischem Gesichtspunkt zu untersuchen. In der fünften Studie wird die Sichtweise von Frauen, Frauenbildern, verschiedenen weiblichen Rollen in der deutschen und türkischen Gesellschaft im Roman 'Die Brücke vom goldenen Horn' von Emine Sevgi Özdamar analysiert. Es wird beabsichtigt, aus dem Blickwinkel einer Schriftstellerin aufzuzeigen, wie sich die Frauenbilder in den Jahren 1966-1975 in Deutschland und in der Türkei darstellten, ob es Unterschiede zwischen den zwei Kulturen gab und vor welchem geschichtlichen und sozialen Hintergrund die Frau, die im Mittelpunkt steht, lebte. Der sechste Beitrag thematisiert die Lacansche Psychoanalyse und untersucht die drei Perioden (real, imaginär und symbolisch) des psychischen Subjekts. Nach diesen theoretischen Kenntnissen wird das Vogelbild in der Kurzgeschichte \"Vogel Rock\" von Marie Luise Kaschnitz im Lichte der Informationen der Lacanischen Psychoanalyse untersucht. Die Autorin versucht, die Projektionen der Prozesse der Verfremdung zu behandeln. Der letzte Aufsatz dieser Kategorie möchte die Reiseberichte der Schweizer Journalistin, Reporterin, Autorin und Fotografin Annemarie Schwarzenbach, die im Oktober 1933 eine Mission als Journalistin in den Orient aufnahm, in den Blickpunkt stellen. Die Autorin bezweckt dabei zum Verständnis des Türkenbildes einen Beitrag zu leisten, welches Schwarzenbach in der deutschen Literatur vertritt. [...]"
] | ddc:430 | [
"Germanistik",
"Linguistik",
"Literaturwissenschaft",
"Vergleichende Literaturwissenschaft",
"Vergleichende Sprachwissenschaft",
"Interkulturalität",
"ddc:800",
"ddc:830"
] |
56233 | Werbungen im Kontext von Materialien zum Fremdsprachenlernen : eine quantitative Untersuchung anhand Erfahrungen von Lehramtsstudierenden am Beispiel der Bursa Uludağ Universität | deu | doc-type:article | [
"Werbungen sind als Gegenstand der Alltagskultur anzusehen, die uns im Fernsehen, Radio oder Internet begegnen. Sie können auch FremdsprachenlernerInnen ermöglichen, die alltägliche Sprache in die Lehrveranstaltung mit hineinzubauen. Diese Studie versucht bezüglich eines Unterrichtsbeispiels zum Thema \"Schöne bunte Welt der Werbung\" in Lektion 2 \"Alles neu!\" im Lehrwerk \"Netzwerk B1-1\" (Dengler et al., 2013) Meinungen zum Einsatz von Werbungen in der Lehrerbildung darzustellen. Die Studie wurde 2017/2018 an der Abteilung für Deutschlehrerausbildung der Bursa Uludağ Universität in der Lehrveranstaltung \"Schreibfertigkeit I\" mit 33 FremdsprachenlernerInnen durchgeführt. Ein Fragebogen versucht festzustellen, wie sie über Werbungen und ihre Umsetzung in Lehrveranstaltungen denken. Die Ergebnisse zeigen, dass sie Werbungen in der Lehrerbildung als einen Weg zum Lernen neuer Informationen eingestuft haben.",
"Advertisements are a phenomenon that we frequently encounter on televisions, radios, newspapers, or in the internet. It is seen that advertisements have also been using in Foreign Language Education. This study deals with the use of advertisements in courses at universities. This study was carried out with 33 students in 2017/2018 in the course \"Writing Skills I\" at the Department of German Language Teaching of Bursa Uludağ University. It shows the opinions about the subject of advertisements in unit 2 \"Alles neu!\" in the textbook \"Netzwerk B1-1\" (Dengler et al., 2013) concerning a teaching example on the topic \"Schöne bunte Welt der Werbung.\" The questionnaire consisting of 13 questions was applied to determine the thoughts of the students at the Department of German Language Teaching on advertisements. The results show that advertising is seen as a way of gaining new information in language learning and is found useful in language learning."
] | ddc:370 | [
"Deutsch",
"Fremdsprache",
"Fremdsprachenunterricht",
"Lehrerbildung",
"Werbung",
"ddc:430"
] |
56235 | 'Digital storytelling' in der Deutschlehrerausbildung : Potenziale und didaktische Konsequenzen | deu | doc-type:article | [
"Das Ziel der vorliegenden Studie ist, die Funktionen und Potenziale von 'digital storytelling' unter Berücksichtigung der Einschätzungen und Sichtweisen von DaF-Lehramtsstudierenden darzustellen. Zu diesem Zweck haben DaF-Lehramtsstudierende kollaborativ selber 'digital stories' produziert und diese ihren Kommilitonen präsentiert. Danach wurden anhand eines Fragebogens die Ansichten und Stellungnahmen von DaF-Lehramtskandidat*innen zu diesem Prozess hinterfragt. Im Hinblick der Ansichten von DaF-Lehramtsstudierenden zeigen die Ergebnisse dieser Studie, dass im universitären DaF-Unterricht das 'digital storytelling' aktive und pädagogische Möglichkeiten anbieten. Die Ergebnisse zeigen u. a., dass in der DaF-Lehrerausbildung anhand von 'digital storytelling' die fremdsprachlichen Fertigkeiten Schreiben, Sprechen und Übersetzen der Lehramtsstudierenden nachhaltig geschult, der Wortschatz weiterentwickelt und kommunikative und medienbezogene Fähigkeiten trainiert werden können.",
"The aim of this study is to present the functions and potentials of digital storytelling taking into account the assessments and views of German teacher candidates. For this purpose, German teacher candidates collaboratively produced digital stories themselves and presented them to their fellow students. Subsequently, a questionnaire was used to investigate the views and opinions of teacher candidates in this process. With regard to the views of German teacher candidates, the results show that digital storytelling offers active and educational opportunities in German courses in higher education. The results also display that with the help of German teacher training program based on digital storytelling, foreign language skills of the students in terms of writing, speaking and translating can be trained sustainably, their vocabulary can be further improved, and their communicative and media skills can be trained as well."
] | ddc:370 | [
"Deutsch",
"Fremdsprache",
"Lehrerbildung",
"Computerunterstützter Unterricht",
"Erzählen",
"Medienkompetenz",
"ddc:430"
] |
56236 | Almanca Dilbilgisi Derslerinde Ölçme ve Değerlendirme | tur | doc-type:article | [
"Ölçme ve değerlendirme birçok alanda olduğu gibi yabancı dil öğretiminde de büyük bir öneme sahiptir. Ölçme işlemi, öğrenciye not vermenin yanı sıra öğretim sürecinin, programın, yöntemin etkililiği gibi birçok amaç için de yapılmaktadır. Öğretim sürecinin etkililiğini belirlemek için ise amaca hizmet eden ölçme araçlarının hazırlanması önemli bir unsurdur. Almanca dilbilgisi dersinin ölçme sürecinde genellikle boşluk doldurma, eşleştirme gibi ölçme teknikleri kullanılmaktadır. Ancak bu özellikteki ölçme araçları, dilin biçimsel yönünün ölçülmesini sağlarken; dilin kullanım yönünü ölçmede yetersiz kalmaktadır. Bu bağlamda bu çalışmanın amacı Almanca dilbilgisi derslerinde etkili bir ölçme ve değerlendirme yapabilmek için kullanılan ölçme araçlarının hangi özelliklere sahip olması gerektiği, ölçme aracı hazırlarken soruların nitelikleri, yapısı, ölçme aracının amaca hizmet etmesi için hangi özelliklere sahip olması gerektiğine ilişkin önerilerde bulunmaktır. Çalışmanın sonucunda ölçme ve değerlendirme sürecine işlevsellik kazandırmak amacıyla alternatif ölçme araçlarının kullanılması gerektiği vurgulanarak Almanca dilbilgisi dersinin ölçme ve değerlendirme aşamasında kullanılabilecek alternatif ölçme ve değerlendirme tekniklerine ilişkin önerilerde bulunulmuştur.",
"Assessment and evaluation are of great importance in foreign language teaching as in many fields. The following evaluation process is carried out for many purposes, such as the effectiveness of the teaching process, program and method, as well as, giving the student a grade. In order to determine the effectiveness of the teaching process, the preparation of evaluation tools that will be used is an important factor. In the evaluation process of the German grammar course, the evaluation tools consist of \"gapfilling\" and \"matching-type\" measuring techniques are generally used. However, while evaluation tools in this feature allow to measure the formal direction of the language, it is inadequate to measure the level of the use of language. In this context, the aim of this study is to make suggestions about the features of the evaluation tools which used to make an effective assessment consequently evaluation in German grammar lessons, the characteristics of the items, the structure of the items while preparing the evaluation tool, and what features the evaluation tool should have been organized for the purpose. As a result of the study, it is emphasized that alternative evaluation tools should be used in order to add functionality to the assessment and evaluation process. Suggestions are made regarding alternative assessment, and evaluation techniques that can be used in German grammar courses."
] | ddc:370 | [
"Fremdsprachenunterricht",
"Deutsch",
"Grammatik",
"Evaluation",
"ddc:430"
] |
56238 | Kulturelle Aspekte der Pragmatik und ihre Bedeutung im Übersetzungsprozess | deu | doc-type:article | [
"Linguistische Aspekte in der Übersetzungswissenschaft stoßen hin und wieder auf Ablehnung, obwohl Ausgangspunkt dieser Wissenschaft die Linguistik selbst gewesen war. Sollte allerdings der Blick auf die Bedeutung der Kultur im Übersetzungsprozess gelenkt werden, so kann erkannt werden, dass die Beachtung kultureller Gegebenheiten pragmatischen Ursprungs ist, schon deshalb, weil Kultur und Kommunikation Aktanten sind, die weder in der Pragmatik noch in der Übersetzungswissenschaft wegzudenken sind. Der Übersetzer versteht sich nicht nur als eine Person, der einen Text von einer Sprache in eine andere Sprache überträgt, sondern auch als Kulturvermittler, vor allem dann, wenn es um Texte geht, die kulturelle Aspekte beinhalten. Der Übersetzer ist folglich verpflichtet jede kulturelle Gegebenheit in Ausgangtexten zu erfassen und diese unter Berücksichtigung kultureller Normen und Konventionen der ZS zu übertragen. Von Bedeutung ist, dass die kommunikative Funktion des Textes auch im Translat erfüllt wird. Der kommunikative Akt gilt als vollzogen, wenn die Übersetzung von seinen Lesern intentionsgerecht rezipiert werden kann. Der Übersetzer bewegt sich demnach zwischen einem komplexen Beziehungsgefüge, das aus Pragmatik, Kultur, Kommunikation und Übersetzung besteht. Jedes Bindeglied setzt Wissen und Kompetenzen voraus, die ein Übersetzer erwerben sollte, um seine Übersetzungen als Kommunikationsinstrumente fungieren lassen zu können. Es soll demnach in diesem vorliegenden Artikel zunächst das Beziehungsgeflecht zwischen den unterschiedlichen Bereichen veranschaulicht werden, um anschließend auf die kulturellen Aspekte in Texten eingehen zu können. Auch die aufeinanderfolgenden \"Wenden\" in den Übersetzungswissenschaft finden Erwähnung, zumal sie einen Aufschluss darüber geben, wie der \"Text als Kultur\" in den Fokus der Betrachtung rückt und wie die \"Kultur im Text\" zu verstehen ist. Anhand von Textbeispielen aus dem Alltag und aus der Literatur soll aufgezeigt werden, welche Priorität es hat, kulturelle Aspekte der Pragmatik während des Übersetzungsprozesses zu beachten, denn die Folgen der Geringschätzung von kulturellen Gegebenheiten führen letztendlich zu Kommunikationsstörungen bis hin zum Misslingen der Kommunikation.",
"Linguistic aspects in translation studies are occasionally rejected, although the starting point of this science was linguistics itself. If, however, the attention is drawn to the importance of culture in the translation process, it can be recognized that the consideration of cultural conditions is of pragmatic origin, if only because culture and communication are actors that are indispensable neither in pragmatics nor in translation studies. The translator considers himself not only as a person who translates a text from one language into another language, but also as a cultural mediator, especially when it comes to texts that contain cultural aspects. The translator is therefore obliged to capture every cultural fact in source texts and to transfer them to the TL, taking into account cultural norms and conventions. It is important that the communicative function of the text is also fulfilled in translation. The communicative act is considered to have been completed when the translation can be received by its readers in a way that is appropriate to their intentions. The extent to which a translation can display qualitative characteristics depends on the cultural competence of its translator. Accordingly, the translator moves between a complex network of pragmatics, culture, communication and translation. Each link requires knowledge and skills that a translator should acquire in order to make his or her translations work as a communication tool. In this article we will therefore illustrate firstly the interrelationships between the various fields, and then look at the cultural aspects in texts. The successive \"turns\" in translation studies will also be mentioned, especially as they provide an insight into how the \"text as culture\" comes into focus and how \"culture in the text\" is to be understood. Using text examples from everyday life and literature, the aim is to show what priority it is given to taking cultural aspects of pragmatics into account during the translation process, since the consequences of disregarding cultural conditions ultimately lead to communication disorders or even failure of communication."
] | ddc:430 | [
"Übersetzung",
"Pragmatik",
"Kommunikation",
"Kultur",
"ddc:830"
] |
56239 | Kongre Raporu: Aktuelle Perspektiven der deutschtürkischen Germanistik 2.-3. Aralık 2019 | tur | doc-type:article | [
"2013 yılından beri süregelen Ege Üniversitesi ve Paderborn Üniversitesi (Almanya) arasındaki iş birliği antlaşması kapsamında Alman Akademik Değişim Servisinin de (DAAD) destekleyicisi olduğu uluslararası kongrenin yedincisi 2-3 Aralık 2019 tarihlerinde Ege Üniversitesi bünyesinde gerçekleşti. \"Internationale Tagung im Rahmen der Germanistischen Institutspartnerschaft Ege Universität Izmir - Universität Paderborn \"Aktuelle Perspektiven der deutsch-türkischen Germanistik\" başlıklı kongrede hem edebiyat hem de dilbilim alanından genç araştırmacılar ve akademisyenler bildirilerini sundular. Kongre kapsamında Paderborn Üniversitesi, Ege Üniversitesi, Dokuz Eylül Üniversitesi ve Humboldt Üniversitesi'nden akademisyenlerin katılımlarıyla gerçekleşti."
] | ddc:430 | [
"Germanistik",
"Deutschland",
"Türkei",
"Kongressbericht",
"ddc:830"
] |
56240 | Diyalog 2018/2 | mul | doc-type:PeriodicalPart | [
"Im Fachbereich der Deutschen Literatur beschäftigt sich der erste Artikel mit der Vielfältigkeit der Methoden und stellt einen neuen Ansatz zur Interpretation von Texten deutschsprachiger Volkslieder in den Mittelpunkt. Der zweite Beitrag fokussiert die historischen Figuren (Süleyman, Zrínyi und Theodor Körner) aus dem deutschen Knabenbuch von 1862 von Ludwig Eichrodt. Im dritten Beitrag lässt sich eine literaturpsychologische Annäherung an das Asberger-Krankheitsbild des Protagonisten Buchmendel von Stefan Zweig lesen. Im vierten Artikel dieser Rubrik steht der Roman \"Der falsche Nero\" von Lion Feuchtwanger als ein Roman im Un-Wandel der Zeiten im Fokus. Antisemitismus in Europa und seine Auswirkungen in der Literatur machen das Thema des fünften Beitrags aus. Die Rubrik Migrantenliteratur beinhaltet zwei Beiträge. Der erste Artikel hat die Romane von Rafik Schami als Ausgangspunkt und beschäftigt sich mit der Begegnung orientalischer Kultur und orientalischen Denkmustern in ihnen. Im zweiten Artikel geht es um \"Ver-rückte Sprache im Berliner Ballhaus Naunynstrasse\". [...]"
] | ddc:430 | [
"Germanistik",
"Linguistik",
"Literaturwissenschaft",
"Vergleichende Literaturwissenschaft",
"Vergleichende Sprachwissenschaft",
"Interkulturalität",
"ddc:800",
"ddc:830"
] |
56252 | Entwicklungsprozess des digitalen Lehr- und Lernspiels 'Berlin 3D entdecken!' | deu | doc-type:article | [
"In diesem Aufsatz wird der Entwicklungsprozess des digitalen Lehr- und Lernspiels 'Berlin 3D entdecken!', das in Kooperation von Bursaer und Jenaer DaF-DozentInnen entwickelt wurde, unter technischen und didaktischen Aspekten vorgestellt. Digitalspiel-basiertes Fremdsprachen Lernen (DGBLL) und Gamifizierung sind gegenwärtige Tendenzen im computerbasierten Fremdsprachenlernen. Die Millenium-Generationen, die sog. Digital Natives, lernen durch digitale (Lern-)Spiele diverser Art (Prensky 2001). Während die Jugendlichen digitale Sprachlernspiele als neues Material willkommen heißen, bleiben die Lehrpersonen aus verschiedenen Gründen eher skeptisch, was oft kritisiert wird (Allsop et al. 2013, Blume 2017, Chandler 2013, Emin-Martinez & Ney 2013, Gerber & Price 2013, Wagner & Mitgutsch 2009). Doch die Kritik an den Lehrenden ist nicht gerechtfertigt, da fast alle Spiele dieser Art als Medium zum individuellen Lernen in außerschulischen Kontexten konzipiert worden sind und sich daher nur bedingt in den Unterricht integrieren lassen. Es bleibt offen, wie Lehrende ein Selbstlernmedium im Unterricht verwenden können. Der entscheidende Grund zurückhaltender Einstellungen von Lehrenden ist, dass derzeit kein digitales Spiel vorhanden ist, das sie in ihren DaF-Klassen zu unterrichtlichen Zwecken einsetzen können, d.h. es gibt kein digitales Lehrspiel! Um zur Lösung dieses Problems beizutragen, wurde ein digitales DaF-Lehrspiel entwickelt: 'Berlin 3D entdecken!' Durch dieses Spiel können DaF-Lehrende in eigenen Klassen spielend lehren. Auf dem Sprachniveau B1+ liefert das Spiel landeskundliche Informationen über fünf Sehenswürdigkeiten in Berlin Mitte. Als RPG (Role Play Game) konzipiertes Spiel enthält es 3D-Modelle von historischen Bauten, die von Avataren realitätsnah erkundet werden. Durch 3D-Präsentationen, interaktive Übungen und einen Abschlusstest bietet das Spiel die Möglichkeit, es in den Unterricht zu integrieren. Es wurden vier Grundversionen des Spiels entwickelt: für PC, Smartboard, Web und Mobil (Android & IOS).",
"Bu çalışmada Bursa ve Jena'dan akademisyenlerin işbirliğinde geliştirilen 'Berlin 3D entdecken!' dijital Almanca öğretim oyunu geliştirilme süreci teknik ve didaktik açılardan tanıtılmaktadır. Bilgisayar destekli yabancı dil öğrenimi alanında güncel eğilim dijital oyunlarla yabancı dil öğrenimi (DGBLL) ve oyunlaştırmadır (gamification). Dijital yerliler olarak da adlandırılan, 21. yüzyılın genç kuşağı öğrenme sürecinde çeşitli dijital oyunlardan yararlanmaktadır (Prensky, 2001). Gençler eğitsel dijital oyunlarla öğrenmeye olumlu yaklaşırken öğretmenler bu konuda çeşitli nedenlerle çekimser kalmaktadırlar ve bu da sıkça eleştirilmektedir (Allsop et al. 2013, Blume, 2017, Chandler 2013, Emin-Martinez & Ney 2013, Gerber & Price 2013, Wagner & Mitgutsch 2009). Ancak piayasadaki hemen hemen bütün eğitsel oyunlar ders dışı zamanlarda kendi kendine öğrenme konseptine göre tasarlandığından ve ders entegre edilmesi son derece zor olduğundan öğretmenlere yöneltilen bu eleştiriler gerçekçi değildir. Öğretmenlerin kendi kendine öğrenme konseptine göre hazırlanmış bir materyali derste nasıl kullanabileceği sorusunun yanıtı henüz verilememiştir. Öğretmenlerin bu konda çekimser kalmalarının en önemli nedeni günümüzde henüz Almanca derslerinde kullanılabilecek bir dijital oyunun mevcut olmamasıdır, bir başka ifadeyle piyasada öğretmeye yönelik bir oyun yoktur. Bu sorunun çözümüne katkıda bulunmak amacıyla Almanca öğretmeye yönelik bir dijital oyun geliştirilmiştir: 'Berlin 3D entdecken!'. Öğretmenler bu dijital oyunu sınıflarında kullanarak, oynayarak ders anlatabilirler. Oyun B1+ seviyesinde dil içeriği ve Berlin Mitte semtindeki beş tarihi esere ilişkin kültürel bilgiler sunmaktadır. Rol üstlenme türünde (RPG = Role Play Game) tasarlanmış oyunda oyun figürleri tarafından tarihi binaların gerçeğe yakın üç boyutlu modelllerinin keşfedilmesi ve öğrenilmesi öngörülmüştür. Oyun öğretmene oyun içi üç boyutlu sunumlar, etkileşimli alıştırmalar ve bölüm sonu testi gibi içerikleriyle derse entegre etme olanağı sunmaktadır. Oyunun dört farklı sürümü geliştirilmiştir: Masaüstü bilgisayar, akıllı tahta, web ve mobil (Android & IOS)."
] | ddc:370 | [
"Deutsch",
"Fremdsprache",
"Lernspiel",
"Computerspiel",
"Gamification",
"ddc:430"
] |
56253 | Yabancı Dil Öğrenimi İçin Teknolojiler : E-Tandem ile Yabancı Dil Öğrenimi | tur | doc-type:article | [
"İnternet kullanımının artması ve teknoloji alanına yapılan yatırımlar ile son yıllarda dijital medya teknolojileri oldukça gelişmiş ve zamanla hayatımızın vazgeçilmezleri haline gelmişlerdir. Bu durum eğitim ve öğretiminde yönünü bu alana doğru yöneltmiş dolayısıyla birçok araştırmada teknolojinin eğitimde kullanımı ile ilgili çalışılmış ve günümüzde de bu tür çalışmalar devam etmektedir. E-Tandem, \"Elektronik Tandem\" manasına gelir, gerçek hayattaki tandem yöntemine benzer şekilde işleyen bir süreç olmakla beraber, dil öğrenme maksadıyla online platformlar üzerinden kişilerin eşzamanlı iletişimlerini kapsamaktadır. Bu şekilde yaşamlarında daha fazla esneklik isteyen ve zamanlarını isteklerine göre düzenlemek isteyen öğrenenler için zaman ve mekan bir engel olmaktan çıkar. Bu çalışmanın amacı bilgisayar destekli dil öğretiminde kullanılabilecek e-tandem yöntemini ve bu amaçla kullanılabilecek bazı uygulamaları incelemektir. Bu bağlamda çalışmada, e-Tandem kavramının ortaya çıkışı, tanımı ve özellikleri belirlenmeye çalışılmaktadır. E-Tandem bu çalışmada 2 faklı medya türü altında incelenecektir çünkü \"e-Tandem\" yöntemini gerçekleştirmek için farklı medya tipleri kullanılabilir. Birinci grup özellikle e-Tandem yönteminden yola çıkarak oluşturulmuş internet siteleri ve/veya akıllı telefon uygulamalarını kapsamaktadır. İkinci grup ise yabancı dil öğrenmek isteyenlerin aslında e-Tandem yöntemi maksadıyla oluşturulmamış ancak bu amaç için de oldukça rahat bir şekilde kullanabilecekleri programları kapsamaktadır. Çalışmanın sonuç kısmında ise e-Tandem'in yöntemsel ve eğitsel ilkeler açısından, yabancı dil öğreniminde nasıl uygulanabileceği konusunda önerilerde bulunulmuştur.",
"Mit der zunehmenden Nutzung des Internets und den Investitionen im Technologiebereich haben sich die digitalen Medientechnologien in den letzten Jahren verbessert. Sie sind schnell in alle Bereiche unseres Lebens eingedrungen und wurden sogar unverzichtbar. Diese Situation hat die Bildungsrichtung in dieses Feld verlagert und zahlreiche Forschungen wandten sich in ihrer Absicht dem Bereich \"Technologie\" zu. E-Tandem bedeutet \"elektronisches Tandem\", ein Prozess, der ähnlich wie die reale Tandem-Methode (von Angesicht zu Angesicht) funktioniert, jedoch die gleichzeitige Kommunikation von Personen über \"Online-Plattformen\" zum Sprachenlernen beinhaltet. Auf diese Weise werden weder Zeit noch Ort ein Hindernis für die Lernenden, die sich mehr Flexibilität in ihrem Leben wünschen und ihre Zeit frei einteilen möchten. Das Ziel dieser Studie besteht darin, die e-Tandem-Methode zu untersuchen, die im computerunterstützten Fremdsprachenunterricht verwendet werden kann, sowie einige Anwendungen zu präsentieren, die zu diesem Zweck verwendet werden können. Diesbezüglich versucht man in dieser Arbeit, die Entstehung, Definition und die Eigenschaften des e-Tandem-Konzepts zu bestimmen. Da zum Zweck der Implementierung von e-Tandem verschiedene Medientypen verwendet werden können, wird in dieser Studie e-Tandem in zwei verschiedenen Medientypen bearbeitet. Der erste Typ umfasst Webseiten und/oder Smartphone-Anwendungen, die auf der e-Tandem-Methode basieren. In dem zweiten Typ gibt es Programme, die nicht zum Zweck von\"e-Tandem-Methode\" erstellt wurden, sondern zu diesem Zweck zielgerichtet eingesetzt werden können. Zum Abschluss der Studie werden Vorschläge gemacht, wie e-Tandem im Rahmen der didaktischen und methodischen Prinzipien zum Fremdsprachenlernen eingesetzt bzw. integriert werden kann."
] | ddc:370 | [
"Fremdsprachenunterricht",
"Neue Medien",
"Partnerarbeit",
"Kooperatives Lernen",
"Selbstgesteuertes Lernen",
"ddc:430"
] |
56254 | Wiederaufnahmen in deutschen Nachrichtentexten und zu ihrer Funktion im DaF-Unterricht | deu | doc-type:article | [
"Das Ziel dieser Studie ist, den Beitrag der Nachrichtentexte in den DaF-Lehrwerken zum Leseverstehen im Deutschen im Hinblick auf die Grammatik und Textlinguistik zu beschreiben. In dieser Studie wurde diese Frage beantwortet: Im GER befindet sich die Niveaustufe A1 mit bestimmten Semantisierungen. Wie ist diese Niveaustufe A1 jedoch als Wiederaufnahmestruktur aufgebaut? Dazu wurde ein Nachrichtentext aus DaF-Lehrwerken ausgewählt, die der Niveaustufe A1 entsprechen. Die Analyse der Wiederaufnahmestruktur wurde unter Berücksichtigung von Brinkers Kriterien (2010) durchgeführt, während die grammatischen Merkmale der Texte nach Laveau (1985) untersucht wurden. Die Wiederaufnahmestruktur des Textes wurde durch schematische Darstellungsform und Grafik gezeigt, die grammatische Struktur je nach Deklinationsform des Nomens. Der Nachrichtentext auf der Niveaustufe A1, der einer von den bei unserer Magisterarbeit in jeder Niveaustufe untersuchten Nachrichtentexten ist, wurde in dieser Studie repräsentativ behandelt. Die erhaltenen Befunde wurden im Hinblick auf das Leseverstehen im DaF-Unterricht ausgewertet. Den Ergebnissen nach ist der Nachrichtentext auf der Niveaustufe A1 grammatisch ein einfach strukturierter und textlinguistisch ein gut strukturierter Text. Darüber hinaus wurde nach der Analyse der Wiederaufnahmestruktur des Textes auf der Niveaustufe A1 festgestellt, dass die sprachliche Struktur \"es\" in der Aufgabe zum Leseverstehen eine wiederaufnehmende Funktion eingenommen hat, weil diese sprachliche Struktur auf den ganzen vorhergehenden Textabschnitt verweist. Es wird erwartet, dass ein Student über ein textlinguistisches Wissen verfügen müsste, um die Wiederaufnahme der Struktur \"es\" im Text verstehen zu können. In dieser Studie wurde vorgeschlagen, dass im DaF-Unterricht beim Leseverstehen die Textlinguistik und darauf bezogen die Wiederaufnahmestruktur thematisiert werden sollte, genau wie es bei den grammatischen Strukturen der Fall ist.",
"Bu çalışmanın amacı Almanca ders kitaplarında bulunan gazete metinlerinin dil bilgisi ve metin dilbilim açısından Almanca okuduğunu anlamaya katkı düzeyini betimlemektir. Araştırmada yanıt aranan soru şudur: Avrupa Konseyi Ortak Dil Kriterinde A1 dil seviyesi belirli içerik bileşenlerini içermektedir. Bu A1 dil seviyesi yinelemeler açısından nasıl kurgulanmıştır? Bunun için Yabancı Dil olarak Almanca ders kitaplarından GER'in A1 dil seviyesiyle eşleşen bir haber metin seçilmiştir. Yineleme zincirlerinin analizi Brinker'den (2010) yararlanılarak incelenirken, dil bilgisel özellikleri Laveau'a (1985) göre incelenmiştir. Metindeki yinelemeler şema ve grafik aracılığıyla gösterilmiş, dil bilgisi yapısı ise isimlerin çekim ölçütlerine göre ele alınmıştır. Yüksek lisans tezimizde A1'den C1'e kadar her bir seviyede incelenen metinlerden bu çalışma için sadece A1 seviyesi temsili olarak ele alınmıştır. Elde edilen bulgular Yabancı Dil olarak Almancada metinlerin okuduğunu anlama üzerine etkisi açısından değerlendirilmiştir. Elde edilen bulgulara göre A1 metini dil bilgisel olarak basit kurgulanmış ve metin dilbilimsel olarak iyi yapılandırılmıştır. Ayrıca A1 seviyesi için seçilmiş olan okuduğunu anlamaya yönelik alıştırmaların incelemesine göre \"es\" dil yapısının yineleme işlevi ile kullanıldığı ve bu yapının kendinden önceki bütün bir paragrafa gönderme yaptığı tespit edilmiştir. Almanca A1 seviyesinde okuduğunu anlamaya yönelik bu tarz bir alıştırmayı çözen bir öğrencinin \"es\" yapısının gönderimini metin içinde anlayabilmesi beklenmektedir. Bu araştırmada Yabancı Dil olarak Almanca dersinde okuduğunu anlama becerisi eğitiminde metin dilbilimin ve buna ilişkin yinelemelerin dilbilgisi yapısının öğretimi gibi konu edilmesi gerektiği önerilmiştir."
] | ddc:430 | [
"Deutsch",
"Fremdsprache",
"Nachricht",
"Textlinguistik",
"Rekurrenz",
"Common European Framework of Reference for Languages"
] |
56255 | Ansichten von Lehramtskandidaten und Lehrkräften der Deutschlehrerausbildung im Hinblick auf das Schulpraktikum am Beispiel der Universität Trakya | deu | doc-type:article | [
"Bei der Ausbildung von Deutschlehrenden in der Türkei an den erziehungswissenschaftlichen Fakultäten bekommt das Schulpraktikum einen wichtigen Stellenwert. Studierende bekommen somit innerhalb der Ausbildung die Möglichkeit, an verschiedenen Schulen ihre Fähigkeiten praktizieren und ihr Wissen weitervermitteln zu können. Der Erfolg des Schulpraktikums ist von verschiedenen Faktoren abhängig. Das Ziel dieses Beitrags ist, Erwartungen und Einstellungen sowohl von Lehramtskandidaten als auch von Lehrkräften der Deutschlehrerausbildung am Beispiel der Universität Trakya zum Schulpraktikum erhalten zu können. Für dieses Anliegen wurden von 36 Lehramtskandidaten und 5 Lehrkräften der Deutschlehrerausbildung ihre Einstellungen zum Schulpraktikum anhand eines Fragebogens mit offenen Fragen gesammelt. Diesbezüglich wurden die Befunde dieser Studie in Form von Erwartungen, Einstellungen und Vorstellungen von Lehramtskandidaten und Lehrkräften zum Schulpraktikum präsentiert. Die Ergebnisse zeigen, dass Lehramtskandidaten ihre Lehrkompetenz, ihre Unterrichtshandlungen und Interaktionen mit Schülern weiterentwickelt haben. Lehrkräfte und Praktikanten betonen die Ansicht, dass das Schulpraktikum in der Deutschlehrerausbildung für Erfahrungssammlung, für individuelle und berufliche Entwicklung und für die Weiterbildung der Reflexionsfähigkeit der Praktikanten früher anfangen sollte. Somit kann für Praktikanten die Möglichkeit bestehen, die Befähigung einer kritischen und konstruktiven Reflexion prozesshaft zu entwickeln.",
"Türkiye'deki Eğitim Fakültelerinde Almanca öğretmenlerin eğitim/öğretim sürecinde yer alan öğretmenlik uygulaması dersi önemli bir yere sahiptir. Eğitim/öğretim sürecindeki bu uygulama ile Almanca öğretmen adaylarına farklı okullarda edindikleri becerilerini uygulama ve bilgilerini geliştirme olanakları verilmektedir. Öğretmenlik uygulaması sürecindeki başarı birçok etmene bağlıdır. Bu çalışmanın amacı Trakya Üniversitesi örneğinde Alman Dili Eğitimi öğretmen adayları ve öğretim elemanlarının staj uygulamalarına yönelik beklenti ve görüşlerini ortaya koymaktır. Bu amaç doğrultusunda 36 Almanca öğretmen adayı ve 5 öğretim elemanına açık uçlu bir anket uygulanmıştır. Öğretmen adayları ve öğretim elemanlarının öğretmenlik uygulamasına yönelik beklentileri, görüşleri ve önerileri çalışmanın bulguları olarak sunulmuştur. Elde edilen sonuçlar, Almanca öğretmen adaylarının öğretmenlik yetilerini, ders uygulamalarını ve öğrenciler ile etkileşimini geliştirdiklerini göstermektedir. Öğretim elemanları ve öğretmen adayları, stajyer öğrencilerin deneyim, bireysel ve mesleki gelişim ve yansıtma becerilerin geliştirilebilmeleri için Almanca öğretmenlik programlarında yer alan öğretmenlik uygulamasının daha erkenden başlanması gerektiği görüşünü ortaya koymuşlardır. Böylece stajyer öğrencilerin eleştirel ve yapılandırıcı yansıtma becerilerinin geliştirmelerine olanak tanınmış olacaktır."
] | ddc:370 | [
"Deutsch",
"Fremdsprache",
"Lehrerbildung",
"Schulpraktikum",
"Lehramtsstudent",
"ddc:430"
] |
56256 | Almanca Öğretmenlerine Yeni İş Olanakları Yaratılmasına Yönelik Eğitime Dayalı Çözüm Önerileri | tur | doc-type:article | [
"Eğitim Fakültelerinin Almanca Öğretmenliği Anabilim Dallarından mezun olanlar Milli Eğitim Bakanlığı tarafından sınırlı sayıda Almanca öğretmeni olarak atanmaktadır. Milli Eğitim Bakanlığı verilerine göre, 2015 yılı Şubat döneminden 2017 Temmuz dönemine kadar atanan toplam 118.494 öğretmenden sadece 708'i Almanca öğretmenidir. Almanca öğretmenlerinin sayısı toplam atanan öğretmen sayısının yüzde birine bile denk gelmemektedir. 24 Temmuz 2018 yılında açıklanan yeni dönem sözleşmeli öğretmen alımında ise, toplam 85 branşa yönelik 20.000 atama yapılmıştır. Bu atama döneminde de Almanca öğretmenlerine ayrılan kontenjan 98 ile sınırlı kalmıştır. Bu durum, Almanca öğretmenlerinin devlet okulları içinde ne kadar sınırlı istihdam olanağına sahip olduğunun bir göstergesidir. Son yıllarda Almanca öğretmenliği mezunları için diğer bir istihdam yolu da özel okullarda çalışmaktır. Ancak günümüzde özel okulların artan sayısına paralel olarak ikinci yabancı dil olarak Almanca eğitimi veren okulların sayılarında bir artış görülmemektedir. Bu çalışmada Almanca Öğretmenliği mezunlarının sınırlı istihdam olanaklarından yola çıkılmış ve mezunların mesleki donanımlarına uygun olarak başka iş olanaklarına sahip olup olamayacakları ele alınmıştır. Bu olanaklardan birisi, Almanya’da yaşayan Türk öğrencilere Türkçe öğretmeleridir. İhtiyaçtan doğan bu proje ile Hacettepe Üniversitesi'nde Eğitim Fakültesinin Almanca Öğretmenliği ve Türkçe Öğretmenliği Bölümleri arasında bir protokol imzalanmıştır. Bu doğrultuda Milli Eğitim Bakanlığı'nda ilgili birimler ile görüşülerek yeni program ile ilgili beklentiler ve hedefler dile getirilmiştir. 2018-2019 ders yılı itibaren başlatılan Almanca -Türkçe Öğretmenliği Çift Anadal programından mezun olanlar gerek yurtiçinde gerekse yurtdışında Türkçe öğretmeni olarak da istidam edebilecektir. Milli Eğitim Bakanlığı Avrupa Birliği ve Dış İlişkiler Genel Müdürlüğü tarafından Almanya'da görevlendirilen Türkçe ve Türk Kültürü öğretmenleri bu program mezunlarından tercih edilebilir. Böyle bir uygulama pek çok açıdan daha verimli olabilir ve olumlu sonuçlar ortaya çıkarabilir.",
"Die Absolventen der Abteilung der Deutschlehrerausbildung an den Erziehungswissenschaftlichen Fakultäten werden vom Erziehungsministerium nur in begrenzter Anzahl als Deutschlehrer eingestellt. Nach Angaben des Erziehungsministeriums wurden von Februar 2015 bis Juli 2017 von insgesamt 118.494 Lehrern lediglich 708 als Deutschlehrer angestellt. Diese Situation zeigt, dass die eingestellten Deutschlehrer nicht einmal ein Prozent der Gesamtzahl der beamteten Lehrer ausmachen. Gemäβ der Information des Erziehungsministeriums vom 24. Juli 2018 wurden insgesamt 20.000 vertragsangestellte Lehrer für 85 Berufsbranchen beauftragt. Die Anzahl der angestellten Deutschlehrer davon ist nur auf 98 begrenzt. Diese Angaben weisen auf die begrenzte Möglichkeit, als Deutschlehrer eine Anstellung an öffentlichen Schulen zu finden. Eine andere Arbeitsmöglichkeit für Absolventen der Abteilung für Deutschlehrerausbildung ist die Betätigung an Privatschulen. Trotz der großen Zunahme der Anzahl von Privatschulen ist kein paralleler Zustand an der Lehrkraftanzahl für Deutsch als zweite Fremdsprache festzustellen. In dieser Studie wurde ausgehend von den begrenzten Arbeitsmöglichkeiten der Absolventen der Abteilungen für Deutschlehrerausbildung als Deutschlehrer dargestellt, ob die Absolventen entsprechend ihrer beruflichen Ausstattung andere Arbeitsmöglichkeiten erlangen können. Eine dieser Möglichkeiten besteht darin, den in Deutschland lebenden türkischen Schülern Türkisch beizubringen. Mit diesem Projekt wurde ein Protokoll zwischen der Abteilung für Deutschlehrerausbildung und der Abteilung für Türkischlehrerausbildung der Erziehungswissenschaftlichen Fakultät der Hacettepe Universität unterzeichnet. In diesem Zusammenhang wurde mit den zugehörigen Abteilungen des Erziehungsministeriums Kontakt aufgenommen, Erwartungen und Ziele bezüglich dieses Studienprogramms Deutsch-Türkischlehrerausbildung zur Sprache gebracht. Studierende, die ab dem Studienjahr 2018-2019 an diesem Studienprogramm teilnehmen und absolvieren, können die Möglichkeit finden, im In- und Ausland auch als Türkischlehrer zu arbeiten. Die Absolventen dieses Programms können als Türkisch- und türkische Kulturlehrer bevorzugt werden, die das Amt des Erziehungsministeriums für Europäische Union und Außenbeziehungen in Deutschland einsetzt. Eine solche Verfahrensweise könnte sich in vielerlei Hinsicht effektiv auswirken und positive Folgen haben."
] | ddc:370 | [
"Lehrerbildung",
"Deutsch",
"Türkisch",
"Berufsaussicht",
"ddc:430"
] |
56257 | Langfristige Bewertung der schriftlichen Fertigkeit im DaF-Unterricht | deu | doc-type:article | [
"Im Zeitalter der stark entwickelten Fortschritte in Technik und sozialer Netzwerkanwendung beeinflusst der steigende Gebrauch der Schriftlichkeit im Alltagsleben die textuelle Funktionalität, die in gleicher Weise die schriftliche Fertigkeit im DaF-Unterricht betrifft. Die Schreibfertigkeit hat im Laufe der Geschichte der Methodik des Fremdsprachenunterrichts eine sich stets verändernde Rolle eingenommen. Das Ziel der vorliegenden Studie besteht darin, die Rollen der Schreibfertigkeit in der Methodik zu analysieren und bestimmte Eigenschaften vom Prozess der Schreibfertigkeit im Fremdsprachenunterricht zu erörtern. Beim letzteren werden die Schreibprozesse in der Muttersprache und in der Fremdsprache vorgestellt, um die Schwierigkeiten bei der fremdsprachlichen Produktion eines schriftlichen Textes zur Sprache zu bringen. Abschließend wird auf diverse Forschungen auf dem Gebiet der Schreibfertigkeit im DaF-Unterricht eingegangen und eine mögliche Forschungsrichtung vorgeschlagen. An dieser Stelle ist noch zu unterstreichen, dass die präsentierten Modelle und der Stellenwert der Schreibfertigkeit im Fremdsprachenunterricht zu den Untersuchungskonzepten meiner Doktorarbeit gehören. Es ist eine bekannte Tatsache, dass türkische Studenten im universitären DaF-Unterricht Schwierigkeiten in der schriftlich-produktiven Fertigkeit haben. Unter Berücksichtigung der Problematik der schriftlichen Lernertexte beschäftigt sich die erwähnte Doktorarbeit mit der langfristigen Progression der schriftlichen Fertigkeit in Texten von deutschlernenden türkischen Studenten, die im Fach Deutschlehrerausbildung an der Anadolu Universität studieren.",
"Teknoloji ve sosyal ağ kullanım alanlarında büyük ölçülerde gelişen ilerlemeler çağında günlük hayat içerisindeki yazma becerisinin artan kullanımı metinsel işlevleri etkilediği biçimde yabancı dil olarak Almanca dersindeki yazma becerisine de tesir etmektedir. Yazma becerisi yabancı dilde eğitim tarihinde sürekli değişen bir rolü vardır. Bu çalışmanın hedefi, yazma becerisinin eğitim alanındaki rollerini analiz etmek ve yabancı dil dersindeki belirli özelliklerini ve yazma sürecine işaret etmektir. Bu konuda anadilde ve yabancı dilde yazma süreçlerinin nasıl işlediğine dair bilgiler verilecektir. Bunun amacı yazılı metinlerin yabancı dildeki üretimlerinde karşılaşılan zorlukları vurgulamaktır. Son olarak yabancı dil olarak Almanca dersindeki yazma alanında çeşitli araştırmalara değinilecek ve olası bir alan araştırmasına öneri getirilecektir. Bu noktada, sunulan modellerin ve yabancı dil dersinde yabancı dil olarak Almanca eğitiminde yazma becerisinin yerinin doktora çalışmamım araştırma konusu olduğunu vurgulamak gerekmektedir. Üniversitelerdeki yabancı dil olarak Almanca derslerinde Türk öğrencilerin üretici yazma becerisinde zorluklar yaşadığı bilinen bir gerçektir. Çalışma, yazılı öğrenci metinlerindeki sorunlarının ışığında Anadolu Üniversitesinde Almanca Öğretmenliği Anabilim dalında öğrenim gören Almanca öğrenen Türk öğrencilerinin metinlerindeki yazma becerisinin uzun süreli süreciyle ilgilenmektedir."
] | ddc:370 | [
"Deutsch",
"Fremdsprachenunterricht",
"Schriftlicher Ausdruck",
"Textproduktion",
"ddc:430"
] |
56262 | Kongress-Bericht über den XIV. Türkischen Internationalen Germanistik-Kongress "Ex Oriente Lux: Orient in der deutschen Sprache, Literatur und Kultur" in Erzurum | deu | doc-type:article | [
"Der XIV. Internationale Türkische Germanistik-Kongress fand im Zeitraum vom 25. bis zum 27. Oktober 2018 unter dem Motto \"Ex Oriente Lux: Orient in der deutschen Sprache, Literatur und Kultur\" an der Atatürk Universität in Erzurum statt. Der Kongress wurde vom dortigen Institut für Deutsche Sprache und Literatur in Kooperation mit dem Türkischen Germanistenverband (GERDER) organisiert. [...] Auf dem Kongress wurden die Beiträge in fünf Parallelsitzungen zu den Fachbereichen Literaturwissenschaft, Sprachdidaktik (DaF), Linguistik und Translationswissenschaft vorgetragen."
] | ddc:430 | [
"Germanistik",
"Kongress",
"ddc:830"
] |
56264 | Diyalog 2019/1 | mul | doc-type:PeriodicalPart | [
"Im Fachbereich der Deutschen Literatur beschäftigt sich der erste Artikel mit Hofmannsthals Orientbild anhand seines Reiseberichts \"Reise im nördlichen Afrika\". Der zweite Beitrag verfolgt den Rezeptionsprozess von Kafkas Werken in der Türkei, wobei die Interpretationen von Kafkas Werken durch türkische Rezipienten und ihre Einflüsse auf die türkische Literatur und Leserschaft im Zusammenhang mit den geschichtlichen, gesellschaftlichen, kulturellen und politischen Entwicklungen des Landes berücksichtigt werden. Im dritten Beitrag handelt es sich um die Ursachen des Misserfolgs von drei historischen Persönlichkeiten (Huldrych Zwingli, Jean Calvin und Jan Hus), die etwa 100 Jahre vor Martin Luther einige wichtige protestantische Gedanken geäußert hatten. Die Rubrik Migrantenliteratur wird mit einem einzigen Artikel vertreten, in dem der Film \"Wut\" des deutsch-türkischen Regisseurs Züli Aladağ im Fokus steht. Die Rubrik Komparatistik beinhaltet zwei Beiträge. Der erste Artikel vergleicht die Kriminalromane von Ernst Theodor Amadeus Hoffmann (\"Das Fräulein von Scuderi\") und Agatha Christie (\"The Murder at the Vicarage\") miteinander und beschäftigt sich mit den listigen weiblichen Detektiven am Beispiel von dem Fräulein von Scuderi und Jane Marple. Im zweiten Artikel geht es um Werke \"Wie kommt das Salz ins Meer?\" von Brigitte Schwaiger und \"Kadının Adı Yok\" [Die Frau hat keinen Namen] von Duygu Asena, die mit Hilfe von Edmund Husserls Begriffen Intentionalität und Noemas untersucht werden. [...]"
] | ddc:430 | [
"Germanistik",
"Linguistik",
"Literaturwissenschaft",
"Vergleichende Literaturwissenschaft",
"Vergleichende Sprachwissenschaft",
"Interkulturalität",
"ddc:800",
"ddc:830"
] |
56272 | Eylem Odaklı Yaklaşım Açısından İletişim Kavramının Analizi | tur | doc-type:article | [
"İletişim artık sadece bilimsel literatürün değil aynı zamanda günlük hayatın da konusu olmuştur. Bu gerçekten hareketle iletişimin daha detaylı bir şekilde mercek altına alınmasında yarar vardır çünkü iletişimin genellikle sadece iki kişinin karşılıklı konuşması olarak algılanması bu alanda bazı yanlış anlaşılmaların ortaya çıkmasına sebebiyet vermektedir. Çalışmanın amacı iletişim kavramını eylem odaklı bir bakış açısıyla analiz etmektir. Bunun için iletişim kavramı öncelikle Bühler’in bakış açısıyla ele alınacaktır; çünkü Bühler’in iletişim modeliyle biraz daha anlaşılır hale gelen iletişim eylemi, Schulz von Thun'un mesajın dört yönünü ortaya koyduğu modeliyle daha net bir izahata kavuşmuştur. Thun iletişimi \"nesnel ifade\", \"ilişki düzeyi\", \"iç dünyanın ifşası\" ve \"çağrı\" kavramlarıyla çok ayrıntılı bir şekilde izah ederek bu alanda var olan önemli bir boşluğu doldurmayı başarmıştır. İletişim alanına katkı sunan bir başka bilim adamı ise Watzlawick ve arkadaşlarıdır. Watzlawick ve arkadaşları \"iletişim kuramamak imkânsızdır.\" düsturuyla hiçbir şey söylememenin de bir iletişim şekli olduğunu ortaya koyar. Bir başka deyişle Watzlawick hiçbir şey söylememenin de bir şey söylemek olduğu gerçeğini savunarak bu alana yeni sayılabilecek bir bakış açısı kazandırmıştır.",
"Kommunikation ist nicht nur Gegenstand der wissenschaftlichen Literatur, sondern auch des täglichen Lebens geworden. Deswegen würde es sich lohnen den Begriff \"Kommunikation\" zu beleuchten. Da Kommunikation im Allgemeinen nur als gegenseitiges Gespräch zwischen zwei Personen wahrgenommen wird, führt dies zu Missverständnissen. Ziel des Artikels ist es, den Begriff \"Kommunikation\" vom handlungsorientierten Blickwinkel aus zu analysieren. In dieser Hinsicht wird der Begriff \"Kommunikation\" in der Studie aus einer handlungsorientierten Perspektive behandelt. Die Kommunikationshandlung, die mit dem Kommunikationsmodell von Bühler einigermaßen verständlich wurde, wurde durch das Modell von Schulz v. Thun, in dem er die vier Seiten der Nachricht vor Augen führt, noch plausibler. Thun hat mit den Begriffen \"Sachaussage\", \"Beziehungsaspekt\", \"Selbstkundgabe\" und \"Appell\" die Kommunikation sehr detailliert erklärt und somit eine wichtige Lücke in diesem Bereich gefüllt. Watzlawick und seine Kollegen sind weitere Wissenschaftler, die zum Bereich der Kommunikation beigetragen haben. Watzlawick stellt mit seiner Maxime \"Man kann nicht nicht kommunizieren\" fest, dass nichts sagen auch eine Form der Kommunikation ist. Mit anderen Worten, Watzlawick leistete einen Beitrag in diesem Bereich, indem er die Tatsache vorbrachte, dass \"nichts sagen\" auch \"etwas sagen\" bedeutet."
] | ddc:430 | [
"Kommunikation",
"Wort",
"Sprache",
"Sprechakt",
"Körpersprache"
] |
56273 | Ein "altes", aber immer neues Thema : Modelle, curriculare Leitlinien und universelle Standards in der Ausbildung von Fremdsprachenlehrenden | deu | doc-type:article | [
"Wir haben alle in- und auswendig gelernt, dass der Lehrerberuf \"heilig\" ist, zumal Lehrer \"Persönlichkeiten\" ausbilden würden. Aber auch Ärzte retten Menschenleben, womit sie einen \"heiligen Akt\" vollziehen. Das heißt, dass jedes Berufsfeld eigene Relevanz hat. Allerdings auch dieser Arzt aus dem Beispiel hatte eine Lehrperson, die ihn beeinflusst und in seinen Entscheidungen \"gesteuert\" hat. Das bedeutet, neben der Tatsache, dass die Lehrer auf uns entweder einen postiven oder negativen Einfluss haben können, spielen sie auch bei den grundlegenden Entscheidungen unseres Lebens eine wichtige Rolle, was dazu führt, dass sie uns in allen Facetten unseres Lebens \"begleiten\". Zudem sprechen sie i.d.R. große Zielgruppen an. Wenn die Ausbildungsphase nicht effektiv erfolgt, dann ist es unvermeintlich, dass all die erhofften gesellschaftlichen aber auch individuellen Ziele nicht realisiert werden. Das Ziel dieses Aufsatzes ist, den (Fremdsprachen-) Lehrerausbildungsprozess zu beleuchten. Aus diesem Grund wird zunächst einmal auf die gesellschaftlichen und digitalisierungsbedingten Herausforderungen eingegangen, vor denen die Schule steht. Danach wird recherchiert, über welche Kompetenzen Lehrerschaften verfügen sollen, damit sie auf die Anforderungen entsprechend reagieren können. Nachdem diese inhaltlichen Aspekte der Lehrerausbildung erläutert werden, wird auf die oft ignorierten, strukturellen und organisatorischen Schwerpunkte eingegangen. Abschließend wird die Rolle eines Praktikums und eines Praxissemesters im zielsprachigen Land verdeutlicht.",
"Hepimiz öğretmenlik mesleğinin ne kadar kutsal olduğunu duymuş, hatta ezberlemişizdir. Buna sebep olarak da, öğretmenlerin insan yetiştirdikleri gösterilir. Aslında baktığımızda bir doktor da insan hayatı kurtarabilir. Dolayısıyla her meslek - kutsaldan daha çok - önemlidir. Ancak her meslek sahibi yetişkin gibi örneğimizdeki doktorun da kendisini etkileyen ve yönlendiren bir öğretmeni vardır. Yani öğretmenler kişilik gelişimimizde bize pozitif veya negatif örnek olarak bizi etkilemekle beraber, aldığımız temel kararlarda da rol oynarlar. Bu sebeple de bize yasam boyu fiilen olmasa da hep eşlik ederler. Ayrıca onlar aynı anda büyük kitlelere seslenirler. Yani eğer öğretmen yetiştirme süreçleri başarılı olmazsa, öğretmenlerle hedeflenen toplumsal ve bireysel bütün amaç ve süreçlerin de başarısızlığı kaçınılmazdır. Bu araştırmanın amacı; yabancı dil öğretmeni yetiştirme süreçlerini incelemektir. Bu sebeple öncellikle küreselleşen ve dijitalleşen dünyada okul eğitim süreçlerinde karşılaşılan değişimlere ve zorluklara değinilecektir. Sonrasında öğretmenlerin bu değişimlere ayak uydurabilmek için hangi yetilere sahip olmaları gerektiği üzerinde durulacak, böylece öğretmen yetiştirme süreçlerindeki içeriksel gereklilikler araştırılacaktır. Bunların yanı sıra öğretmen yetiştirme süreçlerinde büyük önem taşıyan ancak çoğunlukla göz ardı edilen yapısal ve yönetimsel bileşkeler incelenecektir. Araştırma staj ve yurtdışında geçirilmesi gereken dönemlerin önemini tartışarak sonlandırılacaktır."
] | ddc:370 | [
"Fremdsprachenunterricht",
"Lehrerbildung",
"Curriculum",
"Anforderung",
"Vereinheitlichung",
"Mehrsprachigkeit",
"ddc:430"
] |
56274 | Yabancı Dil Olarak Almanca Öğreniminde Mobil/Çevrimiçi ve Basılı Sözlük Kullanımı | tur | doc-type:article | [
"Yabancı dil öğreniminde kullanılan en önemli materyallerden biri de sözlüktür. Öğrenci öğreneceği kelimenin anlamını ilk önce sözlükten bakmaktadır. Yabancı dil öğreniminde sözlük anahtar konumdadır. Günümüzde yabancı dil öğrenirken aranan kelimenin anlamına mobil ve çevrimiçi sözlükler vasıtasıyla oldukça hızlı ulaşılmakta, yabancı dil öğrenenler artık akıllı telefonlara yüklenen programlardan ve çevrimiçi çeviri internet sitelerinden sıklıkla yararlanmaktadır. Bu çalışmada Almanca Öğretmenliği Hazırlık programı sınıflarındaki öğrencilerin sözlük kullanım durumları incelenmiş, öğrencilerin basılı sözlük ve mobil-çevrimiçi sözlükleri kullanım durumları nitel ve nicel açılardan incelenmiştir. Çalışmada OMÜ Yabancı Diller Yüksekokulu, Almanca hazırlık sınıflarında öğrenim gören 42 öğrenciye anket uygulanmış, mobil-çevrimiçi ve basılı sözlükleri kullanım durumları karşılaştırmalı olarak incelenmiş ve belirlenen alt problemlere cevap aranmıştır. Ayrıca öğrencilerin kullandığı mobil-çevrimiçi ve basılı sözlüklerin isimleri ve kullanım sıklıkları tespit edilmiştir. Araştırma sonuçlarına göre öğrencilerin % 95' e yakını çevrimiçi ve mobil sözlük kullanmakta, yarıya yakını (%47,6) ise nadiren basılı sözlük kullanmaktadır. Mobil /çevrimiçi sözlükler söz varlığı açısından kısmen yeterli görülürken, basılı sözlükler büyük oranda yeterli görülmektedir. Kelimeye hızlı erişim ve kullanım kolaylığı mobil sözlüklerin avantajlı tarafı olarak belirlenmiştir. \"Google Translate\" (% 65,7) en sık kullanılan çevrimiçi sözlük olarak belirlenmiştir. TDK Almanca-Türkçe sözlük (% 41,5) en çok kullanılan basılı sözlük olarak belirlenmiştir.",
"Eines der wichtigsten Materialien im Fremdsprachenunterricht ist das Wörterbuch. Die Lernenden schlagen gleich im Wörterbuch nach, wenn sie ein neues und unbekanntes Wort lernen. Es ist wahr, dass das Wörterbuch eine entscheidende Rolle im Fremdsprachenunterricht spielt. Heutzutage kann man die Bedeutung des unbekannten Wortes mit Hilfe von mobilen und online-Wörterbüchern ganz einfach und ganz schnell erreichen. Im Lernprozess einer Fremdsprache gebrauchen die Lernenden oft Programme, die auf Smartphone installiert werden können oder auch kostenlose online Übersetzungsseiten. In dieser Studie wurde die Nutzung von Wörterbüchern (gedruckt, mobil und online) bei 42 Studenten, die in den Vorbereitungsklassen Deutsch lernen, untersucht. Im Rahmen der Studie wurde unter Studenten eine Umfrage durchgeführt. Durch diese Befragung wurde die Nutzung von Wörterbüchern quantitativ vergleichend untersucht. Übrigens wurden Namen und Nutzungshäufigkeiten der Wörterbücher festgestellt. Den Ergebnissen zufolge verwenden 95,2 % der Studenten ein mobiles/online Wörterbuch. Fast die Hälfte aller Befragten (47,6 %) verwendet ein gedrucktes Wörterbuch. Die Studenten finden den Wortschatzumfang bei den \"mobil/online\" Wörterbüchern nicht \"ausreichend\" und \"informativ\". Dagegen wurde der Wortschatzumfang bei gedruckten Wörterbüchern als \"ausreichend\" angesehen. Die Wörter sehr schnell zu erreichen und Benutzerfreundlichkeit sind die Vorteile von mobil/online Wörterbüchern. \"Google Übersetzer\" (65,7 %) wurde als das häufigst verwendete \"online\" Wörterbuch festgestellt. Und das gedruckte \"Deutsch-Türkisch Wörterbuch\" (41,5 %) (Herausgegeben vom Türkischen Sprachinstitut) wurde als häufigst verwendetes \"gedrucktes\" Wörterbuch festgestellt."
] | ddc:370 | [
"Deutsch",
"Wörterbuch",
"Online-Wörterbuch",
"Benutzung",
"Smartphone",
"ddc:430"
] |
56276 | "Erschreckend nett" / "Korkunç güzel" : lexikalische Ausdrucksmittel als Intensivpartikel im Deutschen und Türkischen | deu | doc-type:article | [
"One of the main controversial topics of German language is the definition of word types and the classification of the principles. There are different views on the definition of 'particle' and 'intensive particle'. An interesting object of study of linguistics in this context are primarily grammaticalized words that lose their actual lexical meaning, assume grammatical functions and act as lexical intensifiers. In the first part of this article, general information is given about the definition and classification of the concepts of 'particle' and 'intensive particle'. The second part of the study handles the 'intensive particle', so called by the German language linguist Hentschel (1998), which have partly metaphorical features. The use of these words as 'intensive particle' in certain areas has been examined with German and Turkish examples and the differences and similarities have been revealed in two languages.",
"Almanca dil bilgisinin temel tartışmalı konularından biri sözcük türlerinin tanımlanması ve hangi ilkeler doğrultusunda tasnif edilmesi mevzudur. Bilhassa 'edatlar' ve edatların içinde yer alan 'pekiştirme edatların' tanımlanması hakkında farklı görüşler bulunmaktadır. Bu bağlamda dilbilim araştırmalarının en ilginç araştırma konularından birisi gerçek anlamlarını kısmen veya tamamen yitirmiş, farklı bir dilbilimsel işlev kazanarak 'pekiştirme edatı' özelliği taşıyamaya başlayan sözcüklerdir. Bu makalenin ilk bölümünde 'edat' ve 'pekiştirme edatı' kavramlarının tanımlanması ve sınıflandırılması hakkında genel bilgi verilmiştir. Çalışmanın ikinci bölümünde Alman dil dilbilimci Hentschel'in (1998) 'pekiştirme edatları' (Intensivpartikel) olarak ele aldığı, kısmen birer metaforik özellik taşıyan sözcükler irdelenmiştir. Söz konusu sözcüklerin belli alanlardaki kullanımı Almanca ve Türkçe örneklerle incelenmiş, iki dil arasındaki farklılıklar ve benzerlikler ortaya konmuştur."
] | ddc:430 | [
"Partikel",
"Gradpartikel",
"Intensiv",
"Lexikologie",
"Deutsch",
"Türkisch",
"ddc:490"
] |
56282 | Diyalog 2019/2 | mul | doc-type:PeriodicalPart | [
"Im Fachbereich Literaturwissenschaft versucht der erste Artikel, mit Hilfe einer Filmanalyse bestimmte Motive der interkulturellen Begegnung herauszuarbeiten und den Umgang mit Fremd und Eigen, Nähe und Distanz zu erörtern, des Weiteren versucht die Autorin, die Filme \"Dreiviertelmond\" und \"Kolya\" aus aktueller Perspektive zu besprechen und Antworten darauf zu finden, wie eine Verständigung zwischen den Kulturen, zwischen den Generationen möglich ist. Der zweite Beitrag bearbeitet nach einer kurzen Skizzierung der theoretisch-methodischen Grundannahmen der postkolonialen Literaturwissenschaft sowie der Erläuterung des Begriffs 'postkolonial' zunächst die Fiktionalisierung der Diskurse des Kolonialismus und Orientalismus in Steffen Kopetzkys Roman \"Risiko\" und nimmt dabei auf die Ansätze von Edward W. Said, Homi K. Bhabha und Gayatri Ch. Spivak Bezug. Im dritten Beitrag handelt es sich um \"den Rückkehr-Mythos im Epos von Nibelungen und Odysseia\". Der vierte Beitrag thematisiert die \"sprachliche Verwandlungskraft in Herta Müllers Roman 'Atemschaukel'\". Der letzte Beitrag dieser Kategorie konzentriert sich auf das Thema der \"Entfremdung in Hasan Kayıhans Roman 'Gurbet Ölümleri'\". [...]"
] | ddc:430 | [
"Germanistik",
"Linguistik",
"Literaturwissenschaft",
"Vergleichende Literaturwissenschaft",
"Vergleichende Sprachwissenschaft",
"Interkulturalität",
"ddc:800",
"ddc:830"
] |
56290 | Almanca Hazırlık Sınıfı Öğrencilerinin Kaygı, Dil Öğrenme Stratejileri Kullanımları ile Akademik Başarıları Arasındaki İlişki | tur | doc-type:article | [
"Yabancı dil öğrenimini etkileyen içsel faktörlerden biri de kaygıdır. Kaygı; genel manada, kötü bir şey olacağı endişesiyle yaşanan belirsizlik, huzursuzluk, sıkıntı kaynaklı duygu durumu olarak tanımlanmaktadır. Yabancı dil kaygısı ise araştırmacılar tarafından genel kaygının duruma özel türü olarak tanımlanır. Kaygının olumsuz etkilerine karşın dil öğrenme stratejileri, yabancı dil yeterliliğinin artırılmasında olumlu bir rol oynamaktadır. Dil öğrenme stratejileri, öğrenme sürecini organize eden farklı öğrenme teknikleri ile öğrencilerin kendi öğrenmelerini tasarlamalarını, öğrenme materyalini seçmelerini ve bağımsız olarak öğrenme sürecini düzenlemelerini sağlamaktadır. Bu çalışmada 2017-2018 öğretim yılında Almanca öğretmenliği hazırlık sınıflarında öğrenim gören 41 öğrencinin kullandıkları dil öğrenme stratejileri düzeyleri ve yabancı dil kaygıları tespit edilerek bu değişkenlerin akademik başarıyla ilişkilerinin incelenmesi amaçlanmıştır. Öğrencilerin dil öğrenme stratejilerini tespit etmek amacıyla Oxford (1990) tarafından geliştirilen \"Dil Öğrenme Stratejileri Envanteri\" (SILL), dil öğrenim süreçlerinde yaşadıkları kaygı oranları belirlemek için ise \"Yabancı Dil Sınıf Kaygısı Ölçeği\" (FLCAS) kullanılmıştır. Öğrencilerin akademik başarılarının belirlenmesinde 2017-2018 eğitim yılı sonunda elde ettikleri not ortalamaları kullanılmıştır. Araştırma sonuçlarına göre kaygı düzeyi düşük öğrencilerin yıl sonu başarı ortalamaları (M=78.1) kaygı düzeyi orta seviyedeki (M=68.96) ve yüksek seviyedeki (M=63.6) öğrencilerin başarı ortalamalarından daha yüksektir. Dil öğrenme stratejileri kullanımlarına bakıldığında, yüksek düzeyde strateji kullanan öğrencilerin başarı ortalamalarının (M=75.1), düşük (M=69.3) ve orta seviyede (M=67.5) strateji kullanan öğrencilerin ortalamalarından daha yüksek olduğu tespit edilmiştir. Bu verilere göre düşük kaygılı öğrenciler ve yüksek strateji kullanan öğrenciler diğer öğrencilerden daha başarılıdır. Ayrıca, yüksek düzeyde dil öğrenme stratejisi kullanan öğrencilerin yabancı dil kaygı seviyelerinin düşük olduğu belirlenmiştir. Bu açıdan, öğrencilerin dil öğrenme stratejilerinin öğretilmesi ve yüksek düzeyde kullanmasının sağlanması, dil öğrenme kaygısını azaltıcı sınıf içi aktivitelerin kullanılması, Almanca öğrenme sürecine olumlu katkılar yapacak, öğrencilerin başarısını artıracaktır.",
"One of the internal factors affecting foreign language learning is anxiety. Anxiety; in general, is defined as the uncertainty, restlessness and distress caused by the fear that something bad will happen. Foreign language anxiety is defined by the researchers as the case-specific type of general anxiety. The high level of anxiety in a foreign language affects negatively the language acquisition and reduces the learning success. Despite the negative effects of anxiety, language learning strategies play a positive role in increasing language skills. Language learning strategies include different learning techniques that organize the learning process. These learning strategies enable foreign language learners to shape their own acquisition process, select the learning material and organize the learning process independently. The aim of this study is to investigate and determine the relationship between the level of language acquisition strategies, which are used by 41 German preparation class students and their foreign language anxieties and how these changes show equivalences with academic success. To this end, two questionnaires (SILL and FLCAS) were used: the \"Strategy Inventory of Language Learning (SILL)\" developed by Oxford (1990) to determine the subjects' language learning strategies, and the \"Foreign Language Class Anxiety Scale\" (FLCAS) to measure student anxiety levels' grade. Year-end grades were used to determine the academic achievement of students in the 2017-2018 academic year. According to the results, the academic performance average for students with low anxiety level (M = 78.1) was higher than for students with medium anxiety level (M = 68.9) and with high Anxiety Level (M = 63.6). Regarding the usage of learning strategies, it was found that students who use high level strategies (M = 75.1) are more successful than students who use lower language learning strategies. In addition, it is determined that students using high level language learning strategies had a low level of anxiety in foreign language. In this respect, it is important that students learn and use language learning strategies at a high level. The use of classroom activities to reduce language learning anxiety will contribute positively to the German acquisition process and increase students' success."
] | ddc:370 | [
"Deutsch",
"Fremdsprache",
"Lerntechnik",
"Angst",
"Erfolg",
"ddc:430"
] |
56291 | Uzaktan Eğitim ve Yabancı Dil Öğrenme Özerkliği | tur | doc-type:article | [
"Uzaktan eğitim yaklaşık 200 sene önce mektup aracılığı ile yapılan steno dersleriyle başlamış olsa da kavramın sistematik olarak eğitimde uygulanması teknolojinin gelişmesiyle paralellik gösterir. Yüz yüze eğitimin belirli bir zamanı, mekânı gerektirmek gibi bazı sınırlılıkları vardır. Yeni medyanın insanların hayatına girmesi ile iletişimin şeklinin değişmesi, bilim insanlarının uzaktan eğitime ilgisini arttırmıştır. Çünkü teknolojik ilerlemeler eğitim sistemini kökten değiştirebilecek duruma gelmiştir ve yüz-yüze eğitimdeki zamana ve mekâna bağlı olma zorunluluğunu ortadan kaldırabilecek potansiyele sahiptir. Bu durum dil öğrenen insanlara daha bireysel ve öz yönetimli öğrenme imkanı sağlar. Uzaktan eğitime dair birçok tanımlama çeşitli kuramlar çerçevesinde yapılmıştır. \"Uzaktan Eğitim\" teknolojinin sunduğu imkânlar ölçüsünde daima geliştirilmeye açık bir eğitim biçimidir. Bazı ülkeler uzaktan eğitimin önemini daha önce görmüş ve bu konuda yoğun çaba göstermişlerdir. Bu çabalar sonucu uzaktan eğitim, geleneksel eğitime hem bir yol arkadaşı hem de onun ezeli rakibi olabilecek duruma gelmiştir. Bireyselleşme olgusunun gün geçtikçe arttığı ve ortamdan bağımsız öğrenme imkânlarının çok kolaylaştığı 2000'li yıllar eğitimde teknolojiyle bütünleşmiş bir dönüşümü zorunlu hale getirmiştir. Birbiri içine bu denli girmiş çok değişkenli süreçler, eğitim-öğretimde öğrenci ve öğretmenlerin geleneksel görev ve sorumluluklarını da değiştirmektedir. Dil öğrenenlerin kendi başlarına öğrenme ortamlarını düzenleyebilmeleri ve bu ortamlardan verimli şekilde yararlanabilmeleri için sınıf içi ve sınıf dışı öğrenme ortamlarının eğitsel ilkeler açısından düzenlenmesi gerekmektedir. Bu amaca ulaşabilmek için dil öğretimi ile ilgilenen kişilerin özerk öğrenmeyi etkileyen etkenleri ve onların öğretimde nasıl uygulanacağını bilmeleri gerekmektedir. Bu çalışmanın amacı uzaktan eğitim kavramını genel hatları ile tanıtmak, uzaktan eğitimde öğrenci özerkliği kavramının ortaya çıkışını temel kuramlar çerçevesinde incelemek ve bu kapsamda dil öğrenme özerkliğini tartışmaktır.",
"Although the concept of distance learning has a history of about 200 years, its systematic implementation in education goes in accordance with technological development. In contrast to distance learning, conventional direct teaching has its own limitations, such as the need for time and place. The change in the form of communication and the easiness of conversation in digital environments make it therefore necessary for scientists to show growing interest in distance learning over time. Since the technological progress leads to the drastic change of the education, and the removal of local and time limitations in face-to-face education through the positive contribution of new technologies. This fact provides a more individual and self-managed learning opportunity for language learners. Several definitions of the term \"distance learning\" were created on the basis of various theories. Distance learning is a form of education which continuously develops itself in accordance with the possibilities of technology. Some countries have recognized the need for distance learning and have been working intensively on this issue. As a result of these efforts, distance learning has become both a companion of traditional education and its opponent. In the 2000s, when the phenomenon of individualization increased day by day and the possibilities for independent learning or autonomous learning became much easier, an integrated transformation of technology in education became compulsory. Such multivariate processes, which merge into each other, also change the traditional duties and responsibilities of students and teachers in education. In order to enable language learners to organize and efficiently benefit from their learning environments, learning inside and outside the classroom should be established based on basic didactic and methodological principles. The aim of this article is to emphasize the concept of distance learning in general, to examine the emergence of the concept of learner autonomy in distance learning in the context of basic theories, and to discuss language learning autonomy in this context."
] | ddc:370 | [
"Fremdsprachenunterricht",
"Selbstgesteuertes Lernen",
"Fernunterricht",
"ddc:430"
] |
56292 | Die Verwendung von gedruckten und digitalen Wörterbüchern bei der Übersetzung aus dem Deutschen ins Türkische | deu | doc-type:article | [
"Die vorliegende Arbeit zielt darauf, den Einfluss der Verwendung von digitalen und gedruckten Wörterbüchern auf die Übersetzungskompetenzen der Studenten zu untersuchen und die am häufigsten verwendeten mobilen und gedruckten Wörterbücher quantitativ und qualitativ zu vergleichen. Die Forschungsgruppe besteht aus 42 Lehramtsstudenten, die in der Vorbereitungsklasse an der Hochschule für Fremdsprachen „Deutsch“ studieren. Die Ergebnisse der deskriptiven Analyse über den Wörterbuchgebrauch der Studenten haben ergeben, dass 95 % der Studenten den Gebrauch digitaler Wörterbücher bevorzugen. Es wurde auch auf die Frage eingegangen, welcher Wörterbuchtyp sich positiver auf die Übersetzungskompetenz der Studenten auswirkt. Um diese Frage zu beantworten, wurden aus der Forschungsgruppe per Zufallsprinzip 10 Studenten mit dem gleichen Sprachniveau ausgewählt und sie wurden gebeten, die ausgewählten authentischen Sätze zu übersetzen. Bei der Übersetzung der Sätze verwendete eine Gruppe ein digitales Wörterbuch (Aa Almanca - Türkçe Mobil Sözlük) während die zweite Gruppe ein gedrucktes Wörterbuch (TDK Almanca-Türkçe Sözlük) verwendete. Die Ergebnisse der Studie zeigen, dass Studenten, welche die gedruckten Wörterbücher konsultierten, akkuratere Sätze bildeten und weniger Fehler machten als Studenten, welche die digitalen Wörterbücher verwendeten. Im zweiten Teil der Studie wurden die ersten 100 Übersetzungen des gedruckten und digitalen Wörterbuches qualitativ und quantitativ verglichen. Dabei wurde festgestellt, dass das digitale Wörterbuch für die festgelegten 100 Wörter 170 Übersetzungen liefert, während das gedruckte Wörterbuch 304 Übersetzungen auflistet. Es ist deutlich erkennbar, dass das gedruckte Wörterbuch im Vergleich zum digitalen Wörterbuch viel umfassender ist. Weiterhin wurde festgestellt, dass das digitale Wörterbuch bei den 100 festgelegten Wörtern 11 falsche bzw. fehlerhafte Bedeutungen liefert, was die Vertrauenswürdigkeit des vorliegenden digitalen Wörterbuches erheblich in Frage stellt. Zugegebenermaßen sind die Geschwindigkeit der Wortübersetzung und die Benutzerfreundlichkeit erhebliche Vorteile des digitalen Wörterbuches, aber diese Arbeit zeigt, dass die Besonderheiten „Schnelligkeit“ und „Benutzerfreundlichkeit“ dieses Wörterbuches in diesem Fall nicht genügen und sich nicht positiv auf die Übersetzungskompetenz der Probanden ausgewirkt haben. Die oben aufgeführten Argumente weisen nach, dass die Bedeutungsbreite, Bedeutungsgenauigkeit sowie die Anzahl der zur Verfügung gestellten Bedeutungen des vorliegenden digitalen Wörterbuches, das momentan als digitales Wörterbuch am häufigsten verwendet wird, in deutlichem Maße unzureichend und verbesserungsbedürftig ist.",
"The aim of this study is to determine the effects of the usage of digital and printed dictionaries on the translation performance of preparatory class students and to compare the most commonly used mobile and printed dictionaries in quantitative and qualitative terms. The research group consists of 42 future-teacher students who study \"German\" at the preparatory class of the School of Foreign Languages. The results of the descriptive analysis of students' dictionary usage show that 95 % of students prefer to use a digital dictionary. The question of which dictionary type has a positive effect on the students' translation skills was also addressed. To answer this question, 10 students with the same language level were randomly selected from the research group and asked to translate selected authentic sentences. One group used a digital dictionary (Aa Almanca - Türkçe Mobil Sözlük) to translate the sentences, whereas the second group used a printed one (TDK Almanca-Türkçe Sözlük). The results of the study show that students who consulted printed dictionaries made more accurate sentences and fewer mistakes than students who used digital dictionaries. In the second part of the study, the first 100 translations of the printed and digital dictionary were compared qualitatively and quantitatively. By doing so, it was found that the digital dictionary provides 170 translations for the specified 100 words, while the printed dictionary lists 304 translations. It is clear that the printed dictionary is more comprehensive than the digital dictionary. Furthermore, it was found that the digital dictionary provides 11 false or incorrect meanings for the 100 fixed words, which considerably questions the trustworthiness of the given digital dictionary. Admittedly, the speed of word translation and the user-friendliness are significant advantages of the digital dictionary, but this research shows that the special features \"speed\" and \"user-friendliness\" of this dictionary are not sufficient in this case and have not had a positive effect on the translation skills of test subjects. The arguments listed above demonstrate that the breadth of meaning, the accuracy of the meaning and the number of available meanings of the present digital dictionary, which is currently most frequently used as a digital dictionary, is to a considerable extent inadequate and in need of improvement."
] | ddc:430 | [
"Deutsch",
"Übersetzung",
"Türkisch",
"Wörterbuch",
"Online-Wörterbuch",
"Fehler",
"ddc:490"
] |
56293 | Lexikalische Merkmale der türkischen Rechtssprache : am Beispiel des neuen Strafgesetzbuches (YTCK) | deu | doc-type:article | [
"Ziel dieser Studie ist es, die Besonderheiten von Rechtstexten in türkischer Sprache am Beispiel des neuen türkischen Strafgesetzbuches (YTCK) zu analysieren. In der Arbeit soll untersucht werden, inwieweit das YTCK vom alten türkischen Strafgesetzbuch von 1926 (ETCK) abweicht. Im Fokus des Forschungsinteresses steht die lexikalische Struktur des YTCK. Diese Studie erfordert einen interdisziplinär ausgerichteten Ansatz, der Rechts- und Sprachwissenschaften integriert. Der Schwerpunkt liegt auf der lexikalischen Analyse der Fachsprache des Rechts.",
"The aim of this study is to analyse the peculiarities of legal texts in Turkish by using the example of the new Turkish Penal Code (YTCK). The thesis is to examine to what extent the YTCK deviates from the old Turkish Penal Code of 1926 (ETCK). The research interest focuses on the lexical structure of the YTCK. This study requires an interdisciplinary approach that integrates law and language studies. The focus is on the lexical analysis of the technical language of law."
] | ddc:340 | [
"Türkisch",
"Rechtssprache",
"Lexikologie",
"Türkei",
"Strafgesetzbuch",
"ddc:490",
"ddc:830"
] |
56297 | Diyalog 2020/2 | mul | doc-type:PeriodicalPart | [
"Der Fachbereich Literaturwissenschaft beinhaltet einen Beitrag: Der Beitrag \"Die Heimatvorstellung in Joseph Roths \"Das falsche Gewicht\"\" beschäftigt sich mit der Heimatauffassung Galiziens im dargestellten Werk und untersucht nach einem kurzen Überblick die Bedeutung des Wortes Heimat und die Schlüsselbereiche wie Heimatromane und das typologische Modell des traditionellen Heimatromans. In einem zweiten Ansatz werden Vergleiche und Analysen anhand von Beispielen aus dem Werk des Autors durchgeführt. Üründü bezweckt damit, das Werk des Autors zu untersuchen und aufzuzeigen, wie die Kritik des betreffenden Landes durch die literarische Kunst reflektiert wird. Dem Fachbereich Sprachwissenschaft ist ebenso ein Artikel zuzuordnen. In ihrem Beitrag mit dem Titel \"'Amapola', 'Rose', 'Margerite', 'Gül'… Vornamen als Blumennamen\" wird eine Untersuchung hinsichtlich des Ursprungs und der Frequenz deutscher und türkischer Vornamen, die auf Blumenbenennungen zurückgehen, präsentiert. Die Rubrik Erziehungswissenschaft ist mit sieben Artikeln vertreten: Der erste Artikel gibt zunächst einen Einblick in den Forschungsstand des Kreativen Schreibens und erläutert verschiedene Ansätze und Methoden. Anhand zweier Fallbeispiele aus dem studienbegleitenden Deutschunterricht werden im Anschluss konkrete Möglichkeiten der Implementierung dieser Methoden aufgezeigt und deren Effektivität anhand einer qualitativen Inhaltsanalyse der von den Studierenden erstellten Texte diskutiert. [...]"
] | ddc:370 | [
"Germanistik",
"Linguistik",
"Literaturwissenschaft",
"Vergleichende Sprachwissenschaft",
"Interkulturalität",
"ddc:430",
"ddc:830"
] |
56299 | "Amapola", "Rose", "Margerite", "Gül"… Vornamen als Blumennamen : eine deutsch - türkische kontrastive Studie | deu | doc-type:article | [
"Namen sind seit Jahrhunderten ein wichtiger Bestandteil des Lebens der Menschen. Die Auswahl eines geeigneten Namens spielt für viele Eltern eine große Rolle für ihr Kind. Infolgedessen ist die Benennung nach der Geburt für alle Kulturen ein äußerst wichtiges Ereignis. In der vorliegenden Arbeit werden Vornamen im Deutschen und im Türkischen untersucht, die aus Blumennamen stammen. Das Ziel ist es, herauszufinden, aus welchen Sprachen die Vornamen mit Blumennamen ins Türkische und Deutsche entlehnt worden sind, und ob es Parallelen und Unterschiede bei der Frequenz der entlehnten Vornamen aus unterschiedlichen Sprachen und beim Gebrauch von bestimmten Blumenarten gibt.",
"Names have been an important part of people's lives for centuries. For many parents, choosing a suitable name plays an important role for their child. As a result, the naming after birth is an extremely important event for all cultures.This study aims to analysis first names in German and Turkish, which come from flower names. The goal is to find out from which languages the first names with flower names have been borrowed into Turkish and German; and whether there are parallels and differences in the frequency of borrowed first names from different languages and the use of certain types of flowers."
] | ddc:430 | [
"Vorname",
"Deutsch",
"Türkisch",
"Blumenname",
"Namenkunde",
"ddc:490"
] |
56372 | Variation in the use and interpretation of null subjects: A view from Greek and Italian | eng | doc-type:article | [
"We aim to understand whether Greek and Italian, two null subject languages, differ in the use and interpretation of null subjects, based on evidence from both a production and a comprehension experiment. The results of the two experiments show that the two languages differ in the extent to which they comply with the Position of Antecedent Strategy as formulated by Carminati (2002). In order to account for this difference, we introduce a principle which defines prominence of sentence constituents in terms of hierarchical height, elaborating on a recent proposal by Rizzi (2018). Then we show that the prominence of subject and object constituents in Greek and Italian reflects word-order differences between the two languages (Roussou & Tsimpli 2006). In more general terms, this paper argues in favour of a multi-factorial approach to reference interpretation, in that syntactic factors interact with discourse factors, leading to a gradient variety of reference possibilities."
] | ddc:450 | [
"ddc:480"
] |
56373 | Acquisition pace and developmental path of early second language learners of German. A longitudinal study on acquisition of morphosyntax and semantics | eng | doc-type:doctoralThesis | [
"This thesis investigates the acquisition pace and the typical developmental path in eL2 acquisition of selected phenomena of German morphosyntax and semantics and compared them to monolingual acquisition. In addition, the influence of ‘Age of Onset’ and of external factors on eL2 acquisition is examined.\r\nTo date, the most studies on eL2 acquisition focused on language production. Based on mostly longitudinal spontaneous speech data of only small number of children, they indicate that eL2 learners acquire sentence structure and subject-verb-agreement faster than monolingual children, whereas the acquisition of case marking causes them more difficulties. Moreover, similar developmental paths to those of monolingual children are claimed. Only several studies examined comprehension abilities in eL2 learners, however overwhelmingly in cross-sectional design. The findings from comprehension studies on telic and atelic verbs, and on wh-questions indicate that eL2 children acquire their target-like interpretation faster than monolingual children. The same acquisition stages towards target-like interpretation like in monolingual acquisition are assumed as well. Taking together, to date, no study exists, that examines comprehension and production abilities in a large group of eL2 learners of German in a longitudinal design.\r\nThis thesis extends the previous results by investigating pace of acquisition, impact of factors, and individual developmental paths in a longitudinal design with large groups of participants. Language data of 29 eL2 learners of German (age at T1: 3;7 years, LoE: 10 months) and 45 monolingual German-speaking children (age at T1: 3;7) are examined. The eL2 learners were tested in six test rounds (age at T6: 6;9 years). The monolingual children were tested in five test rounds (are at T5: 5;7). The standardized test LiSe-DaZ (Schulz & Tracy, 2011) was employed to examine children’s language skills.\r\neL2 learners show a significantly greater rate of change, thus faster acquisition pace, than monolingual children in the following scales: comprehension of telicity, comprehension of wh-questions, production of prepositions, and production of conjunctions. These phenomena are acquired early in monolingual children. No differences regarding acquisition pace between eL2 children and monolingual children are found for comprehension of negation, production of case marking, and production of focus particles. These phenomena are acquired late in monolingual development and involve semantic and pragmatic knowledge. The findings of faster acquisition pace of several phenomena are in line with several studies that reported that eL2 children develop faster than monolingual children.\r\nIndependent on whether a phenomenon is acquired early or late, no effects of external factors on eL2 children’s performance are found. These findings indicate that acquisition of core, rule-based phenomena is not sensitive to external factors if the first exposure to L2 takes place around the age of three. \r\nMoreover, eL2 children show the same developmental stages and error types in comprehension of telicity, comprehension of negation, production of matrix and subordinate clauses. This is also independent on how fast they acquire a structure under consideration. Thus, these findings provide a further support for similar developmental paths of eL2 and monolingual children towards target-like comprehension and production."
] | ddc:410 | [
"ddc:430"
] |
56386 | Narrative structures in cross-linguistic perspective: English, Hobongan, and Daqan | eng | doc-type:article | [
"Four main informational elements have been suggested and studied as central aspects of narrative discourse: causality, character, location, time. The research that scholars have previously undertaken on these aspects has been primarily on Indo-European languages, and more specifically on the European side of that language family. The linguistic limitations have indicated that character is the aspect of narrative that readers/listeners attend to most closely. However, in examining narrative discourses from non-Indo-European languages, challenges to the presumed primacy of character emerge. In a partial report on field work conducted in Borneo in 2012-2015, I compare and contrast patterns in the rankings of the four main aspects of narrative in three languages, English, Hobongan and Daqan. I also note the strategies by which the languages make their respective rankings clear, including focus particles (Hobongan), specificity of description (each), and amount of information provided about the aspects (each). I suggest that analyses of the patterns and rankings of information in narrative be included in typological categorizations and linguistic descriptions of languages."
] | ddc:400 | [
"Textlinguistik",
"ddc:410"
] |
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