Dissertations / Theses: 'German language German language German language Manuscripts, German'

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Reindl, Donald F. "Language contact: German and Slovenian." Bochum Brockmeyer, 2005. http://d-nb.info/990069427/04.

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Kathol, Andreas. "Linearization-Based German Syntax /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487867541733891.

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Stoehr, Louise Elizabeth. "The effects of built-in comprehension aids in a CALL program on student-readers' understanding of a foreign language literary text /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Franke, Katharina. ""We call it Springbok-German!": language contact in the German communities in South Africa." Monash University. Faculty of Arts. School of Languages, Cultures and Linguistics, 2009. http://arrow.monash.edu.au/hdl/1959.1/68398.

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Varieties of German are spoken all over the world, some of which have been maintained for prolonged periods of time. As a result, these transplanted varieties often show traces of the ongoing language contact as specific to their particular context. This thesis explores one such transplanted German language variety – Springbok- German – as spoken by a small subset of German Lutherans in South Africa. Specifically, this study takes as its focus eight rural German communities across two South African provinces, KwaZulu-Natal and Mpumalanga, which were founded in the second half of the 19th century. The study employs a broadly ethnographic approach and integrates participant observation with interviews and (limited) questionnaire data. On the one hand, it addresses issues of language maintenance and shift, and on the other, presents findings from an analysis of grammatical features, that is morphosyntactic and syntactic features, of this particular German language variety. The thesis explores the domains where speakers continue to make use of German, by discussing practices at home, within the church and community, and at school. It also briefly considers German media consumption. The findings reveal that the home and the church/community constitute the strongholds of German language maintenance, although intermarriage is having an increasing impact on these patterns. Changes in the demographics of the communities, e.g. out-migration of younger speakers and barely any in-migration, are also shown to be detrimental to the continued survival of German in this region. Conceptualising these communities as ethnoreligious ones where (Luther) German functions as a ‘sacred variety’ (cf. Fishman, 2006a) helps to account for the prolonged maintenance patterns as exhibited by the communities. The study explores how the communities are shaped by their German Lutheranism and a 19th century understanding of Volkstum, and how this resulted in an insistence on preserving the German language and culture at all costs. This is still transparent today. This study also seeks to provide new insights into the structure of Springbok- German, and, for this purpose, explores a number of (morpho)syntactic features, including case marking, possessive constructions, word order, and infinitive complements. Although the overall findings indicate that Springbok-German is (still) relatively conservative, there are clear indications of emerging structural changes. While reduction in the case system, for example, is not as advanced as in other transplanted German varieties, the accusative/dative distinction is becoming increasingly blurred. Changes are also apparent in possessive constructions and word order. In this context, the study considers the fundamental question of the role language contact plays in such situations, i.e. whether the respective changes can plausibly be attributed to contact with Afrikaans and/or English, or whether they are best seen as the result of language-internal tendencies. The conclusion follows that it is difficult to ascertain the precise role of external influence vs. internal developments. The developments in Springbok-German are best seen as resulting from a combination of both, shaped furthermore by the social conditions as prevalent in this particular language contact setting.

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Chan, Yin-fung. "Towards an interactive view of third language acquisition : the case of the German Vorfeld /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24729966.

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Te, Velde John R. "Coordination and German syntax /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/9935.

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Sapp, Christopher D. "Verb order in subordinate clauses from Early New High German to Modern German." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232562.

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Thesis (Ph.D.)--Indiana University, Dept. of Germanic Studies, 2006.
"Title from dissertation home page (viewed July 9, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2963. Adviser: Rex A. Sprouse.

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8

Nerbonne, John A. "German temporal semantics three-dimensional tense logic and a GPSG fragment /." New York : Garland Pub, 1985. http://books.google.com/books?id=pMRbAAAAMAAJ.

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Rohfleisch, Irene. "Sprachsituation und Sprachverhalten in Teilen des heutigen Oberschlesiens." Berlin : Dissertation.de, 2001. http://catalog.hathitrust.org/api/volumes/oclc/50486903.html.

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Waldenberger, Sandra. "Präpositionen und Präpositionalphrasen im Mittelhochdeutschen." Tübingen : Niemeyer, 2009. http://site.ebrary.com/id/10329873.

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Turner, Carolyn. "Aspects of prepositional errors in German as a second language /." Title page and contents only, 1993. http://web4.library.adelaide.edu.au/theses/09AR/09art945.pdf.

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Koopmann, Christiane. "Aspekte der Mehrgliedrigkeit des Ausdrucks in frühneuhochdeutschen poetischen, geistlichen und fachliterarischen Texten." Göppingen : Kümmerle, 2002. http://books.google.com/books?id=CNpbAAAAMAAJ.

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Voeste, Anja. "Varianz und Vertikalisierung zur Normierung der Adjektivdeklination in der ersten Hälfte des 18. Jahrhunderts /." Amsterdam ; Atlanta, GA : Rodopi, 1999. http://books.google.com/books?id=C7FbAAAAMAAJ.

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Chan, Sze-Mun. "Genusintegration : eine systematische Untersuchung zur Genuszuweisung englischer Entlehnungen in der deutschen Sprache /." München : Iudicium, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2657004&prov=M&dokv̲ar=1&doke̲xt=htm.

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Lennon, P. "Second language acquisition of advanced German learners." Thesis, University of Reading, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378307.

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Struch, Angelika. "Rethinking German language education : a hermeneutic approach." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31163.

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This dissertation argues that the educational value of German language study would be improved by a hermeneutic approach. Language educators have for some time had difficulties forging a common approach. In my view, language pedagogy should concentrate on the transformation of the familiar by the unfamiliar, or the change in self-understanding made possible by the learning of a new language. My original contribution to this discussion is to show how the philosophy of Martin Heidegger could be usefully applied. Chapter One gives an overview of contemporary language education in terms of its recent developments. In my account, the recent cultural turn has led to an impasse over the very concept of culture. My suggestion is that, in order to educate students better to reach current goals, a more productive approach would be to encourage the turn from one's own, familiar language to another, unfamiliar one. Greater knowledge of other languages is an important step on the way to greater knowledge of the world. Chapter Two introduces my claim that Heidegger's hermeneutics specifically should be applied to language education. Of course many writers have promoted Heidegger's importance for general education, but an historical overview of his contributions reveals how the possibility of applying his work to German language education has emerged. Chapter Three develops a model of Heidegger's hermeneutic philosophy. The two main features of this model are authentic understanding and poetic thinking. Chapter Four explores the claim that a more hermeneutic model of teaching and learning, especially if derived from Heidegger's reading of Plato, would lead to a crucially different understanding of language teaching and learning. Chapter Five contrasts three different first-year German language programs from the perspectives of authentic understanding and poetic thinking. The aim in this chapter is to recommend new ways of conceiving German language programs more generally. My conclusion underlines the importance of language study for post-secondary education today.
Arts, Faculty of
Central Eastern Northern European Studies, Department of
Graduate

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17

Féry, Caroline, and Laura Herbst. "German sentence accent revisited." Universität Potsdam, 2004. http://opus.kobv.de/ubp/volltexte/2006/827/.

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Results of a production experiment on the placement of sentence accent in German are reported. The hypothesis that German fulfills some of the most widely accepted rules of accent assignment— predicting focus domain integration—was only partly confirmed. Adjacency between argument and verb induces a single accent on the argument, as recognized in the literature, but interruption of this sequence by a modifier often induces remodeling of the accent pattern with a single accent on the modifier. The verb is rarely stressed. All models based on linear alignment or adjacency between elements belonging to a single accent domain fail to account for this result. A cyclic analysis of prosodic domain formation is proposed in an optimality-theoretic framework that can explain the accent pattern. Japanese wh-questions always exhibit focus intonation (FI). Furthermore, the domain of FI exhibits a correspondence to the wh-scope. I propose that this phonology-semantics correspondence is a result of the cyclic computation of FI, which is explained under the notion of Multiple Spell-Out in the recent Minimalist framework. The proposed analysis makes two predictions: (1) embedding of an FI into another is possible; (2) (overt) movement of a wh-phrase to a phase edge position causes a mismatch between FI and wh-scope. Both predictions are tested experimentally, and shown to be borne out.

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Ashby, Wendy. "Authoring the German "other": A semiotic,narrative discourse analysis of the culture box in beginning L2 German textbooks." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280250.

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Recent trends in immigration to the German speaking countries have contributed to a new multi-cultural demographic in the "culture boxes" of L2 German textbooks. A close analysis of their content, however, reveals a racist discourse that promotes and reinforces a power-based, hegemonic majority culture at the expense of minorities, as well as materials that reinforce U.S. American cultural values at the expense of German ones by imagining a community of German speakers that meets U.S. national identity needs. Utilizing tools from the fields of semiotics, critical discourse analysis and cultural studies, the dissertation demonstrates how both racism toward the German "Other" and U.S. American ethnocentrism are promoted by discourse strategies including but not limited to: narration, indexicality, myth, metaphor and metonym. This dissertation views and comments on the L2 German textbook from the perspective of text itself, the culture therein represented, and the users of the materials, proposing that "reading" the L2 German textbook from a Cultural Studies perspective effectively addresses current theories about culture teaching and disciplinarity while bringing basic language learners into a much-advocated arena of critical thinking about the self and others. Such activities align basic language instruction more closely with beliefs about the responsibilities and goals of Humanities and General Education teaching in the United States.

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Burghardt, Josef. "Database system for teaching German." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834506.

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It is not revolutionary to say that repetition and practical experience is a very important aspect in learning about and understanding a topic. This is especially true for languages, particularly from the point of view of vocabulary.Like in many other processes that deal with gaining knowledge, studying foreign words involves a lot of side work: For instance the selection of words, or their presentation for the actual training.The purpose of this thesis is to automate the study of vocabulary. To do so, an intelligent software package was developed. Divided into three parts the project takes into account the aspects from the language point of view, from the studying point of view, and from the computer science point of view.The fundamental idea to accomplish the goal is a relational database system. It is utilized by software programs that solve their tasks in respect to data management, data manipulation, storage and retrieval, in an efficient way.The system is developed for English speaking persons studying German as a foreign language. And with every language having its own nature, it naturally influences all levels and aspects of design and utilization of the database.l:
Department of Computer Science

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Kim, Jong Blau. "Zweieinheit zur Logik von Subjekt und Objekt im Deutschen und Koreanischen /." München : [s.n.], 2004. http://books.google.com/books?id=LP_WAAAAMAAJ.

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Townson, M. R. "Solidarity and power in German : language as political action : a contribution to the socio-cultural history of the German language." Thesis, Aston University, 1991. http://publications.aston.ac.uk/10273/.

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Germany's latest attempt at unification raises again the question of German nationhood and nationality. The present study examines the links between the development of the German language and the political history of Germany, principally in the nineteenth and twentieth centuries. By examining the role of language in the establishment and exercise of political power and in the creation of national and group solidarity in Germany, the study both provides insights into the nature of language as political action and contributes to the socio-cultural history of the German language. The language-theoretical hypothesis on which the study is based sees language as a central factor in political action, and opposes the notion that language is a reflection of underlying political 'realities' which exist independently of language. Language is viewed as language-in-text which performs identifiable functions. Following Leech, five functions are distinguished, two of which (the regulative and the phatic) are regarded as central to political processes. The phatic function is tested against the role of the German language as a creator and symbol of national identity, with particular attention being paid to concepts of the 'purity' of the language. The regulative function (under which a persuasive function is also subsumed) is illustrated using the examples of German fascist discourse and selected cases from German history post-1945. In addition, the interactions are examined between language change and socio-economic change by postulating that language change is both a condition and consequence of socio-economic change, in that socio-economic change both requires and conditions changes in the communicative environment. Finally, three politocolinguistic case studies from the eight and ninth decades of the twentieth century are introduced in order to demonstrate specific ways in which language has been deployed in an attempt to create political realities, thus verifying the initial hypothesis of the centrality of language to the political process.

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Portnoy, Katherine Anne. "“Grüss Gott!”: A Study of Austrian Identity Through Language." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300570002.

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Morin, Hélène. "Formen der Kohäsion in deutschen philosophischen Texten und deren Übersetzungen ins FranzÜsische : zu den "Pronominaladverbien" vom Typ "darüber" und "worauf"." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69622.

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The following thesis focuses on forms that traditional German grammar designates as "Pronominaladverbien." The objective was to establish the word class under which these forms-hereafter DWPs-should fall and their syntactic role. The thesis also aims at determining which translation procedures are used when translating German DWPs into French.
As a first step, DWPs were integrated into a classification system that took into account both their proform character and their various syntactic roles.
Organizing the DWP translations into a system proved to be somewhat arduous. After reviewing various translation theories, a conclusion became unavoidable: these systems do not accommodate all the characteristics of DWPs. A new classification system was devised.
With the new system, it became possible to identify the most frequent translation procedures used for each DWP type and, at times, to explain their frequency. The conclusion of the thesis is that French manages in most cases to translate German DWPs without significant semantic loss.

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Keyler-Mayer, Judith. "Luthers Gebrauch von Modalpartikeln in seiner Übersetzung der vier Evangelien." Amherst, Mass. : University of Massachusetts Amherst, 2010. http://scholarworks.umass.edu/dissertations/AAI3397716/.

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Somerholter, Kerstin Evelyn. "Language contact and shift in the Soviet German speech community /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/fullcit?p9947394.

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Wiesehan, Gretchen. "History, identity, and representation in recent German-language autobiographical novels /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/6653.

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Ormsby, Deborah Christine. "Integrating reading into the modern German language classroom." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1442964.

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Staffan, Kenneth E. "An intelligent tutoring system for the German language /." Online version of thesis, 1993. http://hdl.handle.net/1850/11732.

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Stolte, Rosemarie. "German language learning in England : understanding the enthusiasts." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/388471/.

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This study explores the motivation of English undergraduates to study German. In a context focused approach the history of German language learning in England is reviewed first. The historical findings in combination with a review of L2 motivation research lead to the empirical work. Inspired by Ushioda’s (2009) person-in-context relational view of motivation I have conducted cross-sectional qualitative interview research with groups of British undergraduates who study German at two different English universities. The data collected gives an insight into language learning motivation in general and shows what is specific to Anglophone learners and to German language learning. Through qualitative data analysis relating to different language learning motivation models I test the relevance of the concepts of integrativeness, instrumental orientation and the L2 motivational self system, to the learning of a high status ‘niche’ language which is often a third language for Anglophone students.

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Fischer, Klaus. "Investigations into verb valency : contrasting German and English." Thesis, University of Wales Trinity Saint David, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683145.

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Levine, Rachel. "The Politics of Language and the Language of Politics : the Use of German and Kiswahili in German East Africa, 1885-1918." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA176.

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En Afrique orientale allemande, le kiswahili servait à la fois de langue d’instruction dans les écoles gérées par le gouvernement, et de langue de travail dans l’administration coloniale. Cette thèse examine diverses sources primaires et secondaires pour déterminer comment cette pratique administrative fut instituée et dans quel contexte. Il s’intéresse également aux enjeux et postures relatifs à son implémentation, de même qu’à ses conséquences à court, moyen et long terme pour la colonie allemande et pour l’identité et la conscience propre de ce peuple colonisé qui subirait la domination britannique avant d’accéder à l’indépendance en tant que Tanganyika, puis Tanzanie
In German East Africa, Kiswahili was used as the language of instruction in government-run schools and as the language of administration. This article examines various archival, primary, and secondary sources to determine how this administrative practice came to pass; the background against which such a decision was taken or practice was institutionalized; the issues, attitudes, and problems that surrounded that practice; and what consequences it had in the short, medium, and long term for both the German colony and the consciousness and identity of the colonized people who would go on to experience British rule and then independence as the countries of Tanganyika and Tanzania

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Smirnova, Elena. "Die Entwicklung der Konstruktion "würde" + Infinitiv im Deutschen : eine funktional-semantische Analyse unter besonderer Berücksichtigung sprachhistorischer Aspekte /." Berlin [u.a.] : de Gruyter, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015001895&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Wingate, Ursula. "An investigation into the effectiveness of different dictionary types for intermediate learners of German." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22805552.

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Hughes, Michael. "Morphological faithfulness to syntactic representations /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3099922.

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35

Vogel, Ralf (ed ). "Three papers on German verb movement." Universität Potsdam, 2004. http://opus.kobv.de/ubp/volltexte/2006/1093/.

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This volume offers new arguments and perspectives in the ongoing debate about the optimal analysis of verb movement, mainly, but not exclusively, in German. Fanselow and Meinunger deal with verb second (V2) movement in German main clauses. Fanselow argues that head movement of the substitution type follows the standard minimalist conceptions of Merge and Move and is therefore not subject to the same objections as head movement as head adjunction which violates Chomsky's minimalist extension condition, operates countercyclically, and fails to let the moved head c-command its trace. Fanselow argues for V2 movement as head movement of the substitution type.

Meinunger discusses a restriction on V2 movement imposed by phrases like "mehr als" ('more than'), as in "Der Wert hat sich weit mehr als verdreifacht" ('the value has far more than tripled') where V2 movement is ruled out (cf. *"Der Wert verdreifachte sich mehr als"). Meinunger claims that this restriction is best analysed in phonological terms: the preposition/complementiser "als" acts as a prefixal clitic to its host, the finite verb, which therefore may not move without it. With respect to the V2 debate, Meinunger argues for an interface perspective. He shows that V2 is restricted from both the conceptual and the phonological interface.

Vogel, finally, discusses the syntax of clause-final verbal complexes and their dialectal variation in German. He compares three different syntactic analyses, a minimalist head movement analysis, a minimalist XP movement analysis, and an Optimality theoretic PF movement analysis. The three accounts are evaluated relative to the additional assumptions they have to make, the complications they face and how they fit the observations. Vogel argues in favour of the phonologically oriented OT analysis because of its ability to create a direct link between the coming about of a particular word order pattern and its basically phonological trigger. Each of the three papers recognises the relevance of surface forms in the analysis of German verb movement. They differ, however in the extent to which phonological aspects take part in the explanations they offer.

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Johannes, Elisabeth. "DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/741.

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Solin, Doreen (Doreen Frances). "Germanic verb order : the case for INFL-second." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60097.

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Within the framework of Government-Binding Theory, this thesis argues that the Germanic languages, including German and related languages, should be analyzed as having INFL-second underlying work order. Contrary to traditional generative treatments of the so-called "verb-second" (V2) phenomenon, it is claimed here, in light of certain subtle asymmetries, that the final target site of the moved verb is INFL (I$ sp0)$ in sentences with pre-verbal subjects and COMP (C$ sp0)$ in those with pre-verbal non-subjects.
It is further maintained that an analysis, as modified and extended in the thesis, in which verb movement is triggered by the Empty Category Principle (ECP) is superior, on both conceptual and empirical grounds, to other theories advanced by generativists to date. A wide variety of clause types in the modern Germanic languages, including in particular German V2 complements and Icelandic infinitival complements, are examined, the final chapter being devoted to a proposal concerning German "parentheticals".

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Mealing, Cathy. "German noun compounds and their role in text cohesion." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64084.

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Venohr, Elisabeth. "Textmuster und Textsortenwissen aus der Sicht des Deutschen als Fremdsprache : textdidaktische Aspekte ausgewählter Textsorten im Vergleich Deutsch-Französisch-Russisch." Frankfurt am Main [u.a.] : Lang, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015602875&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Kashapova, Dina. "Kunst, Diskurs und Nationalsozialismus : semantische und pragmatische Studien /." Tübingen : Niemeyer, 2006. http://www.loc.gov/catdir/toc/fy0701/2006485483.html.

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Knoll, Sonja. "Word order within infinitival complements in Swiss-German." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61299.

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This thesis studies word order variations in Swiss-German sentences that contain infinitival complements. Such sentences exhibit interesting word order. Verbs can be in different orders and the objects selected by these verbs can be in different positions relative to them. The aim of this thesis is to give a general account of these word order facts based solely on structural properties of the complements in the underlying structure. In particular, it is claimed that Swiss-German verbs that take infinitival complements do not all select the same type of complements. Some verbs (like modals, perception verbs and causatives) select VPs, others (like raising verbs) select IPs and others (like control verbs) select IPs or CPs. Mechanisms such as extraposition, verb raising and proliticization then apply to different structures in order for the sentence to satisfy T-linking. Extraposition applies to IPs and CPs, verb raising to IPs and VPs and procliticization to verbs that are sister to VPs.

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Reindl, Donald F. "The effects of historical German-Slovene language contact on the Slovene language." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3162281.

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Thesis (Ph.D.)--Indiana University, Dept. of Slavic Languages and Literatures, 2005.
Title from PDF t.p. (viewed Nov. 11, 2008). Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0165. Chair: Ronald Feldstein.

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Heister, Julian, and Reinhold Kliegl. "Comparing word frequencies from different German text corpora." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6234/.

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Inhalt: Introduction Developments in creating corpora dlexDB, subtitles, and tabloid newspapers Rating corpus emotionality Current study Method Materials Corpora Results Type-token ratio Validity: Effects of task difficulty Emotionality of a corpus Validity: Effects of emotionality Discussion Outlook References

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McGregor, Janice. "Learner Beliefs and their Implications for Language Learning." Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/2814.

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In this thesis, learner beliefs and their implications for second language learning were examined. Individual learner differences have traditionally been measured statistically by using age, motivation and other variables that have been studied within a quantitative research framework. Recently, second language acquisition (SLA) research has been experiencing a shift from the etic, or outsider perspective to the emic, or insider perspective that is characteristic of qualitative research. Benson (2005) states, "learners are individuals and that their individuality may have significant consequences for their learning" (p. 5). Larson-Freeman (2001) ended her assessment of research by calling for "more holistic research that links integrated individual difference research from emic and etic perspectives to the processes, mechanisms and conditions of learning within different contexts over time (p. 24). Learner beliefs thus demand further exploration.

In order to show the implications that learner beliefs have for language learning, I met with three beginner German students and asked about their language learning processes and their language learning beliefs and experiences over a period of three months. This was done by conducting several interviews with these students, which provided me with a wealth of data to explore. This collected material and its potential influence on language learning was analyzed and is discussed in this thesis. This work begins with an overview of existing research in the field and a description of the research questions and methodology. This is followed by a description of the learners' comments and concludes with my findings and a discussion that points toward future research in the field.

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Kurz, Claudia. "Function words and simplification in contact varieties of German /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949150071939.

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Strack, Uwe-Michael Peter Bernhard. "Didactization of a youth novel as CALL material for advanced Grade 11-12 learners of German as a foreign language /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1226.

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Thesis (MPhil)--University of Stellenbosch, 2006.
CD-ROM inside back cover. Title of CD-ROM: Ausländerfeindlichkeit in Deutschland : ein interaktives Leseprogramm für den fortgeschrittenen DAF-Unterricht. On title page: Master of Philosophy (Hypermedia for Language Learning). Bibliography. Also available via the Internet.

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Van, Der Colff Adri. "Zur Konzeption eines deutschen Lernworterbuchs fur fremdsprachige Rezipienten." Thesis, Stellenbosch : University of Stellenbosch, 1992. http://hdl.handle.net/10019.1/1539.

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Thesis (MA (Modern Foreign Languages))--University of Stellenbosch,
This study presents conceptions for a German learner's dictionary ("Lemworterbuch"), aimed at the needs of the foreign language learner as recipient. The requirements set and proposals made for such a dictionary are aimed at improving the linguistic competence of the learner when he/she uses the language as recipient, in other words when he/she reads a German text or hears the spoken language (e.g. in conversation, on the radio, television, film etc.). III The target users are persons whose mother tongue is not German, but whose mastery of the language is at a fairly advanced level. Such users, who have mastered the basic grammatical rules of the German language and already have a good basic vocabulary, will nevertheless experience difficulties in using existing German explanatory dictionaries such as DUDEN and WAHRIG. These dictionaries present information in such a complicated way that it remains inaccessible to the average foreign language speaker. The propositions made in this thesis are directed at creating a dictionary that could overcome the existing gap between the bilingual translating dictionary with German as target language and the monolingual explanatory German dictionary. This study proceeds on the assumption that it is impossible to compile a dictionary without the consistent application of theoretically expounded principles (regarding linguistics, typography etc.). The subtlest detail regarding typographical layout is also emphasized, since the presentation of information determines how easily information can be retrieved from the dictionary. Proposals are made for a user friendly arrangement of material, which will enable the user to retrieve desired information easily and immediately. Two language aspects that are of the utmost importance to the recipient, flexion and definition, are examined. The way in which these two aspects are currently dealt with in monolingual dictionaries is investigated. From this investigation it is evident that flexion and defmition are inadequately dealt with for the specific needs of the foreign language learner. Suggestions are made to improve weaknesses and inconsistencies in order to make the dictionary more suitable for the language learner. Finally, the principles required by a German learner's dictionary for recipients are demonstrated by means of various entries. This serves as an example of how the dictionary could finally look. ;The entries are presented in both the printed and the electronic medium. The potential of both these media is utilized to show how the presentation of information can improve the user friendliness and accessibility of the dictionary.

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Frömel, Annette. "Using language arts in the German classroom a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31677174.

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Brandt-Kobele, Oda-Christina. "Comprehension of verb inflection in German-speaking children." Phd thesis, Universität Potsdam, 2014. http://opus.kobv.de/ubp/volltexte/2014/6204/.

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Previous studies on the acquisition of verb inflection in normally developing children have revealed an astonishing pattern: children use correctly inflected verbs in their own speech but fail to make use of verb inflections when comprehending sentences uttered by others. Thus, a three-year old might well be able to say something like ‘The cat sleeps on the bed’, but fails to understand that the same sentence, when uttered by another person, refers to only one sleeping cat but not more than one. The previous studies that have examined children's comprehension of verb inflections have employed a variant of a picture selection task in which the child was asked to explicitly indicate (via pointing) what semantic meaning she had inferred from the test sentence. Recent research on other linguistic structures, such as pronouns or focus particles, has indicated that earlier comprehension abilities can be found when methods are used that do not require an explicit reaction, like preferential looking tasks. This dissertation aimed to examine whether children are truly not able to understand the connection the the verb form and the meaning of the sentence subject until the age of five years or whether earlier comprehension can be found when a different measure, preferential looking, is used. Additionally, children's processing of subject-verb agreement violations was examined. The three experiments of this thesis that examined children's comprehension of verb inflections revealed the following: German-speaking three- to four-year old children looked more to a picture showing one actor when hearing a sentence with a singular inflected verb but only when their eye gaze was tracked and they did not have to perform a picture selection task. When they were asked to point to the matching picture, they performed at chance-level. This pattern indicates asymmetries in children's language performance even within the receptive modality. The fourth experiment examined sensitivity to subject-verb agreement violations and did not reveal evidence for sensitivity toward agreement violations in three- and four-year old children, but only found that children's looking patterns were influenced by the grammatical violations at the age of five. The results from these experiments are discussed in relation to the existence of a production-comprehension asymmetry in the use of verb inflections and children's underlying grammatical knowledge.
Experimentelle Studien zum Erwerb der Verbflexion bei sprachunauffälligen Kindern haben ein überraschendes Muster aufgezeigt. Kinder im Alter von drei und vier Jahren verwenden Verbflexionsendungen anscheinend korrekt in ihrer eigenen Sprachproduktion, aber sie scheinen unfähig zu sein, Verbflexionen in den Äußerungen anderer zu verstehen. Ein Kind ist also problemlos in der Lage “Sie schläft auf dem Bett.” zu sagen, wenn es die Position von z. B. einer Katze beschreiben möchte. Gleichzeitig scheint es nicht zu verstehen, dass sich ein Satz wie “Sie schläft auf dem Bett” auf nur eine schlafende Katze und nicht mehrere bezieht. Das Verständnis von Sätzen, in denen der einzige Hinweis auf die Anzahl der Handelnden (den Numerus des Subjekts) die Verbflexion ist, wurde bislang nur mit ‘Zeige-Experimenten’ untersucht. In solchen Sprachtests soll das Kind durch eine Zeigegeste auf eines von zwei vorgegebenen Bildern explizit anzeigen wie es den vorgegebenen Satz verstanden hat. Aktuelle Studien, die das Verständnis von sprachlichen Elementen wie Pronomen und Fokuspartikeln bei Kindern untersucht haben, lassen erkennen, dass die Testmethodik einen erheblichen Einfluss auf die kindlichen Sprachverständnisfähigkeiten zu haben scheint. Wenn man Methoden verwendet, die keine explizite Reaktion von Seiten der Kinder verlangen, findet man korrektes Verständnis schon bei jüngeren Kindern. Das Ziel dieser Dissertation war es zu untersuchen, ob drei- und vierjährige Kinder tatsächlich nicht in der Lage sind die Beziehung zwischen Verbform (Art der Verbflexion) und Subjektbedeutung (Numerus des Subjekts) zu verstehen oder ob man korrektes Sprachverständnis in jüngeren Populationen finden kann, wenn eine alternative Testmethode, die Messung der Augenbewegungen, verwendet wird. Zusätzlich wurde untersucht ob Kinder im gleichen Alter Verletzungen der Subjekt-Verb-Kongruenz in auditiv präsentierten Sätzen entdecken. Drei Experimente dieser Dissertation, die das kindliche Sprachverständnis in Bezug auf Verbflexion untersucht haben bringen folgendes Muster zum Vorschein: Deutsch-sprachige Kinder im Alter von drei bis vier Jahren schauten mehr zu einem Bild, auf dem nur ein Akteur zu sehen war, wenn sie einen Satz mit einem singular flektierten Verb hörten (Sie streichelt eine Katze). Andererseits schauten sie mehr zu einem Bild, auf dem zwei Akteure zu sehen waren, wenn sie einen Satz mit einem plural flektierten Verb hörten (Sie streicheln eine Katze). Wenn sie hingegen gebeten wurden, auf das korrekte Bild zu zeigen, reagierten sie nicht besser als es der Zufall erwartet hätte, d.h.~sie waren nicht in der Lage einen Satz einem entsprechenden Bild zuzuordnen. Dieses Ergebnismuster deutet auf die Existenz von (methoden-abhängigen) Asymmetrien innerhalb einer sprachlichen Modalität, dem Sprach-verständnis, hin. Das vierte Experiment untersuchte die kindliche Sensitivität gegenüber der Verletzung von Subjekt-Verb-Kongruenz. Hier zeigte sich, dass das Blickverhalten von fünfjährigen Kindern von der Grammatikalität der Testsätze beeinflusst war, während keine Evidenz für das Erkennen von Grammatikalitätsverletzungen bei jüngeren Kindern gefunden werden konnte. Das asymmetrische Performanzmuster innerhalb der rezeptiven Modalität, das in dieser Arbeit gefunden wurde, erlaubt Rückschlüsse auf die Annahme einer Produktions-Verständnis-Aymmetrie und somit auch auf Theorien zur grammatischen Entwicklung bei Kindern.

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Winchatz, Michaela R. "Social meanings in talk : an ethnographic analysis of the German pronouns Du and Sie /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/8256.

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Dissertations / Theses on the topic 'German language German language German language Manuscripts, German'

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