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Zeitschrift für Literaturwissenschaft und Linguistik: Introduction
... Nevertheless, like other "pocket verbs," it can be used without a locative expression [such as, in the parking place]: e.g., Kim parked the car. This is in contrast to most other verbs of putting, such as the "verbs of putting in a spatial configuration" (Levin, 1993), e.g., to lay, to sit, to stand, or their German counterparts (called "causative position verbs" by Wunderlich, 1990;legen, setzen, stellen). The German verb parken is borrowed from the English to park (Kluge, 2002) and-as in most cases where both German and English have a corresponding denominal verb (Kiparsky, 1997)-has the same meaning. ...
... It is a particle verb whose base verb, stellen 'to stand' (used transitively), belongs to the class of "verbs of putting," more specifically to the subclass of "verbs of putting in a spatial configuration" (Levin, 1993). Some of them-characteristic of Germanic languages except English (Viberg, 2006)-are derived from postural verbs (equivalents of 'to stand,' 'to sit,' and 'to lie') and therefore also called "causative position verbs" (Wunderlich, 1990). ...
Spatial prepositions, more specifically projective prepositions, such as in front of or behind can be interpreted in different ways. Their interpretation depends on the spatial perspective taken as the basis for determining the reference frame's orientation. In 3 series of placement experiments with German speakers, we examined whether the interpretation of projective prepositions in a motion context is affected by the verb used in a spatial instruction. Results suggest that verb semantics is a factor accounting for previously observed seemingly social-situational differences in the interpretation of projective prepositions. Specifically, the findings indicate that, relative to a car as reference object, the semantic aspect of motion interruption associated with some verbs leads to a higher proportion of deictic interpretations determined by the direction from which one is approaching the car. This verb effect on the interpretation of spatial prepositions can be explained by an activation of the temporal dimension through stop-implying verbs, which is integrated into the spatial situation model of the perceived dynamic scene making the deictic frame of reference more compatible. The experimental evidence also shows that verb semantics can account for previously unexplained cross-linguistic differences, and is related to patterns concerning the prepositional inventory of languages.
This paper aims to presents some exemplary LSP (languages for specific purpose) teaching techniques on the university level in order to meet the challenges of the present-day job market situation and corporate environment. First, the article provides an overview of the current situation and demands for candidates with foreign languages skills on the market for modern business services in Poland and the local job market of Łódź. Then, it presents examples of specialised languages teaching techniques, which focus on the training of the textual sub-competence in corporate environment.
http://dspace.uni.lodz.pl:8080/xmlui/handle/11089/27953
https://wydawnictwo.uni.lodz.pl/produkt/speclang-2-fachsprachen-ausbildung-karrierechancen/
The article introduces the concept of argumentational integrity as the basis for developing ethical criteria by which contributions to argumentative discussions can be evaluated; the focus is on the derivation, definition, and specification of the concept. The derivation of the concept starts out from a prescriptive use of argumentation, entailing in particular the goal of a rational as well as a cooperative solution. In order to make this goal attainable, contributions to argumentative discussions must meet certain conditions. It is assumed that participants are not only intuitively aware of these conditions, but in fact expect of themselves and others that they will not consciously violate the conditions. This assumption leads to the most general definition of the norm of argumentational integrity: Speakers must not knowingly violate the argumentative conditions. On the basis of an empirical study drawing upon classifications of unethical strategies in popular rhetorical texts, the general norm is then specified in the form of 11 standards of fair argumentation.
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