scholarly journals Collocations in Academic Language in German and Danish

Kalbotyra ◽  
2020 ◽  
Vol 73 ◽  
pp. 150-175
Author(s):  
Irene Simonsen

This study compares the collocational use of the different word forms of five roots of academic language in German and Danish, considered essential for the realization of obligatory moves in the academic abstract, namely *analy*, *untersuch*/*undersøg*, *method*/*metod*, *theor*/*teor* and *empiri*. The aim of the comparison is to uncover differences and similarities in the expert norm of the two languages in order to gain insights that may help to inform the teaching of German-speaking students who must learn written standard Danish as part of their studies in Denmark. The study places special emphasis on the topic of variation, since variation reflects interculturally different uses of language specifically and is a major theme in academic language in general. The frequency and distribution of the five roots as verb, noun and adjective are compared in the collocations: noun + verb, verb + noun, adjective + noun in a study of two corpora of 100 dissertation abstracts from each of the two languages (approx.145.000 tokens), using the Word Sketch function of the corpus tool Sketch Engine. The LogDice measure has been used to identify the collocations, and variation is operationalized as the type-token ratio, computed for each syntactic relation. The results show general differences between the two languages. The use of different collocations with word forms from the five word families is greater in academic language in German than in Danish, despite a very similar distribution of the collocations in the languages and despite higher frequencies in Danish.  The collocational use of the words in Danish therefore seems to be less varied and more restricted than in academic language in German.

2018 ◽  
Vol 2018 (69) ◽  
pp. 69-96 ◽  
Author(s):  
Lena Heine ◽  
Madeleine Domenech ◽  
Lisa Otto ◽  
Astrid Neumann ◽  
Michael Krelle ◽  
...  

AbstractRecent years have witnessed a growing interest in the relationship between academic language registers and school success in the German-speaking education system. However, we still know very little about the actual effects that academic language has on the academic performance of students, for instance, in how far the extent to which academic language is used in subject tasks actually makes these tasks more difficult. It is therefore highly vital that any operationalization of difficulty-inducing linguistic features of tasks is made on solid theoretical and empirical grounds. The purpose of this article is thus to present the linguistic foundation used in an interdisciplinary empirical study in which 1.346 7th and 8th graders solved a set of subject-oriented tasks from Maths, Physics, German, PE and Music, while the degree of linguistic demands in the tasks was systematically varied. First, the theoretical and empirical research on linguistic difficulty from a range of research discourses is discussed. The findings are merged into a model of linguistic demands. Its operationalization is then illustrated in three linguistically varied versions of the subject-specific tasks. Finally, an outlook on preliminary results of the empirical study is given, which indicate that the categories used in the model actually do produce differences in subject-task difficulty, even though there are a number of effects that need further investigation.


2005 ◽  
Vol 16 (2-3) ◽  
pp. 103-117 ◽  
Author(s):  
Prisca Stenneken ◽  
Markus Conrad ◽  
Florian Hutzler ◽  
Mario Braun ◽  
Arthur M. Jacobs

The present study investigated the nature of the inhibitory syllable frequency effect, recently reported for normal readers, in a German-speaking dyslexic patient. The reading impairment was characterized as a severe deficit in naming single letters or words in the presence of spared lexical processing of visual word forms. Three visual lexical decision experiments were conducted with the dyslexic patient, an unimpaired control person matched to the patient and a control group: Experiment 1 manipulated the frequency of words and word-initial syllables and demonstrated systematic effects of both factors in normal readers and in the dyslexic patient. The syllable frequency effect was replicated in a second experiment with a more strictly controlled stimulus set. Experiment 3 confirmed the patient’s deficit in activating phonological forms from written words by demonstrating that a pseudohomophone effect as observed in the unimpaired control participants was absent in the dyslexic patient.


2018 ◽  
Vol 7 (1) ◽  
pp. 51-65
Author(s):  
Dale Brown

The choice of lexical unit has important consequences for L2 vocabulary research, testing and instruction. In recent years, the most widely used lexical unit has been the word family. This study examines the characteristics of word lists based on the word family and explores the levels of text coverage such lists may provide should the assumption that learners can deal with word families be incorrect. This is pursued through the detailed examination of a set of word-family-based word lists. The study finds that such word lists pose a number of challenges, including the number of word forms with multiple affixes, the number of word forms with more challenging affixes, and the number of word families in which the base word is not the most frequently occurring member. Moreover, the first thousand word families in particular are shown to be challenging. The study then demonstrates that if learners are unable to deal with the complexity of word families, even to a relatively small degree, word-family-based lists may provide far lower text coverage levels than may be assumed. It concludes that in work on second language vocabulary, careful consideration is needed of the appropriacy of the word family as the lexical unit and highlights the range of work based on the word family that may need reevaluating.


2021 ◽  
Vol 12 ◽  
Author(s):  
Susanne Schoppmann ◽  
Joachim Balensiefen ◽  
Steffen Lau ◽  
Marc Graf ◽  
Henning Hachtel

Recovery orientation (RO) is a modality of supporting patients to improve self-determination, leading a meaningful life and well-being in general. This approach is widely studied in general psychiatry, but evidence is lacking for forensic inpatient settings in Switzerland. While secure forensic clinics tend to be regarded as total institutions, which are an anathema to RO, a project to implement RO interventions in this setting was financed by the Swiss Federal Office of Justice. This explorative study investigates baseline expectations and views of patients in forensic wards in German-speaking Switzerland in the context of a recovery-oriented intervention. As such wards are non-existent in Latin-speaking Switzerland, the investigation could only be carried out in this language region. Six focus groups with 37 forensic inpatients were conducted. Thematic analysis revealed two major and several subthemes. The major theme “heteronomy” includes the subthemes “stigmatization and shame,” “coercion,” “lack of support,” “mistrust,” “waiting,” and “structural impediments.” The subthemes “learning to live with the disorder and working on oneself,” “participation,” “connectedness,” “confidence,” and “joie de vivre” belong to the major theme “regaining self-determination.” In this way, results of prior research are extended to forensic peculiarities. Furthermore, the personal views of patients are discussed in detail regarding their possible influence on therapeutic outcomes and personal recovery. These findings should be of help to therapeutic staff in the respective setting to be better informed about, and to counter the effects of, heteronomy and long-term hospitalization. Important in this regard is the concept of procedural justice and the subjective client's perception thereof.


2014 ◽  
Vol 12 (1) ◽  
pp. 235-252 ◽  
Author(s):  
JOSHUA DERMAN

For over half a century, the American transformation of German philosophy and social thought has been a major theme of modern intellectual history. The main protagonists of this “cultural migration,” as the story traditionally has been told, were German-speaking scholars and writers who, fleeing Hitler's Europe, brought their erudition and indigenous methodologies to American shores. But beyond this beachhead lies a vast and unfamiliar terrain for the historian. What became of German texts and concepts as they traveled further inland? Who transported them—and for what ends? In The Closing of the American Mind, the philosopher Allan Bloom marveled at the ways in which nonacademic Americans had become complicit in the dissemination of German thought: “What an extraordinary thing it is that high-class talk from what was the peak of Western intellectual life, in Germany, has become as natural as chewing gum on American streets.” It was an extraordinary thing, but not a good one, as far as Bloom was concerned: We are like the millionaire in The Ghost (Geist) Goes West who brings a castle from brooding Scotland to sunny Florida and adds canals and gondolas for “local color.” We chose a system of thought that, like some wines, does not travel; we chose a way of looking at things that could never be ours and had as its starting point dislike of us and our goals. The United States was held to be a nonculture, a collection of castoffs from real cultures, seeking only comfortable self-preservation in a regime dedicated to superficial cosmopolitanism in thought and deed. Our desire for the German things was proof we could not understand them.


2020 ◽  
Author(s):  
K. W. Ming-Tzu ◽  
Paul Nation

The Academic Word List (Coxhead 2000) consists of 570 word families that are frequent and wide ranging in academic texts. It was created by counting the frequency, range, and evenness of spread of word forms in a specially constructed academic corpus. This study examines the words in the Academic Word List (AWL) to see if the existence of unrelated meanings for the same word form (homographs) has resulted in the inclusion of words in the list which would not be there if their clearly different meanings were distinguished. The study shows that only a small proportion of the word families contain homographs, and in almost all cases, one of the members of a pair or group of homographs is much more frequent and widely used than the others. Only three word families (intelligence, offset, and panel) drop out of the list because none of their homographs separately meet the criteria for inclusion in the list. A list of homographs in the AWL is provided, with frequencies for those where each of the members of a homograph pair are reasonably frequent.


2020 ◽  
Author(s):  
Paul Nation ◽  
K Wang

The Academic Word List (Coxhead 2000) consists of 570 word families that are frequent and wide ranging in academic texts. It was created by counting the frequency, range, and evenness of spread of word forms in a specially constructed academic corpus. This study examines the words in the Academic Word List (AWL) to see if the existence of unrelated meanings for the same word form (homographs) has resulted in the inclusion of words in the list which would not be there if their clearly different meanings were distinguished. The study shows that only a small proportion of the word families contain homographs, and in almost all cases, one of the members of a pair or group of homographs is much more frequent and widely used than the others. Only three word families (intelligence, offset, and panel) drop out of the list because none of their homographs separately meet the criteria for inclusion in the list. A list of homographs in the AWL is provided, with frequencies for those where each of the members of a homograph pair are reasonably frequent.


Author(s):  
I. B. Klienkova

The article examines some peculiarities if grammatical properties of nominal word combinations based on the study of German-speaking Swiss press. The accumulated experience of linguists is analyzed and certain factors influencing the choice of syntactic relations in nominal word combinations with quantitative meaning are researched. It has been established that the choice of syntactic relations in such word combinations is determined by functional style, semantics and grammatical features of nouns - first or second components in a word combination. The aforementioned factors influencing the choice of syntactic relations in quantitative nominal word combinations are studied on the material of Germanspeaking Swiss press. The research revealed a number of peculiarities. First of all, German-speaking Swiss press uses such syntactic relation as genitive subordination quite often, not only on "special occasion" and unlike its use in Germany does not produce a magniloquent, pompous impression. Secondly, it has been established that the choice of syntactic relations in word combinations of the above-mentioned type of word combinations greatly depends on the semantic meaning of the noun - the first component of the word combination - and does not always coincide with the grammatical properties in nominal combinations in Germany. Thirdly, a clear dependence of syntactic relations choice is observed. Moreover, the article highlights the importance of grammatical features of the second component. These are such features as gender, number, case accompanied by noun declension. All the afore-mentioned features help to define the type of syntactic relations, which nominal quantitative word combinations may be connected by. The results of the comparisons of grammatical properties of quantitative nominal word combinations in German and Swiss press are demonstrated in a table below.


2020 ◽  
Author(s):  
K. W. Ming-Tzu ◽  
Paul Nation

The Academic Word List (Coxhead 2000) consists of 570 word families that are frequent and wide ranging in academic texts. It was created by counting the frequency, range, and evenness of spread of word forms in a specially constructed academic corpus. This study examines the words in the Academic Word List (AWL) to see if the existence of unrelated meanings for the same word form (homographs) has resulted in the inclusion of words in the list which would not be there if their clearly different meanings were distinguished. The study shows that only a small proportion of the word families contain homographs, and in almost all cases, one of the members of a pair or group of homographs is much more frequent and widely used than the others. Only three word families (intelligence, offset, and panel) drop out of the list because none of their homographs separately meet the criteria for inclusion in the list. A list of homographs in the AWL is provided, with frequencies for those where each of the members of a homograph pair are reasonably frequent.


Kalbotyra ◽  
2017 ◽  
Vol 69 (69) ◽  
pp. 205
Author(s):  
Jolanta Šinkūnienė

The aim of the present paper is to investigate the frequency and distribution patterns as well as the spectrum of modal meanings conveyed by the Lithuanian modal verb of possibility galėti ‘can/could/may/might’ in academic Lithuanian. The study is based on Corpus Academicum Lithuanicum (www.coralit.lt), a specialized synchronic corpus of written academic Lithuanian (roughly 9 million words). In order to allow a disciplinary comparison, the paper analyses the use of this modal verb in academic texts from three science fields: the humanities, the biomedical sciences and the technological sciences. Quantitative and qualitative approaches are employed alongside corpus-based analysis to reveal the ways in which this modal verb of possibility is used in academic language. The first part of the paper investigates the frequency patterns of various forms of galėti ‘can/could/may/might’ in the three science fields. The second part looks at the variety of meanings this modal verb can convey in Lithuanian specialised language. The results show that there is a fairly similar distribution of this modal verb across different science fields. In terms of its semantic functional capacities, galėti ‘can/could/may/might’ is used to convey all three types of modality (epistemic, deontic and dynamic), however, the most frequent use in Lithuanian academic discourse seems to be that of dynamic modality.


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