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Deutsche Grammatik: Ein Handbuch für den Ausländerunterricht
Abstract
16. Aufl Bibliogr. s. 705-720
... This study aims to describe the function as well as the meaning of the particle "so" found in the data source, namely the novel Räuberhände by Finn-Ole Heinrich. Using a qualitative-descriptive approach, this study applies the theories of Engel (2004), Nübling (2009), and Helbig/Buscha (2001. The results show that 1) the functions of the particle "so" are different in the German language, namely: als, subjunctives, conjunctives, adverbs, degree particles and comparison particles. ...
... Nübling (2009, p. 594) classifies particles into 7 groups according to their function, namely 1) degree particles (intensifying particles, intensity particles), 2) focus particles, 3) negation particles, 4) modal particles, 5) conversational particles (structuring particles, receptive particles, responsive particles), 6) interjections (expressive particles) and 7) onomatopoeia. Furthermore, according to Helbig/Buscha (2001), the types of particles are: 1) toning particles, 2) degree particles, 3) intensifying particles, 4) apparent particles. From this, it can be concluded that the commonalities in the particle classification of the three experts are rank particles, degree particles, comparison particles, and shading particles. ...
... To analyze the particle "so" as an adverb, the author uses the theory of Helbig/Buscha (2001). According to Helbig/Buscha (2001), adverbs in the German language are divided into four types: local, temporal, modal and causal adverbs. ...
The particle "so" occurs frequently in the spoken language and has different functions and meanings. For this reason, learners of German often have difficulty understanding the context of sentences containing the particle "so". This study aims to describe the function as well as the meaning of the particle "so" found in the data source, namely the novel Räuberhände by Finn-Ole Heinrich. Using a qualitative-descriptive approach, this study applies the theories of Engel (2004), Nübling (2009), and Helbig/Buscha (2001). The results show that 1) the functions of the particle "so" are different in the German language, namely: als, subjunctives, conjunctives, adverbs, degree particles and comparison particles. 2) The meaning of the particle "so" cannot be separated from the function of the particle "so" itself. The particle "so" is used as a subjunctive to indicate cause(s) and consequence(s). As a conjunct, the particle "so" is used to compare something or someone, just like the particle "so" as a comparative particle. As a particle of degree, the particle "so" is used to increase or decrease the value of an adjective. In addition, the particle "so" is used as an adverb for an event that has not yet happened, as well as to indicate a path, to describe a person, to describe a time and to describe something that is not certain. From a grammatical point of view, adding words to the particle "so" - such as "so that" and "so as" - affects the meaning of the sentence context. In addition, the particle "so" itself sometimes has no semantic meaning, but only serves as an adverb about something.Keywords: the particle "so", German
... Misalnya, schwache Verben, starke Verben, regelmäßige Verben, unregelmäßige Verben, dan Mischverben. Ciri infleksi yang umum digunakan untuk pengelompokan meliputi perubahan sufiks verba dalam kala Präsens, Präteritum, dan pada Partizip II untuk kebutuhan pembentukan kala Perfekt, serta perubahan vokal pada akar verba yang dikenal sebagai Ablaut dalam bahasa Jerman dan pergantian (Fertig, 2020;Helbig & Buscha, 2015;Neubold, 2018;Zimmerer et al., 2014). Berbagai terminologi dan klasifikasi verba bahasa Jerman berdasarkan karakteristik infleksinya dirangkum dalam Gambar 1 dan Gambar 2 ( Barbour, 1982;Dreyer & Schmitt, 2009;Fertig, 2020;Helbig & Buscha, 2015;Neubold, 2018;Zimmerer et al., 2014). ...
... Ciri infleksi yang umum digunakan untuk pengelompokan meliputi perubahan sufiks verba dalam kala Präsens, Präteritum, dan pada Partizip II untuk kebutuhan pembentukan kala Perfekt, serta perubahan vokal pada akar verba yang dikenal sebagai Ablaut dalam bahasa Jerman dan pergantian (Fertig, 2020;Helbig & Buscha, 2015;Neubold, 2018;Zimmerer et al., 2014). Berbagai terminologi dan klasifikasi verba bahasa Jerman berdasarkan karakteristik infleksinya dirangkum dalam Gambar 1 dan Gambar 2 ( Barbour, 1982;Dreyer & Schmitt, 2009;Fertig, 2020;Helbig & Buscha, 2015;Neubold, 2018;Zimmerer et al., 2014). (Wiese, 2008). ...
... Memperkenalkan konsep regelmäßige Verben dan unregelmäßige Verben, serta schwache Verben dan starke Verben, akan lebih efektif ketika dikatikan juga dalam kala Präteritum dan Perfekt dalam pengajaran bahasa Jerman (Staňková, 2018). Hal ini dikarenakan penggolongan verba bahasa Jerman baru akan terlihat jelas pada perubahannya pada Präteritum dan Partizip II untuk Perfekt (Helbig & Buscha, 2015). Pada tingkat A1.1, pengajaran bahasa Jerman tentang Präteritum biasanya terbatas pada verbe haben dan sein, dengan eksplorasi lebih rinci tentang Präteritum terjadi pada tingkat B1 (Dengler et al., 2018). ...
Menguasai sistem konjugasi verba bahasa Jerman merupakan tantangan tersendiri bagi para siswa karena kerumitannya, yang melibatkan kala, persona, dan jumlah. Pada tingkat A1, siswa diperkenalkan dengan verba beraturan (regelmäßige Verben) dan tidak beraturan (unregelmäßige Verben). Namun, miskonsepsi di kalangan guru, seperti kekeliruan dalam mengklasifikasikan verba kommen yang bermakna 'datang' sebagai verba beraturan, dapat menghambat pemahaman siswa. Penelitian ini menggunakan pendekatan deskriptif kuantitatif untuk mengidentifikasi miskonsepsi tentang konjugasi verba bahasa Jerman di antara 43 guru bahasa Jerman dari berbagai wilayah di Indonesia. Data dikumpulkan menggunakan kuesioner berskala Likert yang terdiri dari 10 pernyataan terkait klasifikasi dan konjugasi verba bahasa Jerman. Teknik analisis data yang digunakan menerapkan statistik deskriptif, dengan menghitung persentase jawaban responden untuk mengidentifikasi pola miskonsepsi yang muncul. Hasil penelitian menunjukkan adanya miskonsepsi yang signifikan di antara guru bahasa Jerman, terutama kebingungan terhadap istilah jenis verba dan klasifikasi verba dalam bahasa Jerman. Sebagai temuan, sebanyak 36 guru yang salah mengklasifikasikan verba trinken bermakna 'minum' dan gehen bermakna 'pergi' sebagai verba beraturan, dan mengabaikan pola konjugasi yang tidak beraturan pada Präteritum dan Perfekt sebagai kala bentuk lampau dalam bahasa Jerman. Hasil penelitian ini menekankan pentingnya pelatihan yang ditargetkan untuk mengatasi miskonsepsi guru. Dengan diharapkan dapat meningkatkan kualitas pengajaran dan mendorong kemahiran siswa dalam tata bahasa Jerman di Indonesia.
... However, the absence of -t in the 3 rd person yields an ungrammatical sentence in standard German, such as *er koch 'he cooks' or *er wohn 'he lives'. 16 As a result, we can consider brauchen 'need' to be a modal, and as I have illustrated above, it seems that it is nearing the central modals in terms of morphology. ...
... ich lass-e 2SG du läss-t 3SG er läss-t 16 A paper by Maitz and Tronka (2009) is arguing the opposite -that the loss of -t is not a purely grammar-driven phenomenon, but can be a result of a phonetic erosion. They claim that a similar phenomenon can be observed in regional variations also with other words, such hast 'you have', jetzt 'now', or even in the 2 nd person plural with brauchen 'need' as in ihr brauch 'you need'. ...
This paper points out that there is presently no consistent definition of German modals, nor is there any agreement as to which verbs should be categorized as modals. The paper suggests that modals should be defined based on modal polyfunctionality, i.e. the ability to express both root and epistemic readings. Applying this definition, the paper states that besides canonical dürfen ‘beallowed to’, können ‘can’, mögen ‘may’, müssen ‘must’, sollen ‘should’, wollen ‘want’, verbs werden ‘will’ and brauchen ‘need’ are to be considered modals as well, since they semantically behave as standard modals. More specifically, they are both capable of expressing both root and epistemic modalities. Furthermore, the paper proposes that the absence of agreement in 1st and 3rd person singular in modals such as in ich/er mussØ ‘I/he must’ cannot be solely attributed to their preterite-present origin of modals, but is related to the synchronic definition of modals, i.e. their polyfunctionality as a result of paradigmatic coherence. In addition to exploring the central modals, the paper investigates the paradigms of brauchen ‘need’, as well as werden ‘will’, suggesting that they might be aligning with the central modals in terms of their agreement morphology as well. Since being theoretical, the paper’s arguments are supported by the examples from the texts referenced in literature or produced by native speakers of German.
... 4 Дефиниција појма дефокусирања агенса поменутих аутора С. Каспера и А. Верта разликује се од нашег појмовног одређења приказаног у раду. 5 Тако се, примера ради, у старијим издањима реномираних граматика немачког језика(Helbig/Buscha, 1975, 1984 Engel, 1988: 462), па и у уџбеницима за студије германистике са наших простора(Srdić, 2008(Srdić, : 105, 2013, man-конструкције сврставају у парафразе пасива. Дефинисање man-конструкција као парафразе пасива није у складу са основним критеријумом за дефинисање пасива: неподударање субјекта у номинативу и агенса. ...
... Most grammar books, often used in the teaching of German as a foreign language (e.g. Helbig andBuscha, 1999 or Hentschel andWeydt, 2013), just quote a list of verbs which have two accusatives as exceptions to the general rule of ditransitive verbs. No explanation is proposed and these specific verbs are not related to the other verbs with a similar semantics but a ditransitive form. ...
The study explores the challenges encountered by Italian-speaking students with the learning of the German ditransitive construction. While prior research has extensively covered theoretical aspects of this construction, limited attention has been paid to its practical implications for foreign language learning.
The study further elaborates on a related construction involving a similar semantics but realized with two accusative objects. Verbs which can fuse with this construction are e.g. "lehren" (‘to teach’), "abfragen" (‘to interrogate/to test’) or "abhören" (‘to test orally’). This related construction is often overlooked in language learning materials. The paper addresses this gap by combining empirical evidence from two pretests with Italian learners and a usage-based approach with corpus data, focusing on the verb "lehren".
The findings contribute to a better understanding and a more authentic description of the ditransitive construction. In a more theoretical perspective, the paper further discusses the relationship between the ditransitive and the double accusative construction in terms of ‘allostructions’, again with a focus on instantiations with the verb "lehren". The insights gained with the study can help foster the learning of both constructions.
... In German linguistics and in traditional grammars (Helbig & Buscha 1988, 1991, 2011Hentschel & Weydt 2013;Zifonun 1997;Duden 2009;Eisenberg 2006;Engel , 2009Erben 1996), much has been written about adjectives as a special and flexible word group in the language system. In German terminology, an adjective (from the Latin word adiectum, "the added", translated into Greek as epitheton) is also known as an "Artwort", "Eigenschaftswort", or "Beiwort". ...
This paper providesan in-depth analysis of the syntactic function and usage of adjectives in the German language with a focus on their predicative use. For the prupose of the study,we utilized a corpus of adjectives from the newspaper 'Westdeutsche Zeitung' from 2009 to 2021. The procedure involved theanalysisof sentence examples from the electronic corpus of the archive of the written German language at the German Language Institute in Mannheim (IdS). Building upon the theoretical approaches of Helbig & Busha (1991) and Hentschel & Weydt (2013), this article presents our own analysis and approaches of the syntactic function of adjectives in the German language. The purpose of this paper is to examine the role of adjectives in the German language as a corpus-based study for language learners in higher educational settings. The results of the study give some new insights and information for both teachers and students about the use of adjectives while learning German language.
This paper investigates interlingual errors in competent speakers of German who are learning Dutch, analyzing errors in phonetic-phonological, orthographic, morphological, syntactic and lexical-semantic terms. Interlingual errors are defined as incorrect translations from a previously acquired language into the target language. The study involved five participants who were current or former students of German and Dutch at the Faculty of Philosophy at the University of Zagreb. On the basis of three language tasks, the participants demonstrated pronunciation and spelling errors as well as errors in morphology, syntax and lexis that reveal clear cases of negative transfer from German into Dutch.
This paper investigates German light verb constructions (LVCs) with experiencer objects that follow the pattern ‘in N versetzen’ and their contrast to derivationally related simplex verbs (SVs), e.g. in Angst versetzen (lit. ‘transfer into fear’) vs. ängstigen ‘frighten’. Such pairs are often referred to as synonyms. We address the question whether there are systematic differences in usage and meaning between this family of object-experiencer LVCs and corresponding SVs by means of a corpus study on 1,983 tokens. The quantitative analysis indicates that there are differences between the LVC and SV with respect to the frequency of subject as well as object types. A mixed-effects model shows how the choice of SV vs. LVC is conditioned by the semantic type of both arguments: for instance, collective experiencers and animate non-experiencer arguments prefer the LVC. The lexical stem plays the role of a random effect. The quantitative picture gives rise to a semantic analysis that develops explanations for the correlations between argument properties and predicate shape. We ultimately classify the choice of the LVC over the corresponding SV as overt marking of causative semantics, motivated by the corpus data and corroborated by semantic tests.
This article discusses important characteristics that distinguish different senses of the German preposition nach: temporal, accordance and information source, which translate respectively as ‘after’, ‘in accordance with’ and ‘according to/as stated by/in’. We investigate their considerable overlap when the internal nominal arguments of nach are ambiguous between a content and an eventive reading, while excluding animate objects. As such occurrences pose challenges for sense disambiguation, we present our annotation study of 1,173 corpus examples which identifies features at various syntactic and semantic levels. Specifically, we address selectional restrictions, the overt realisation of informational content, as well as the syntactic and sentential context. Based on the generalizations drawn from this study, we argue that accordance and information source PPs are similar in that their nominal arguments can be identical nouns denoting informational content, with some flexibility to change the sortal type. Importantly, these senses convey the individual functional contribution which is necessary for their grammatical description and semantic analysis. We argue that accordance PPs are a subtype of manner adverbials that specify conformity in an action. Conversely, information source PPs are modal operators expressing reportative evidentiality which relate an information source to a part of its content that is overtly expressed in the same sentence.
The purpose of this study was to describe the use of Quizzory and describe student’s responses to the use of Quizzory in German subjects for students of class X IPS 1 MAN 2 Samarinda. This study used a qualitative descriptive approach using the instruments of observation sheets and questionnaires. The subjects of this study were students of class X IPS 1 MAN 2 Samarinda, while the German teacher was the observer. The Quizzory consists of multiple-choice questions, cloze test, and sentence rearrangement. Students have difficulties in conjugating irregular verbs. Students stated that Quizzory is a medium that is easy to use and has an attractive appearance and features, and students thought that this media can help them to understand verb conjugation. For the test, students can work on questions in the form of multiple-choice questions better than in the form of cloze test and sentence rearrangement.
Модальність як лінгвістична категорія є багатогранною. Проте будь-яке дослідження модальності починається з логіко-філософської природи цієї категорії. У пропонованій роботі продемонстровано взаємозв’язок між логічної та лінгвістичною модальністю. Остання має два основні підвиди: об’єктивну та суб’єктивну, тоді як логічна модальність з огляду на модальні дієслова як її маркери може бути деонтичною та епістемічною. У статті проаналізовано різні варіанти підходів до опису лінгвістичної модальності, що запропоновані німецькими мовознавцями, досліджено модальні дієслова німецької мови, що вживаються для вираження модальності, проаналізовано їхні семантичні та граматичні особливості. З’ясовано, що у граматиці української мови немає окремого класу модальних дієслів, що відрізняє українську мову від німецької. Дієслова, які за своєю семантикою можуть виражати обидва підвиди модальності, утворюють в українській мові клас допоміжних дієслів, куди відносяться власне допоміжні дієслова та модально-допоміжні дієслова. При порівняльному аналізі семантики таких дієслів в обох мовах визначено подібності та відмінності: усі вони мають модальну силу, але різниця між ними полягає у ступені наявності останньої, а саме, одні дієслова мають ступінь необхідності / Notwendigkeit, а інші – ступінь можливості / Möglichkeit. Німецькі модальні дієслова зазнали істотної граматикалізації і це стало результатом їхньої специфічної ознаки засобів вираження модальності у цій мові. Українська мова має не таку розгалужену сітку граматичних форм модальних дієслів, для неї не принципово властивий умовний спосіб при вираженні дієсловами модальності, натомість українська мова має набагато більше семантичного розмаїття дієслів та дієслівних форм – виразників модальності. Усі виявлені відмінності важливі для вивчення, адже це ґарантує правильне використання модальних дієслів та їхніх граматичних словоформ, особливо дійсного та умовного способів (Indikativ – Konjunktiv).
Indonesian and German have significant differences in structure and usage. These differences can be seen in morphology, syntax, and grammar, including word order, the use of nouns, verbs, and conjugation and declination systems. Indonesian, as an agglutinative language, has a simpler structure with no changes in word form based on time or case, while German applies a complex system of declination and conjugation. In addition, differences in language use, especially in formal and informal sentence patterns, reflect the characteristics of each culture. This study aims to comprehensively analyze the structural and functional differences between Indonesian and German and examine their impact on learning both languages. The results of this study are expected to provide insights for foreign language learners, academics, and language practitioners in understanding the dynamics of the two languages.
In this article, I examine the external and internal syntax of instrumental indem-clauses in German. As a subordidating conjunction, indem takes a finite TP as its complement and triggers verb final position. I provide evidence showing that instrumental indem-clauses can only operate on the content level and that they cannot be interpreted epistemically, nor can they modify a speech act. Furthermore, I argue that although indem-clauses are restricted to a particular interpretation, they can attach at two distinct heights in the matrix clause. If they are analyzed as central adverbial clauses, they attach as T[ense]P[hrase] adjuncts. If, on the other hand, instrumental indem-clauses are treated as peripheral adverbial clauses, they are taken to be J[udge]P[hrase] adjuncts. Main evidence for the analysis comes from: i) variable binding and Principle C effects, ii) movement to the left periphery of the matrix clause, and iii) licensing conditions of weak and strong root phenomena.
Aim. To describe the conditions under which the Perfekt form shows the ability to convey not only temporal, but also aspectual meanings. Methodology. 300 examples were selected from German DWDS and DECOW 16A corpora. To identify the conditions for the realization of the aspectual potential of the Perfekt form, the descriptive method, the method of component analysis and comparative methods were used. Results. It is shown that verbal action modes have a strong influence on the interpretation of the perfect form. The use of perfective verbs in the Perfekt form allows us to interpret it exclusively as a temporary grammeme synonymous with Präteritum. Some aspectually two-valued verbs used in the perfect form are able to express the meaning of a completed action in the past, in the preterital – an incomplete action in the past. It is concluded that the German Perfect is, first of all, a temporary form expressing aspectual semantics only in some situations with aspectually two-valued verbs. Research implications. The theoretical significance of the study lies in the fact that it introduces some clarifications to the issues of the inter-categorical interaction of temporal and aspectual meanings. The practical significance lies in the fact that the observations made can be used in theoretical and practical classes on theoretical and practical grammar of the German language.
The paper reports on a pilot study devoted to the analysis of opinions expressed by Facebook discussants related to the immigration crisis in Europe. Opinions were conceptualised as the subjective expression of evaluation. The data were investigated in line with an original, tri-partite typology consisting of 46 criteria of evaluative language coming from distinct scholarly traditions: media studies, linguistics and Critical Discourse Analysis. Generally speaking, the proposed templates proved effective when mapped onto social media data; however, as there is a partial overlap of some of the categories used in the pilot study, the number of categories needs to be reduced in the subsequent investigation. The secondary objective of this paper is to present computational tools employed in the study, which, as the study shows, can enrich research methodology in communication studies, and these comprise the “R” package used for data visualisation and lexical and sentence-based embeddings based on LLM.
Predstavitev razvoja slovenske vezljivostne teorije kaže, kako se je od 16. stoletja naprej počasi tipizirala oz. izoblikovala tudi slovenska skladnja s svojimi lastnostmi in problemi. Kar pomeni, da se je obravnava od začetnih vsesplošnojezikovnih primerjalnih skladenjskih pojavov začela oživiti in hkrati kvalitetno poglabljati. Obenem pa razmerja med pomensko, skladenjskofunkcijsko in izrazno ravnino jezika skozi stoletja zelo jasno pokažejo postopno uzaveščanje slovenskega jezika, od začetnih zgolj površinskih opisov skladnje (primerjalni opisi skladenjskih pojavov v latinščini, nemščini in slovenščini) do problemskih obravnav. Tako se začetno predstavljanje osnovne rabe posameznih sklonov v slovenščini – izhodišče obravnave je izrazna ravnina – osredotoči na obravnavo predvsem slovenskih skladenjskih posebnosti, ki jih izpostavlja skladenjskofunkcijska oz. stavčnočlenska ravnina v vzročno- posledični povezavi s pomensko ravnino jezika.
This study investigates the interaction of German modal particles like ja and doch with discourse structure. We conduct an acceptability study of modal particles in four discourse relations (CIRCUMSTANCE, CONDITION, EVIDENCE, JUSTIFY) to test predictions of (in)compatibilities derived from a corpus study by Döring and Repp (2019). As ratings for sentences representing the discourse relations CIRCUMSTANCE and CONDITION were significantly lower than for the two causal relations if presented with a modal particle, we confirm that modal particles and discourse structure interact. In a forced-choice study testing the particle ja's effect on relation disambiguation, we show that ja supports a causal interpretation of an ambiguous context in the absence of explicit discourse markers. Our findings contribute to delineating the role of German modal particles in discourse, as we show that there is an interaction between discourse relations and modal particles, meaning that readers do not accept all modal particles in every discourse relation, and at least the modal particle ja serves as a non-connective discourse signal for causal relations.
Plural pronouns can have split antecedents distributed in various positions. This article scrutinizes the distribution of plural pronouns taking split antecedents in English, relying heavily on informant judgments to determine acceptability. Two conditions on split antecedents are proposed. These conditions are expressed in terms of the valents of predicates in a dependency grammar (DG) framework of syntax. The DG approach proves to be effective in cases that challenge semantic predicate-argument approaches.
Bu çalışmanın amacı Almancada ab-ekinin önekli fiillerdeki anlamsal işlevini incelemektir. Çalışma nitel araştırma kapsamında betimleyici bir yöntemle hazırlanmıştır. Almanca çekimli bir dil olmasına karşın eklerle sözcük yapımı çok yaygındır. Özellikle önekli fiiller söz varlığında önemli bir yer tutar. Önekli fiiller iletişimin vazgeçilmez ögeleridir. Ancak yabancı dil olarak Almanca öğretiminde yeterince ele alındığı söylenemez. Ders içeriklerinde çok az yer bulmaktadır. Yapılan gözlemler Almanca öğrenenlerin çoğunlukla temel fiilleri öğrendikleri ve kullandıklarını göstermektedir. Bu durum hem sözcük dağarcıklarında eksiklik hem de iletişimde zorluklara neden olmaktadır. Bu nedenle önekli fiillerin her yönüyle incelenmesi gerekir. Önekler birleştiği temel fiil ile etkileşime geçerek, söz dizimsel ve anlamsal işlevleri yerine getirirler. Önekli fiiller ekin özelliğine göre ayrılan fiiller ve ayrılmayan fiiller olarak iki grupta incelenir. Ab-önekli fiiller Almanca ayrılan fiiller grubunda yer alır. Almanca önekli fiiller arasında sayısal olarak en çok ab-öneki ile yapılan fiil bulunmaktadır. Bu nedenle ab-önekli fiillerin her yönüyle incelenmesi yabancı dil öğrenenlere katkı sağlayacaktır. Ab-eki bağımsız bir biçimbirimdir. Tek başına anlamı vardır. İlgeç ve belirteç olarak kullanılabilmektedir. Bir yer ve zaman bağlamında, başlama, ayrılma, uzaklaşma, aşağı yönelme, öykünme, sonlandırma ve güçlendirme anlamlarını taşır. Bu anlamları birleştiği temel fiile aktarır. Yabancı dil olarak Almanca öğretiminde eklerle sözcük yapımına, bu bağlamda önekli fiillere daha çok yer verilmesi, yabancı dil öğrenmede başarıyı artıracaktır.
The article discusses how different social actors are represented in discourse related to immigration and refugees. The main focus is on the comments to the German newspaper articles in the context of the meeting of right-wing politicians and extremists, such as the members of the German Alternative für Deutschland party; during that meeting, the participants discussed controversial immigration policies. Comments posted under the articles covering this meeting and its outcomes are analysed using tools provided by Critical Discourse Analysis. This method shows that both the AfD party and migrants are passivated (migrants more than AfD), with AfD being presented as a victim of circumstances, while migrants are mostly treated as objects in most of the comments. Most blame for the situation seems to be directed towards “the democratic opposition”.
Статья посвящена «развернутым» членам предложения в чеченском языке - особому типу членов предложения, которые, несмотря на то, что в чеченских грамматиках они не выделялись и не выделяются до сих пор, получили в чеченском широкое распространение, особенно в языке устного народного творчества, и являются одним из важнейших стилистических средств. Установлено, что в качестве «развернутых» используются как главные (подлежащее), так и второстепенные члены предложения (определение, дополнение, обстоятельство), в структурном отношении отличающиеся тем, что состоят из двух или более слов, каждое из которых как самостоятельный член предложения рассматривать трудно или невозможно.
Background. During the computerization of the Lithuanian language, a problem arose due to the double inflectional forms in genitive singular of the personal pronouns "aš (I)", "tu (you)" presented in the latest "Contemporary grammar of the Lithuanian language", because they do not fit into the traditional inflectional system of the Lithuanian language. The "Lithuanian Grammar Information System" (LIGIS), which is currently being developed, provides detailed morphological information about the word entered by the user. There is no provision for the presentation of several variants of a single word form, as these variants of the genitive case of the pronoun are an exception. Therefore, this article seeks to justify the inappropriateness of such treatment. For this, it was necessary to investigate in more detail the nature and status of the proper pronouns "mano (my)", "tavo (your)" and their equivalents in other languages, and to find out whether these words are really justly considered to be the second form of the genitive case of the words "aš (I)", "tu (you)". Methods. The article is written using analytical, comparative and deductive methods. Results.Words used in other languages (English, German, Ukrainian) which in their meaning correspond to Lithuanian "mano (my)", "tavo (your)" are usually inflected as adjectives and are not associated with the personal pronouns "aš (I)", "tu (you)" in paradigms. So, formally, they correspond to "manas", "tavas", which are considered as possessive pronouns and are no longer used anymore. In the academic grammar of the Lithuanian language, as well as in the very first grammar of the Lithuanian language by Daniel Klein, only one form of the genitive case is given for the pronouns "aš (I)", "tu (you)", respectively "manęs", "tavęs" and "manes", "tawes". However, academic Lithuanian grammar states that the pronouns "mano", "tavo", "savo", "kieno", "kažkieno", "niekieno" are not characterized by an inflectional category of cases at all. This fact is also very inconvenient when preparing the software, because these words are removed from the inflectional system of the Lithuanian language, indeterminacy remains. Сonclusions. After studying various and even very contradictory statements of Lithuanian linguists, it was found that it is most appropriate to separate the words "mano/manęs", "tavo/tavęs" into separate paradigms, considering that "mano", "tavo", "savo", "kieno", "kažkieno", "niekieno" are possessive pronouns of the genitive case, which have no more forms. The words "manęs", "tavęs" are personal pronouns in the genitive case, with "aš", "tu" as the nominative, and they have all the paradigm forms.
The article discusses word order in German and Slovenian contrastively, focusing on the rules of fixed word order and the possibility of free word order in sentences. In German, verb forms create the sentence frame, which is the basic building template, and simultaneously give rise to the typical characteristic of German sentences. Such frames are atypical in Slovenian. Selected sentences in both languages were analysed on the basis of the contrastive model developed by A. Wöllstein. The article presents the differences and similarities of word order in simple sentences in both languages, while also providing suggestions on how to adjust the model to the Slovenian language.
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Dieser Beitrag nimmt mit dem werden-Passiv eine bildungssprachliche Konstruktion genauer in den Blick. Zunächst wird dafür das Verhältnis von Passiv und Aktiv unter funktionalen Gesichtspunkten ausgeleuchtet, um herauszuarbeiten, warum und in welchen Kontexten Sprecher:innen des Deutschen das werden-Passiv verwenden. Dann werden die schulischen Erwartungen rund um das Passiv untersucht – einerseits in dem für Sprachbildung grundlegenden Fach Deutsch und andererseits in einem weiteren Fach (Geographie). Die Bildungspläne sehen für Deutsch eine Thematisierung dieser Konstruktion erst sehr spät vor und Deutschlehrbücher helfen den Schüler:innen nur teilweise, Form, Funktion und angemessenen Gebrauch des Passivs zu reflektieren. Eine Schulbuchanalyse aus dem Fach Geographie zeigt dagegen, dass der Fachunterricht von Schüler:innen zumindest das Verständnis dieser Konstruktion schon früh erwartet (vgl. Bryant et al. 2017). Aber ist das Passiv überhaupt schwierig? Dieser Frage geht eine Sichtung von Studien zum rezeptiven und produktiven Erwerb dieser Konstruktion im (Vor-)Schulalter nach. Befunde zur Fähigkeit, das Passiv zu verstehen und zu bilden, weichen dabei deutlich von solchen zum Gebrauch dieser Konstruktion in der freien Sprachproduktion ab. Es wird deshalb auch eine Interventionsstudie mit Viertklässler:innen vorgestellt, die die Möglichkeiten und Grenzen einer Förderung des Passivgebrauchs ausleuchtet (vgl. Siegmund 2022).
Bei der intensiven, multiperspektivischen Beschäftigung mit dem werden-Passiv sind wir auf allen Ebenen (Sprachtheorie, Sprachdidaktik, Spracherwerb) auf irritierende Aspekte und Widersprüchlichkeiten gestoßen und konnten datengestützt Inkonsistenzen beim Umgang mit dem Passiv im Schulkontext aufdecken, für die wir am Ende des Beitrages Lösungsvorschläge anbieten.
INHALT
1 Einleitung;
2 Zum Verhältnis von Aktiv und Passiv;
3 Schulische Erwartungen:
3.1 Passiv in den Bildungsplänen für das Fach Deutsch,
3.2 Passiv in Deutschlehrbüchern,
3.3 Passiv in Lehrbuchtexten für das Fach Geographie,
3.4 Schulische Erwartungen: Kurzes Fazit;
4 Passiverwerb und Passivgebrauch:
4.1 Passiverwerb im Vorschulalter,
4.2 Passiverwerb im Schulalter,
4.3 Möglichkeiten und Grenzen einer Intervention zum Passivgebrauch,
4.4 Passiverwerb und Passivgebrauch: Kurzes Fazit;
5 Implikationen für die Schule
In der vorliegenden Arbeit werden Kollokationen mit einem verbalen Kollokator in deutscher Rechtssprache untersucht. Als Korpus dienen Beispiele der Kollokationen, die dem geltenden Bayrischen Hochschulgesetz (BayHSchG) entnommen sind. Das Ziel der Untersuchung ist es, den metaphorischen Charakter dieser Gruppe von Kollokationen sowie ihre morphosyntaktischen und semantischen Besonderheiten im Bereich Jura zu bestimmen und sie mit ihren kroatischen Entsprechungen zu vergleichen. Die gesammelten Belege werden qualitativ und quantitativ analysiert, um festzustellen, welche Kollokationen und welche Verben als Kollokatoren im konkreten Gesetzestext am häufigsten vorkommen und welche morphosyntaktischen und semantischen Besonderheiten sie aufweisen. Am Ende wird die Gebräuchlichkeit einzelner Verben als Kollokatoren in der deutschen und kroatischen Rechtssprache verglichen. Die Untersuchungsergebnisse bestätigen, dass metaphorische und idiomatische Ausdrücke kulturbedingt sind und als solche oft unterschiedliche morphosyntaktische und sematische Realisierungen in den beiden Sprachen haben. Deswegen stellen diese Konstrukte eine Herausforderung beim Übersetzen dar, insbesondere bei den Jurastudenten mit unzureichenden Deutschkenntnissen, die sich in ihrem Studium und später in ihrem professionellen Leben mit Rechtstexten in deutsche Sprache auseinandersetzen. Die Ergebnisse der Untersuchung sollen Aufschluss über die Schwierigkeiten geben, auf die kroatische Juristen, Jurastudenten, oder unerfahrene Gerichtsdolmetscher und Übersetzer beim Verständniss und Übersetzen der metaphorischen Kollokationen mit einem verbalen Kollokator stoßen.
В статье рассмотрен вариант систематизации частей речи русского языка, в том числе гибридных частей речи, как то: порядковых, собирательных числительных и категории состояния. В исследовании дополняется состав русских местоимений, которые соответствуют всем основным частям речи. Для доказательства универсальности рассмотренных грамматических явлений приводятся параллели с немецким языком.
The article considers a variant of systematization of parts of speech of the Russian language, including hybrid parts of speech, such as ordinal, collective numerals and categories of state. The study complements the composition of Russian pronouns that correspond to all the main parts of speech. To prove the universality of the grammatical phenomena considered, parallels with the German language are given.
Im Fokus dieses Beitrags steht die Anwendbarkeit der Valenztheorie beim Erwerb von grammatischen Strukturen der deutschen Sprache in der Primarstufe. Es werden anhand des Valenzglossars (kurz VAGLO) Beispiele für den Einsatz von Valenzstrukturen im Unterricht präsentiert, die Lernende gezielt unterstützen und den Ansprüchen eines ganzheitlichen Grammatikunterrichts gerecht werden. Denn es gibt es ein klares Argument für die Integration der Verbvalenz in den Grammatikunterricht der Primarstufe: ihre inhärente Bildlichkeit. Die Möglichkeit, komplexe syntaktische und semantische Beziehungen von Wörtern in Sätzen anhand von Baumdiagrammen zu illustrieren, birgt einen großen Vorteil für Lernende. Besonders unter Berücksichtigung der Prinzipien des kontrastiven Spracherwerbs unterstützt die Illustration und der Vergleich von Valenz in unterschiedlichen Sprachen beim Erwerb von grammatischen Strukturen enorm. Das VAGLO kann hierbei eine geeignete Unterstützung für den kommunikativen und kompetenzorientieren Grammatikunterricht bieten, der auch die Autonomie der Lernenden zum Ziel hat.
El presente texto explora el fenómeno verbal conocido como aspecto. Para ello, se propone su comprensión a partir de tres niveles fundamentales de realización lingüística: el lexical, el morfológico y el sintáctico. Esta distinción pretende homogeneizar las múltiples denominaciones que recibe el fenómeno. El cometido central del texto es, no obstante, la comparación de los sistemas aspectuales de la lengua española y alemana en función de este modelo. La justificación central de la investigación radica en la escasa literatura especializada desde el punto de vista contrastivo. Asimismo, al final de la investigación se esbozan algunas implicaciones didácticas para la enseñanza del alemán como lengua extranjera para hispanohablantes.
The empirical material is the novel of the German-speaking writer B. Schirmer Schlehweins Giraffe. The research focuses on speech strategies and tactics of politeness as one of the components of verbal communication addressed to the Giraffe. Recorded in a text, the model of verbal and non-verbal behavior of a person, the author, trying to encourage a conversation with an animal is analysed. The category of politeness, thus, appears in a single discursive space with the direction. The relevance of the study is explained by the communicative and pragmatic approach applied to the analysis of speech addressed to an animal. The narrator treats the animal with great care. He also asks various questions to the Giraffe as he believes the Giraffe is able to communicate. However, the author fails to establish communication. The Giraffe is silent. The narrator uses directive linguistic means in the colloquial style of speech: brief questions, accentual particles, lexical and syntactic repetitions, appeals to the Giraffe and so on. The author-narrator repeatedly corrects his verbal behavior, uses various strategies, but, eventually, comes to the conclusion, that the Giraffe is incoherent. Finding herself in a usual natural environment, the Giraffe unexpectedly reproduces a phrase which belongs to the group of precedent texts, to the surprise of the narrator. The narrator understands the reasons for the Giraffe’s persistent silence. The communicative strategy of the author-narrator changes, his speech becomes rude and impolite. Thus, the language material illustrates the widest spectrum of politeness pragmatics and deviations from this speech strategy.
Тhe article examines ways and means of reducing the categoricalness of the deontic statement. The analysis is carried out based on the corpora of national languages, Russian and German. The nuclear equivalent of a deontic utterance in German and Russian is a deontic construction consisting of the obligatory components such as a deontic marker/predicate; an infinitive of a semantic verb denoting an action aimed at changing the situation; the deontic subject, or potential performer, of a required action as well as various optional components. The study focuses on figuring out the components of the deontic construction involved in reducing the categoricalness of the deontic utterance. The study shows that the interconnection of deontics and epistemics in the deep structure allows explicating the putative mode of deontic utterances for speaker’s pragmatic tasks. Based on the corpus data, it systematizes the means of marking the epistemic modus of a deontic statement. It reveals optional components marking fuzziness and indicating the uncertainty of necessity, which include temporal markers and quantifiers as well as various evaluative indicators contributing to communicative cooperation and creating a positive image of the speaker. It describes the semantic types of the deontic subject involved in the creation of the indefiniteness of the statement. The study addresses the role of the deontic source explication in reducing categoricalness. It reveals the role of the deontic performative in hedging the introductory message, which due to the performative formula is marked as informationally significant.
Theo một số nghiên cứu về việc sử dụng tính từ dạng biến cách của người học tiếng Đức cũng như theo kinh nghiệm giảng dạy của chúng tôi, tỷ lệ người học mắc lỗi liên quan thường cao. Để thấy được tần suất mắc lỗi của sinh viên Khoa Ngôn ngữ và Văn hóa Đức, Trường Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội (ULIS) khi sử dụng tính từ tiếng Đức ở dạng so sánh hơn/so sánh nhất hay với vai trò là định ngữ, chúng tôi đã khảo sát online 48 sinh viên. Sau khi phân tích, thống kê các lỗi mà sinh viên mắc phải khi làm năm bài tập cho sẵn liên quan tới việc sử dụng tính từ ở dạng biến cách, nghiên cứu cho thấy một số kết quả sau: Người học mắc lỗi rất nhiều khi vừa phải biến đổi tính từ ở dạng so sánh hơn cũng như so sánh nhất, vừa phải điền đuôi tính từ. Ngoài ra, sinh viên gặp khó khăn khi sử dụng tính từ đứng trước danh từ số nhiều đi kèm với quán từ sở hữu hoặc quán từ phủ định keine (ở tất cả các cách). Ở dạng bài tập lựa chọn một trong bốn phương án cho sẵn, tỷ lệ làm theo quy tắc cao nhất, có lẽ do đây không phải là bài tập sản sinh, vận dụng, mà chỉ đơn thuần là bài tập có câu hỏi đóng. Kết quả trái ngược có thể thấy ở bài tập mà người học phải vận dụng khả năng sản sinh, ví dụ bài hoàn thành câu. Kết quả của nghiên cứu này[1] có thể góp phần giúp các giáo viên giảng dạy tiếng Đức xem xét lại và đổi mới phương pháp dạy ngữ pháp nói chung, sự biến cách của tính từ nói riêng để giúp người học bớt gặp khó khăn trong việc học hiện tượng ngữ pháp này.
The object of the study is the infinitive of the German language, and the subject is its semantic, structural and functional characteristics, which make it possible to interpret it as a verb form. The authors consider in detail such aspects as the specificity of the infinitive expression of the verbal categorical meaning, which brings it closer to the noun; structural division and microsystem of infinitive forms of the modern German language. Morphological features of the infinitive are considered through the prism of historical changes in the structure of the word in the German language. The authors pay special attention to the syntactic behavior of the infinitive. At the same time, the authors pay special attention to the multifunctionality of the infinitive, which is maximally identical to the nominal parts of speech. At the same time, the authors note the manifestation of the verb character of the infinitive in the ability to form a verb group. The methodological basis of the work is based on a systematic approach to the interpretation of linguistic phenomena in synchrony and diachrony. The theoretical basis of the research is the fundamental principles of general, comparative historical and Germanic linguistics. The comparative method and the method of distributive analysis were used to identify the functional potential of the infinitive and innovative phenomena. The main conclusions of the study are to identify the complexity of interpreting syncretic units to which the infinitive belongs. It was found that during the development of the German language, the infinitive gradually entered its verbal system, losing nominal grammatical features, such as the case paradigm. At the same time, the infinitive acquired verbal signs, as a temporary and collateral meaning. A special contribution of the author is the conclusion that the dual nature of the infinitive, which determines its peripheral position, is the basis for expanding its functional potential, which contributes to the participation of the infinitive in the formation of new grammatical structures/forms. The novelty of the study lies in the identification of such a function of the infinitive as participation in the formation of verb groups, where maximum proximity with the final verb is manifested.
Eś handelt sich um eine Rezension des folgenden Buches: Susanne Kabatnik (2020): Leistungen von Funktionsverbgefügen im Text. Eine korpusbasierte quantitativ-qualitative Untersuchung am Beispiel des Deutschen und Polnischen. Tübingen: Narr, 385 S.
Nove tehnologije korenito posegajo in spreminjajo delo prevajalcev in tako pomembno vplivajo na prevajalski poklic in študij. Na te spremembe se morata odzvati tako praksa kot tudi prevajalski študijski programi. Spričo vseh izjemno hitro razvijajočih se tehnologij zato bojazen in dvomi, ali bodo človeka v prihodnje nadomestili stroji, niso povsem odveč. Prevajalci tako prevzemajo nove oblike dela; poleg tradicionalnih kompetenc (jezikovne, besedilne, kulturne kompetence in kompetence transfera) vključuje sodobno prevajalsko delo tudi editing in post-editing – torej korekture, ki so postale nepogrešljiv, a tudi zelo zahteven del prevajalskega procesa. Sodobne tehnologije pomembno vplivajo tudi na prevodoslovje in izobraževanje bodočih prevajalcev; so nova realnost in oblikovati je potrebno strategije o tem, kako jih čim bolj smiselno vključiti v pouk prevajanja. Zato smo izvedli raziskavo in z njo skušali ovrednotiti zanesljivost in primernost strojnih prevodov, nato pa temu ustrezno prilagoditi pedagoški proces.
In this thesis we investigated the possibilities of translating the preposition um from German to Serbian. While reading a translated text, we usually do not ask questions about the translation equivalents. But how many are there actually? Do they have to be the same part of speech? This work has shown the most common and popular solutions, but without neglecting the rare ones. It was proven that the most common translation equivalent of the preposition um is also a preposition in Serbian, namely the preposition u. In addition, there are other prepositions and structures, as well as other parts of speech. For some examples it was not possible to identify an equivalent. The method used in this article is contrastive analysis.
The present-day German modal verb dürfen (‘to be allowed to do sth’) is currently undergoing a lexical split in its grammaticalisation. In the subjunctive II, dürfte, it is developing into an epistemic
marker of phoric non-factuality used to express a speaker-based judgment of the probability of
a given proposition (Politt 2022). Epistemic dürfte thus grammaticalises into the grammatical category mood, whereas its non-epistemic form remains part of a lexical class of modals. While dürfte is
known to have progressed quite far on its grammaticalisation path, somewhere between stage 3 and
4, it still shows remnants of grammaticalisation stage 2 (Lehmann 2002, Diewald 2009). The present
paper analyses 92 ambiguous sentences of dürfte taken from the DWDS core corpus of the 20th century (Geyken 2007). These sentences are assumed to exhibit critical contexts, which are remnants
of grammaticalisation stage 2 (cf. Diewald 2009). They can be interpreted both as epistemic or as
non-epistemic. Since the epistemic reading of dürfte is assumed to have developed into the default
interpretation for the subjunctive II (Mortelmans 2019, Politt 2022), the ambiguous sentences are
analysed in regard to their similarity to typical contexts for epistemic dürfte for three classes of features: (i) features of the subject, (ii) of the verbal complement, and (iii) the sentence context. On the
one hand, variation can be found in all three feature classes, indicating that the grammaticalisation
has not yet progressed fully out of stage 2. On the other hand, a tendency for favouring an epistemic
interpretation of the ambiguous sentence could be shown, too, illustrating the developing functional
independence of epistemic dürfte.
In the paperI deal with the semantic analysis of the German modal particle "wohl" and their possible translations in Serbian.
Der Beitrag setzt sich zum Ziel, die kategorialen, zwischen dem semantisch reduzierten Prädikat und einem Substantiv oder einer Präpositionalphrase entstehenden Komponenten des Funktionsverbgefüges (FVG) im Deutschen zu beschreiben, um auf dieser Basis dessen Rezeption didaktisch zu erleichtern. Dazu wird die Syntax dieses Konstruktionstyps analysiert und es wird untersucht, inwieweit die semantische Reduktion des Prädikats noch die Fähigkeit hat, die geeigneten Kategorien von Komplementen / Ergänzungen zuzulassen und sie formallogisch zu determinieren. Im Anschluss werden adäquate Übungskonzepte vorgestellt, die das beschriebene Phänomen didaktisieren.
Almancadaki modal fiiller iki farklı anlama sahiptir. Bunlardan biri “öznel” diğeri ise “nesnel” olarak ifade edilir. Nesnel ifadeler konuşmacının kişisel görüşünü yansıtmazken, öznel ifadeler, ağırlıklı olarak konuşmacının yorumuna ve tahminine dayanır. Bir ifadenin epistemik bağlamı, cümleyi kuran kişinin konuşma esnasında mevcut bilgisine dayalı varsayımlara ve olasılığa karşılık gelir. Epistemolojik açıdan bakıldığında Almancada bazı fiiller epistemik kullanıma sahiptir. Bunlardan biri de olasılık ve tahmin anlamı taşıyan “können” yardımcı fiilidir. Bu çalışma “könnte” yardımcı fiilinin epistemik kullanımı ile sınırlandırılmıştır. “Könnte” yardımcı fiili DeReKo derleminde incelenmiş, kullanım sıklığına bakılmış, kullanım alanları taranmış ve derlem dilbilimsel açıdan betimlemeler yapılmıştır. Çalışmanın amacı “könnte” yardımcı fiilinin epistemik kullanımını derlem dilbilimsel analiz yöntemiyle sistematik olarak analiz etmek ve analizden elde edilen verilerle “könnte” yardımcı fiilinin epistemik kullanımı üzerinde durmak ve örnekler sağlamaktır. Çalışmada nitel ve nicel veri analiz yöntemleri kullanılmıştır. Nitel araştırma yöntemlerinden durum çalışması deseninden ve nicel araştırma yöntemi olarak ise derlem dilbilimsel analizlerden faydalanılmıştır. Veri toplama aracı olarak ise DeReKo derlemi tercih edilmiş, bu derlemde yapılan analizde “könnte” ile sınırlandırma yapılarak veriler elde edilmiştir. Bu analizden elde edilen 402.980 “K/könnte” yapıları içinden ise olasılıklı örnekleme yöntemlerinden basit tesadüfi örnekleme yöntemiyle DeReKo derleminde 100 adet “könnte” yardımcı fiilini içeren örnek cümlede inceleme yapılmıştır. Yapılan analiz sonucunda tarz sözcüğü (Modalpartikel) ya da doldurma sözcüğü (Füllwort) olarak adlandırılan en sık “vielleicht” ve “doch” kelimeleriyle kullanıldığı tespit edilmiştir: Alan yazına bakıldığında, daha önce “könnte” yardımcı fiilin derlem dilbilimsel analiz yöntemiyle incelenmediği ve böyle bir çalışma olmadığı saptanmıştır. Bu yönüyle çalışma özgün bir çalışmadır ve alana katkı sağlayacağı düşünülmektedir. Aynı zamanda çalışma diğer modal yardımcı fiillerin epistemik kullanımının derlem dilbilimsel araştırılmasına örnek teşkil etmektedir.
Nicht alle Wörter des Deutschen können eindeutig einer einzigen Wortart zugeordnet werden. Diese sogenannten Grenzgänger stellen nicht nur Schüler*innen beim Erwerb grammatischer Strukturen vor Herausforderungen, sondern vor allem Lehrpersonen müssen Strategien entwickeln, um den Grammatikunterricht möglichst begreiflich zu gestalten. Haben die Lernenden außerdem eine andere Erstsprache als Deutsch, sind diese mit einer weiteren Herausforderung konfrontiert. Wortartenkategorien können von einer anderen Sprache nicht ohne weiteres auf eine andere Sprache übertragen werden. So ist es Schüler*innen mit Deutsch als Zweitsprache nicht möglich, auf das bereits erlernte Wortartensystem zurückzugreifen. Durch Ansätze der funktionalen Grammatik können Möglichkeiten aufgezeigt werden, um ein neues Verständnis für Wortarten und deren systemische Kategorisierung zu schaffen.
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