scholarly journals Deutsch im Vergleich. Sprachliche Strukturen im Kontrast zum Italienischen

2021 ◽  
Vol 111 (6) ◽  
pp. 3-10
Author(s):  
Peggy Katelhön ◽  
Marina Brambilla ◽  
Albana Muco
Keyword(s):  
Foreign Language ◽  
Translation Studies ◽  
German Language ◽  
Fine Grained ◽  
The Common ◽  
Contrastive Linguistics ◽  
Points Of View ◽  
Linguistic Structures ◽  
Oriented Approach ◽  
Language Pair

This thematic issue of Linguistik online is dedicated to Contrastive linguistics for the language pair Italian-German. The contributions collected here deal with Italian-German language comparison from different points of view. The common feature of all of them is a corpus-oriented approach. Using authentic attestations from different linguistic sources, the linguistic structures of both languages are analysed and compared with each other. The granular and fine-grained comparison enabled the authors to work out interesting results not only in the fields of morphology and syntax, but also for pragmatics, and text and discourse linguistics for both languages, which can be profitably used in foreign language didactics, theoretical linguistics and translation studies.

scholarly journals The elusive ellipsis – the complex history of a vague grammatical concept in need of empirical grounding

Lege Artis ◽  
2016 ◽  
Vol 1 (1) ◽  
pp. 163-201
Author(s):  
Katrin Menzel
Keyword(s):  
Foreign Language ◽  
Applied Linguistics ◽  
Translation Studies ◽  
German Language ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
History Of ◽  
Text Cohesion ◽  
Language Pair

Abstract This paper reports a part of the larger corpus-based study, which investigates English- German contrasts in text cohesion and discourse organisation. It has its focus on ellipsis-antecedent-relations that contribute to the cohesiveness of texts. The present work is intended to contribute to the development of a discourse-oriented contrastive grammar on the English-German language pair with relevance to theoretical and applied linguistics, translation studies and foreign language pedagogy.

scholarly journals Corpus analysis of phraseology in an A1 level textbook of German as a foreign language

2018 ◽  
Vol 22 (22) ◽  
pp. 13
Author(s):  
Maria Rosario Bautista Zambrana
Keyword(s):  
Quantitative Analysis ◽  
Foreign Language ◽  
Corpus Analysis ◽  
German Language ◽  
Council Of Europe ◽  
Productive Activities ◽  
Written Texts ◽  
The Common ◽  
Lexical Competence ◽  
Level Student

This paper aims to analyse the extent to which the textbook for German as a foreign language DaF kompakt A1 (Sander et al., 2011) complies with the recommendations of the Common European Framework of Reference for Languages (Council of Europe, 2001) (hereafter CEFR) in respect to lexical competence and sociolinguistic competence in receptive and productive activities, specifically with regard to phraseological units. In this respect, we have focused on sentential formulae and fixed frames present in a corpus containing the textbook materials, and we have checked whether those fixed expressions correspond to the phraseological and sociolinguistic compe-tences that are expected in the Framework for an A1 level student of German language. To this end, we have compiled a corpus of the textbook receptive and productive materials, made up by three subcorpora: one for the written texts, one for the oral texts, and a third subcorpus containing exercises. We have performed a quantitative analysis (by means of AntConc 3.4.4 [Anthony, 2016] and kfNgram [Fletcher, 2007]), and a qualitative one. Our results suggest that the textbook complies with the recommendations of the CEFR.

Peer-interaction patterns in a Chinese as a foreign language pair writing task

2021 ◽  
Vol 55 (2) ◽  
Author(s):  
Mengying Zhai
Keyword(s):  
Foreign Language ◽  
Peer Interaction ◽  
Collaborative Writing ◽  
Pair Interaction ◽  
Interaction Patterns ◽  
Fine Grained ◽  
The Past ◽  
Chinese Learners ◽  
Writing Task ◽  
Language Pair

Abstract Research on peer interaction patterns over the past three decades has provided insights regarding how relationships formed among peers can influence task performance. Six pairs of intermediate Chinese learners participating in a collaborative writing task were recruited, and their pair-interaction patterns were investigated for detailed evidence of how such patterns were constructed through their co-participation measured by two indices proposed by Storch (2002a), equality and mutuality. Furthermore, taking a Conversation Analytical (CA) perspective, this study also examined the fine-grained detail of several interactional practices displaying participants’ orientation to the peer relationship. This revealed that each pair displayed a distinctive interaction pattern that was constructed through diverse participatory practices which are contingent upon the ongoing interaction as it unfolds. The findings shed new light into analyzing pair interactions in collaborative writing from a CA perspective in CFL settings and have important implications for studying interaction patterns and implementing collaborative writing tasks.

Methodological issues in the use of directional parallel corpora

2017 ◽  
Vol 22 (2) ◽  
pp. 270-297 ◽  
Author(s):  
Maïté Dupont ◽  
Sandrine Zufferey
Keyword(s):  
Translation Studies ◽  
Three Dimensions ◽  
French Language ◽  
Methodological Issues ◽  
Parallel Corpora ◽  
Recent Emergence ◽  
Contrastive Linguistics ◽  
The Cross ◽  
Future Work ◽  
Language Pair

Abstract The recent emergence of large parallel corpora has represented a leap ahead for cross-linguistic and translation studies. However, the specificities of these corpora and their influence on the nature of observed linguistic phenomena remain underexplored, especially in the field of contrastive linguistics. In this study, we compare the translation equivalences of four concessive adverbial connectives in English and in French across three corpora varying along three dimensions: register, directionality of the translation and translator expertise. Our results indicate that these dimensions affect the cross-linguistic equivalences observed between connectives. We conclude that, in future work, translation-based claims about cross-linguistic equivalences should be balanced according to the type of data analysed. We also identify a pressing need for more rigorously-documented parallel corpora for the English-French language pair.

scholarly journals Zum Bekanntheitsgrad erwerbsrelevanter Phraseme des Deutschen. Eine Untersuchung bei Germanistik-Studierenden an der Nationalen Kapodistrias-Universität Athen

2018 ◽  
Vol 89 (2) ◽  
Author(s):  
Marios Chrissou ◽  
Evangelos Makos
Keyword(s):  
Foreign Language ◽  
Questionnaire Survey ◽  
High Frequency ◽  
Negative Impact ◽  
German Language ◽  
Language Fluency ◽  
Formulaic Language ◽  
Learning Materials ◽  
Language And Literature ◽  
The Common

It is a common place in the phraseodidactic research that collocational fluency is a significant factor of language fluency. Nevertheless, formulaic language is not focused systematically in the Common European Framework of Reference for Languages and in learning materials for German as a foreign language. The lack of transparency and fragmentary treatment of set phrases have a negative impact over the development of collocational fluency.The present paper focuses on the extent that students of German Language and Literature at the National Kapodistrian University of Athens master high-frequency and common set phrases of German based on a questionnaire survey conducted. The results of the survey are discussed in terms of the deficiencies of institutional guidelines and learning materials. In line with this, proposals are formulated for the improvement of the institutional framework and the teaching of set phrases.

scholarly journals TRANSLATORS’ TOOLS: LATVIAN AND LITHUANIAN BILINGUAL LEXICOGRAPHICAL TRADITION COMPARED

2017 ◽  
Vol 3 (3) ◽  
pp. 131
Author(s):  
Andrejs Veisbergs
Keyword(s):  
Foreign Language ◽  
Language Contact ◽  
Similar Process ◽  
Bilingual Dictionaries ◽  
Common Space ◽  
The Common ◽  
Catholic History ◽  
The 19Th Century ◽  
Bilingual Lexicography ◽  
Language Pair

Translation needs tools, the oldest and most widespread of which are (bilingual) dictionaries. In the absence of the necessary language pair dictionary, translators seek advice in foreign language dictionaries. Translators have frequently been the authors of dictionaries themselves. Latvian and Lithuanian nations and languages, though kindred, have had a rather different history. Both historically and politically, developments in Latvian have been more parallel to Estonian than Lithuanian as both fell under German and Lutheran influence while Lithuanian had a Polish-bound Catholic history. Yet the development of their writing, translation and lexicography has followed a remarkably similar process and testifies to the common space of knowledge (Wissensraum). As with their lexicography, their bilingual dictionaries grew out of a connection between translation and religion. Both countries underwent a national awakening/awareness in the 19th century that led to a greater variety of translations and dictionaries. Notably, monolingual Latvian and Lithuanian dictionaries appeared only in the 20th century, testifying to the importance of bilingual lexicography in ensuring language contact. Bilingual dictionaries have dominated the lexicography scene of Latvia and Lithuania from the start until the present day. The twentieth century, with its expanding translation needs, produced an even greater variety of translations and bilingual dictionaries in both countries.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

How much Artistic Freedom is permitted when it comes to Language? - Analysis of a Crime Novel

2018 ◽  
Vol 5 (2) ◽  
pp. 50-60
Author(s):  
Manuela Svoboda ◽  
Petra Zagar-Sostaric
Keyword(s):  
Foreign Language ◽  
German Language ◽  
Direct Speech ◽  
Small Talk ◽  
Language Analysis ◽  
Crime Novel ◽  
Blood Relative ◽  
German Origin ◽  
Artistic Freedom ◽  
The One

Abstract In this article a closer look will be taken at the issue of inaccurately using a foreign language, i.e. German in this particular case, in a crime novel or thriller. Of course, in fiction the author has complete artistic freedom to invent and present things as he/she intends and it doesn`t necessarily have to be realistic or legitimate. But what happens when it comes to an existing language being quoted in fiction? For this purpose David Thomas’ thriller “Blood Relative - How well do you know the one you love?” is analysed regarding parts in which German quotes are used. As the plot is located partly in England and partly in former East Germany (GDR) and the protagonist’s wife is of German origin, direct speech, titles and names are used in German. Subsequently, they are translated into English by the author in order to be understood by the English reader. However, there are many grammar, spelling and semantic mistakes in these German expressions and common small talk quotes. This begs the question, is it justified to disregard linguistic correctness with regards to artistic freedom given the fact that we are dealing with a fictional thriller, or is it nevertheless necessary to be precise concerning foreign language usage? How far may one “test” their artistic freedom in this particular case? In order to answer these questions a detailed analysis of the thriller is performed, concerning artistic freedom and modern literature/light fiction as well as the German language used in quotes and direct speech.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

PROFESSIONALLY-ORIENTED TEACHING AS A FACTOR OF MOTIVATION TO LEARNING ENGLISH IN NON-LINGUISTIC HIGH SCHOOLS (FROM THE EXPERIENCE OF DIFFERENT DIDACTIVE METHODS USING ON ENGI NEERING FACULTY)

2020 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Business Communication ◽  
Professional Communication ◽  
Active Teaching ◽  
English Classes ◽  
Individual Knowledge ◽  
Approach To Teaching ◽  
The University ◽  
Oriented Approach

This article is devoted to the features and benefits of a professionally-oriented approach to teaching a foreign language in non-linguistic high schools on the example of engineering education. According to the latest standards of higher education (FSES 3++), students must have sufficient knowledge of a foreign language for business communication in oral and written forms. However, teachers of high schools face a number of difficulties in the formation of a foreign language communicative competence offuture engineers, namely: a constant decrease of a number offoreign language practical classes in a curriculum of a high school and a weak motivation of students. In our opinion, a professionally-oriented approach to teaching helps to solve these problems and make the process of learning a foreign language more intensive, focused and effective. That is, now, the development of strategies, methodological models and tools for teaching English, with a focus on professional communication, is an actual task for an English teacher at the University. This article presents some methods and techniques that stimulate students of engineering faculty to professionally oriented communication in English. Much attention is paid to both active teaching methods used during practical English classes, and individual work, which allows students to get more useful information and skills within the practical classes given, and also allows students to develop the need for individual knowledge acquisition and comprehension, thereby providing the increased interest of communication in a foreign language and increasing motivation to learn a foreign language.

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