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Introduction
Peter Paschke is Senior Researcher at the Department of Linguistics and Comparative Cultural Studies, Università Ca' Foscari Venezia. He does research in Phonology and Phonetics applied to L2 acquisition, e.g. examining focus accents in the speech of Italian learners of German L2 (with B. Vogt). Recently, in an interdisciplinary project, he focused on attitudes to L2 pronunciation of university students of languages. He is also interested in grammar, pragmatics and contrastive linguistics.
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November 2007 - October 2015
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Publications (35)
This thematic issue brings together a selection of papers presented at the international conference L2 accent and pronunciation research: acquisition, teaching, attitudes held at the University of Venice Ca’ Foscari in November 2023. Four articles are dedicated to the topic of phonological acquisition (both in perception and production) related to...
Paschke, Peter (2021): "Wahrnehmung und Selbstbeurteilung des fremden Akzents durch Sprachlernende: Forschungsstand und Ergebnisse einer Befragung an der Universität Venedig". Rassegna Italiana di Linguistica Applicata 53, n. 1-2 , 227-242.
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Learners who are able to perceive...
In recent years, endorsed by the updated (2018) version of the Common European Framework, intelligibility has replaced native-like pronunciation as a primary objective in foreign language teaching. But accent and pronunciation continue to be central issues for university students of languages. This volume presents the results of an investigation in...
This contribution investigates the opinions of 372 first-year students from Ca’ Foscari University of Venice about pronunciation and foreign accent in the languages chosen as main subjects. Although a native-like accent is highly valued, students do not simply equate good and accent-free pronunciation. They are confident in assessing the pronunciat...
German sentences with man and Italian sentences with si impersonale or si passivante are often presented as equivalent in contrastive grammars. However, this functional equation proves to be problematic when Italian students refer with man to their own role as authors, such as in: “Darauf wird man aber im folgenden Kapitel eingehen”. Evidently, man...
In this paper, we investigate the prosodic marking of information structure by Italian L1 learners of German. We analyze two different contexts with non-final focus accents, i. e. narrow and broad focus contexts, mainly on sentence level while most studies discussing post-focal de-accentuation are restricted to noun phrases. For Italian learners, n...
The indefinite subjects expressed by German 'man' and Italian 'si' seem to be fully equivalent, yet they are not. The author of an academic paper e.g. may refer to her/himself with 'si', but not with 'man'. This presentation explains the different readings of the two pronouns, their similarities and differences.
The paper examines how in German the sentence mode of an original utterance can be reported in indirect speech in the subjunctive. It is demonstrated that two prototypes of indirect speech are to be distinguished: in syntactically independent, or only weakly subordinate, ‘free indirect speech’ with verb-second clause, the sentence mode of the origi...
Studierende der Philosophie oder anderer geisteswissenschaftlicher Fächer lernen Deutsch in erster Linie, um fachbezogene Texte lesen zu können. Speziell konzipierte Lesekurse ermöglichen rasche Fortschritte im Hinblick auf die angestrebte Lesekompetenz. Fachbezogene Texte bieten dabei die Chance, bekannte Inhalte in der fremden Sprache wiederzuerk...
Aus der Sicht der Vermittlung von Deutsch als Fremdsprache gibt der Beitrag einen Überblick über bestehende Korpora gesprochener Sprache, sowohl für Deutsch L1 (DGD-FOLK, Gesprochenes Deutsch für die Auslandsgermanistik, Backbone) als auch für Deutsch L1 (GeWiss, BeMaTaC, LeaP). Behandelt werden folgende Aspekte: Umfang, Zugänglichkeit bzw. webbasi...
Slides of the oral presentation during the GSCP congress 2016 in Naples.
This paper addresses the question of whether advanced Italian learners of German L2 are able to place focus accents appropriately, i.e. to emphasize the pragmatically most important part of an utterance by means of pitch movements. It is assumed that in free speech this is possible in principle (hypothesis 1), although difficulties are expected due...
This study investigates the prosodic marking of focus in non-native German. Ten proficient learners of German with Italian L1 were recorded reading aloud 40 sentences containing mostly non-final focused constituents embedded in an adequate question context. Non-final focus accents in L2 German are difficult for Italian learners to produce, especial...
The paper presents the results of an empirical study on stress placement in German internationalisms by advanced Italian learners of German as a foreign language. It focuses on the question of which factors hinder or promote correct stress placement in the foreign language, and what conclusions can be drawn from this for the teaching of German. In...
Italian lacks a particular grammatical device such as the German subjunctive for reported speech. Translating ‘berichtete Rede’, i.e. reported speech without introductory expressions, into Italian ‘discorso indiretto libero’ (free indirect speech) may therefore lead to problems of misreading as narrator discourse. Based on the Italian translation o...
also available at [02/08/2017]:
http://www.associazioneitalianagermanistica.it/rivista_aig/baig4/(19)%20Paschke.pdf
Internationalismen erleichtern zwar die Verständigung in einer fremden Sprache, bereiten aber auch Probleme, z.B. im Bereich der Wortakzentuierung, denn hier besteht die Gefahr eines direkten Transfers der entsprechenden L1-Akzentmuster. Welche Rolle bei fortgeschrittenen Lernern solche L1-Interferenzen, aber auch in der L2 erkannte prosodische Reg...
Internationalismen gelten in Theorie und Praxis des DaF-Unterrichts als Erleichterung des Wortschatzerwerbs, da sie positiven Transfer aus der L1 und/oder einer zuerst erworbenen L2 wie Englisch ermöglichen. Ihre phonologische Anpassung an die Zielsprache Deutsch kann jedoch zum Problem werden, unter anderem hinsichtlich des Wortakzents. Als Ursach...
Academic reading courses for students and scholars of the humanities are based on the assumption that comprehension may be facilitated by background knowledge. The article introduces theoretic models and empirical research in this field, but gives also a look at the role of text genre knowledge and different skills in reading comprehension. On thes...
Der studienbegleitende Deutschunterricht in italienischen Bachelor-Studiengängen muss zwei entscheidende Faktoren in Rechnung stellen: a) die gering bemessene Unterrichtszeit, b) das weitgehende oder völlige Fehlen schulischer Vorkenntnisse. Lesekurse für Studenten geisteswissenschaftlicher Fachrichtungen sind in diesem Zusammenhang ein potentiell...
Listening comprehension (LC) is the most important basic ability in everyday communi-cation and hence a fixed part of most L2 proficiency tests. But what do these tests tell us about the ability to comprehend spoken language in the real world? After some prelimi-nary remarks about the cognitive aspects of LC, the article breaks down the general que...
