Relevant bibliographies by topics / German language Grammar

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'German language Grammar'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "German language Grammar"

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Lukin, Oleg V. "«GERMAN GRAMMAR» BY JACOB GRIMM AND SCHOOL GERMAN GRAMMAR BOOKS IN THE NINETEENTH-CENTURY GERMANY." Verhnevolzhski Philological Bulletin 23, no. 4 (2020): 121–27. http://dx.doi.org/10.20323/2499-9679-2020-4-23-121-127.

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The article is devoted to the place of J. Grimm's «German grammar» among school German grammar books of the XIX century Germany. The work that appeared at the beginning of the century opened a new page in the history of linguistics – the development of comparative historical language study and the formation of linguistics as a science. The paper provides information on some of the most important German grammar textbooks in Germany of the XIX century, used in secondary schools. They were grammar books by J. Ch. Gottsched, J. Ch. Adelung, J. Ch. A. Heyse, J. G. Radlof, S. G. A. Herling, F. J. Schmitthenner, M. W. Götzinger, etc. The author of the article compares J. Grimm's «German grammar» with the above-mentioned grammar works of that time and puts forward a hypothesis that in the XIX century Germany there appeared an opposition between scientific approach to grammar and that of school grammar books, which, according to the author, reflects dramatically different goals set by both sides. Unlike school textbooks which task is to consistently initiate students into the system of their native language, often on the basis of the matrix created by Alexandrian grammarians, scientific grammar is based on the results of linguistic research and seeks to answer questions about language phenomena. J. Grimm rejected any normative grammar based on logics, that resulting in the aversion on the part of the pedagogical community. Nevertheless, the publication of «German grammar» resulted in appearance of German language textbooks the writers of which tried to build their work on the basis of Grimm’s work, thereby contributing to the popularization of the ideas of the great linguist both among the pedagogical community and the students (A. F. H. Vilmar and K. A. J. Hoffmann).
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McLelland, Nicola. "Albertus (1573) and Ölinger (1574)." Historiographia Linguistica 28, no. 1-2 (September 7, 2001): 7–38. http://dx.doi.org/10.1075/hl.28.1.04mcl.

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Summary This article adapts Linn’s ‘stylistics of standardization’ concept, which Linn (1998) has used to compare Norwegian and Faroese grammarians, to look at grammaticization processes in the first two grammars of German (Albertus 1573, Ölinger 1574). While both are clearly indebted to traditional Latin grammar and humanist ideals, these two grammars differ interestingly in the picture of the language that emerges from their metalanguage and structural principles. In his reflection on the language, his structuring and naming of linguistic phenomena and his attitudes to variation, Ölinger is the practical pedagogue, who imposes systematicity and aims for a one-to-one form-function relationship. Albertus on the other hand, though he too envisages his grammar being used for learning German, has a more cultural patriotic motivation, celebrating the richness and variety of German, worthy to be ranked alongside Latin, Greek and Hebrew. Albertus and Ölinger thus come up with quite different versions of the (as yet arguably non-existent) High German language. Each grammar yields a different subset of possible forms, reminding us that grammar-writing is always a task of creative construction.
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Rajšp, Vincenc. "Adam Bohorič, Slovenci in Slovani v predgovoru Arcticae horulae v evropskem kontekstu." Stati inu obstati, revija za vprašanja protestantizma 16, no. 32 (December 20, 2020): 269–86. http://dx.doi.org/10.26493/2590-9754.16(32)269-286.

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Adam Bohorič, Slovenes and Slavs in the Preface to Arcticae horulae in the European Context The paper is dedicated to Adam Bohorič and his view of the Slavic world in the introduction to the grammar Arcticae horulae—Free Winter Hours, based on the translation and edition by Jože Toporišič from 1987. Adam Bohorič was connected with the Reformation movement in German lands, especially with Wittenberg, where he studied and where his grammar, as well as Dalmatin’s translation of the Bible, was printed. Bohorič could observe German developments in the sphere of religious reformation, as well as their efforts concerning language, where the Germans were catching up with the Romance languages. Important German grammars were published in the 1570s, just a few years before Bohorič’s grammar, which shows that he caught up with his contemporaries and it could no longer be said that Slovenes were behind the times. Although many of Bohorič’s views on the Slavic world are no longer shared today, one should bear in mind that they were based on the knowledge of the time in the context of a Renaissance humanistic view of the past. Keywords: Bohorič, grammar, Slovenes, Protestantism
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Lukin, Oleg V. "Admiral Shishkov, General Akhverdov, Major Shchulepnikov and «Russian Grammar» by J. S. Vater." Verhnevolzhski Philological Bulletin 2, no. 25 (2021): 86–91. http://dx.doi.org/10.20323/2499-9679-2021-2-25-86-91.

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The article is devoted to the history of writing «Russian Grammar» by the famous German linguist J. S. Vater. It analyzes the peculiarities of his scientific activity and the prerequisites for the appearance of his Russian Grammar from the standpoint of narrative linguistic historiography. Modern narrative linguistic historiography pays particular attention to the periods right before the appearance of new linguistic paradigms. Such was the period of the late 18th and early 19th centuries, when the main experts on the Russian language in the Russian Empire, for various reasons, were Germans, and Russian grammars written by German authors became the most common Russian language textbooks.J. S. Vater is known in the history of linguistics not only as a disciple and successor of J. C. Adelung, but also as one of the founders of Slavic studies, the author of «Practical Grammar of the Russian Language» and «The Book for Reading in the Russian Language». The appearance of J. S. Vater's works was associated with such Russian military and political figures as A. S. Shishkov, N. I. Akhverdov and M. S. Schulepnikov, who also contributed to the development of Russian culture and Russian linguistics, as well as with his teacher's nephew F. P. Adelung. J. S. Vater published his very first grammar of the Russian language in 1808 in Leipzig. In this work, he relied on the «Russian grammar for Germans» published in Moscow in 1789 by J. Heym, professor of the Faculty of Linguistics at Moscow University
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Licari, Camilla, and Monica Perotto. "A study of the speech of bilingual children of Russian Germans living in Germany." Russian Language Studies 19, no. 2 (December 15, 2021): 180–90. http://dx.doi.org/10.22363/2618-8163-2021-19-2-180-190.

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The article presents the relevant issue of analysing the common features of the grammar of Russian as language inherited by the second or third generation of migrant children in Europe and in the world. The novelty of the study is in the fact that it compares the speech of children with different dominant languages and, in particular, studies the speech of a group of children from families of Russian Germans living in Germany under dual language inheritance. Their parents have a very rich migration history, as they are, in turn, also heritage speakers of German, the language, which they spoke in their family. In the present paper, the main task will be to identify the common features determined by the contact between Russian as a heritage language and other languages, especially at morphological and lexical levels. For this purpose, a field research project was conducted at the Learning and Integration Centre Dialog e. V. in Reutlingen. The analysis of oral and written works of bilingual children of the last generation of Russian Germans showed not only the common elements of erosion identified in the heritage grammar, but also the special linguistic features caused by the transition from German-Russian to Russian-German inheritance. The influence of their parents language distinguishes them from other groups of Russian students, emphasizes the importance of studying not only childrens, but also their parents speech, as well as teaching standard Russian in the framework of non-formal education.
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Cox, Jerry L., Bill Dodd, Christine Eckhard-Black, John Klapper, and Ruth Whittle. "Modern German Grammar." Modern Language Journal 81, no. 4 (1997): 577. http://dx.doi.org/10.2307/328918.

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van der Auwera, Johan, and Dirk Noël. "Raising: Dutch Between English and German." Journal of Germanic Linguistics 23, no. 1 (February 15, 2011): 1–36. http://dx.doi.org/10.1017/s1470542710000048.

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As a complement to C. B. van Haeringen's classic comparative study (1956) that positioned the grammar of Dutch in between the grammars of English and German, this study compares the productivity of three kinds of “raising” patterns in these languages: Object-to-Subject, Subject-to-Object, and Subject-to-Subject raising. It establishes the extent to which Dutch, as well as English and German, have evolved from the old West Germanic starting point these languages are assumed to have shared in this area of grammar. The results are a test case for Hawkins' (1986) case syncretism account of the difference in “explicit-ness” between the grammars of English and German.*
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Casadesús Bordoy, Alejandro. "Alcover, Moll i la llengua alemanya." Zeitschrift für Katalanistik 20 (August 8, 2023): 239–60. http://dx.doi.org/10.46586/zfk.2007.239-260.

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This article presents two key figures of Catalan philology in a multiple perspective: Father Alcover and Francesc de B. Moll are tightly associated with the Catalan language, but one should bear in mind that they were also interested in the German language. Alcover learned German in order to communicate more fluently with the German-speaking Romanists of his time. He not only made Moll understand that he would need a knowledge of German for his philological career but also taught him German himself. Moll thus attained a good level of German, which allowed him to teach this language in high-school and to publish a learners’ grammar of German. The present paper focuses on the relation of these two eminent scholars with the German tongue. Their language-acquisition process and a closer look at the German grammars authored by Moll are object of the study, which intends to add some detail on a not too well known facet of these two Majorcan philologists. Keywords: Mossèn Alcover, Francesc de B. Moll, German language, German grammar, teaching of German.
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Paheshti, Edesa, and Emine Teichmann. "Confrontative Study between Past Perfect Indicative in German and Past Perfect and Aorist II Indicative in Albanian." Mediterranean Journal of Social Sciences 8, no. 4-1 (July 1, 2017): 15–19. http://dx.doi.org/10.2478/mjss-2018-0068.

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Abstract The present study represents a significant step forward to understand past perfect indicative in Albanian and German by comparing them in morphological, semantic and stilistic aspects. The semantic meaning of past perfect indicative in Albanian is very similar to that in German. But the Albanian language also alters another additional past tense called Aorist II, that it is not present in the standard German language. This work aims at giving practical and theoretical overview on approaches and differs of the past perfect between the two languages - we intend to show that by giving great argumentative examples, which help concretising and understanding better, and also offer a clear and detailed picture of uses and meanings of this tense in both languages. In particular, in this paper it is paid attention to the text grammar, as we think that is a very important and interested point of view by studying and comparing two grammars. Furthermore we consider the issue of translation from German in Albanian and controversialy. At this point we intend to find the grammar tools the German language uses for the translation of the albanian Aorist II. This publication will be a comprehensive and authorative reference work on complex past tenses bringing together the study on different linguistic aspects.
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Vlasov, Sergei V., and Leonid V. Moskovkin. "Categories of the name and the verb in Anfangs-Gründe der Russischen Sprache (1731)." Vestnik of Saint Petersburg University. Language and Literature 18, no. 3 (2021): 528–45. http://dx.doi.org/10.21638/spbu09.2021.307.

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The relevance of this study is due to the importance of Vasiliy Adodurov’s Anfangs-Gründe der Russischen Sprache as the first academic grammar of the Russian language written by a Russian scholar and published in Russia. The aim of the article is to show the innovations of Adodurov’s grammatical views and the relation of his grammar with Western European and Slavic grammatical traditions in the conceptual presentation of the name and the verb. The material of the research is the Russian grammar of Adodurov in comparison with the grammars by H.W.Ludolph, I.W.Paus, the Slavonic grammar by M. Smotritsky, the Latin grammars by I.Rhenius, E.Kopijewitz, I.Lange, “Grammatica Marchica”, and the German grammar by M. Schwanwitz. The descriptive and comparative research methods are used. A particularity of the research approach is the comparison of Anfangs-Gründe not only with the Russian, Slavonic and German grammars, but also with the Latin grammars. The results of the study show the innovations of Adodurov in the interpretation of the gender of names, voices of the Russian verb, and the forms of the future and the past tense. He simplifies the noun and verb description scheme taking into account specific features of the Russian language and methodological considerations. The article also proposes a new version of the collaboration between Adodurov and the anonymous German-speaking author of the comments in the margins of the manuscript Compendium Grammaticae Russicae, explaining Adodurov’s use of these comments in Anfangs-Gründe.
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Dissertations / Theses on the topic "German language Grammar"

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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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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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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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Taleghani-Nikazm, Carmen Masoomeh. "Politeness in native-nonnative speakers' interaction : some manifestations of Persian taarof in the interaction among Iranian speakers of German with German native speakers /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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An, Youngjae. "Crossover effects in second language acquisition : a view from German-English and Korean-English interlanguage grammar." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20573/.

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This thesis investigates first languages (L1) influence on second language (L2) acquisition of long-distance wh-movement and related constraints governed by Universal Grammar. It thus seeks to integrate L2 syntactic knowledge into L2 knowledge at the syntax-semantics interface in order to find out more about the nature of L2 acquisition, thesis extends its body of research into L2 processing at the syntax-semantics interface. That being so, it allows us not only to explore an ultimate issue of whether L2 speakers have access to Universal Grammar but also to consider how grammar and meaning interact in real time. To this end, this thesis examines crossover phenomena in L2 English, by speakers of German and Korean. A series of experiments are employed in this research: an acceptability judgement task, a truth-value judgement task, and a self-paced reading task. Experiment 1 investigates whether L2 speakers have acquired syntactic knowledge of long-distance wh-movement in English. This experiment, in particular, examines whether L2 speakers are sensitive to locality conditions on wh-movement. Experiment 2 identifies whether semantic knowledge is facilitated by syntactic knowledge in L2 acquisition. Experiment 3–4 examine whether L2 speakers make use of syntax-semantics interface knowledge during online processing. The findings from Experiment 1–4 suggest that that L1 does not influence acquisition and processing of L2.
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Kumashiro, Fumiko. "Phonotactic interactions : a non-reductionist approach to phonology /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9963655.

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Glushak, Vasiliĭ Mikhaĭlovich. "Kognitive Grundlagen der Adjektive im Russischen, Deutschen und Litauischen." München : Utz Verlag Wissenschaft, 2002. http://catalog.hathitrust.org/api/volumes/oclc/55636718.html.

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Auer, Anita. "The subjunctive in the age of prescriptivism : English and German developments during the eighteenth century /." Basingstoke : Palgrave Macmillan, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9780230574410.

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Kolesnikova, Anna. "Investigating effects of computer-based grammar tutorials." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1156.

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This dissertation study examined a broad question of whether computer-based grammar tutorials are effective and welcome tools to review grammar for language learners by investigating effects of three different modes of such tutorials on learners' knowledge and satisfaction. For this study, I developed experimental tutorials in three different modes (a static text with a voice-over narration, an animated text with a voice-over narration, and a recording of a real teacher) for two target structures of German grammar (regular verb conjugation and separable-prefix verbs). In total, there were more than 100 Elementary German students at two Midwestern universities, who participated in different stages of the study. The participants represented a mostly homogeneous group with characteristics that are common for college-level learners. There were two parallel experiments in this study that employed identical methods but focused on two different target structures. Thus, both experiments examined the effect of the three study tutorials on learners' knowledge and satisfaction, but Experiment 1 focused on the regular verb conjugation, whereas Experiment 2 focused on the separable-prefix verbs. For each experiment, the participants completed a pretest, worked with the assigned tutorial mode, completed a posttest, and filled out a number of questionnaires. The results of the analysis demonstrated that the study tutorials helped learners to significantly improve their knowledge of grammar; however, the mode of the tutorial did not make a difference. Likewise, all modes of tutorial received similar satisfaction ratings; however, additional qualitative analysis suggested that a considerable number of the participants preferred the animated mode. The findings of the study demonstrate that computer-based grammar tutorials can be effective and welcome tools to review grammar for language learners. Moreover, tutorials of this type can be a viable method of achieving the desired balance between the form- and meaning-focused activities in language classrooms. Also, such tutorials appeal to learners because they support more individualized learning.
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Yu, Shu-yun, and res cand@acu edu au. "The Effects of Games on the Acquisition of Some Grammatical Features of L2 German on Students’ Motivation and on Classroom Atmosphere." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp98.29052006.

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The main purpose of this study is to explore the effects of the use of games as a teaching strategy for raising the grammatical accuracy level of secondary students of German as a second language. This thesis seeks also to examine the effect of game-based grammar instruction on students’ motivation and classroom atmosphere. The participants in this study were divided into two groups, the Control and Experimental groups, and received 90 periods, over 18 weeks, of grammatical instruction by the same teacher. The teaching program was the same for both groups. The difference consisted in the use of game-based practice for the experimental group, while the control group performed traditional grammar-based practice only. Data were collected using the following instruments: grammar tests and examinations,a questionnaire on motivation, a questionnaire on classroom atmosphere, a questionnaire on the type of grammar practice, a questionnaire on the role of grammar and grammar instruction, focus group interviews with students, and the researcher’s field notes. While the main result does not support the hypothesis for significant improvement in grammatical accuracy by the experimental students as a result of game-based practice, their overall improved performance is a worthwhile achievement, particularly if it is linked to significant improvements in students’ motivation and classroom atmosphere.These positive results offer a notable incentive to language teachers to include games in their teaching of grammatical features, because the positive results of this experiment with regard to learners’ motivation, peer interaction, teacher-student interaction augur well for an eventual improvement also in the rate of grammatical accuracy.
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Books on the topic "German language Grammar"

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Gschossmann-Hendershot, Elke. German Grammar. New York: McGraw-Hill, 2009.

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Paxton, N. German grammar. London: Hodder and Stoughton, 1986.

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Paxton, N. German grammar. London: Hodder and Stoughton, 1986.

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Rowlinson, William. German grammar. Oxford: Oxford University Press, 1994.

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DeMeritt, Linda C. German grammar. New York, NY: HarperPerennial, 1994.

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Swick, Ed. German Grammar Drills. New York: McGraw-Hill, 2007.

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Stern, Guy. Essential German grammar. London: Hodder & Stoughton, 1988.

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Swick, Edward. Complete German grammar. New York: McGraw-Hill, 2012.

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Jill, Schneider, and Rowlinson W, eds. German dictionary and grammar. Oxford: Oxford University Press, 1995.

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Paxton, Norman. German grammar. Lincolnwood, IL: NTC Publishing Group, 1992.

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Book chapters on the topic "German language Grammar"

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Steiner, Erich, and Elke Teich. "3. Metafunctional profile of the grammar of German." In Language Typology, 139–84. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/cilt.253.05ste.

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Fanselow, Gisbert. "German Word Order and Universal Grammar." In Natural Language Parsing and Linguistic Theories, 317–55. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-1337-0_12.

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Angster, Marco. "German selbst-Compounds: Towards a NooJ Grammar." In Formalizing Natural Languages: Applications to Natural Language Processing and Digital Humanities, 90–101. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56646-2_8.

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Diedrichsen, Elke. "A Role and Reference Grammar parser for German." In Studies in Language Companion Series, 105–42. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/slcs.150.05die.

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Penner, Zvi. "Asking Questions without CP’s? On the Acquisition of Rootwh-questions in Bernese Swiss German and Standard German." In Language Acquisition Studies in Generative Grammar, 177. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/lald.8.10pen.

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Plötner, Kathleen. "Chapter 14. Construction grammar and foreign language learning (L3)." In Constructional Approaches to Language, 375–404. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/cal.34.14plo.

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This paper focuses on predicative constructions with ser and have-constructions with tener in written language production of native German students studying Spanish as a third language (L3). First, I establish a common ground between a usage-based approach and construction grammar and then define so-called ‘construction learning’ in the teaching of a foreign language. Subsequently, the study investigates the use of tener (‘to have’) and ser (‘to be’), both irregular high-frequency verbs, in the third person singular and the constructional embedding of these two verbal forms in patterns like [N es ADJ] (Mi amigo es alto ‘my friend is tall’) and [ART N tiene ART N ADJ] (La chica tiene los ojos azules ‘the girl has blue eyes’) by 12- and 13-year-old and 15- and 16-year-old native German students. As a text type, the ‘description of the person’ was chosen – a text type which is already practiced in the first year of language learning and is therefore suitable for comparative corpus-based studies of different learner levels.
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Lleó, Conxita. "A preliminary study of wh-questions in German and Spanish child language." In Intonational Grammar in Ibero-Romance, 325–50. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/ihll.6.15lle.

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Bader, Markus. "Chapter 2. How free is the position of German object pronouns?" In Studies in Language Companion Series, 22–47. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/slcs.234.02bad.

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Corpus studies show that weak object pronouns in German directly precede or follow the subject, depending on properties of the subject, including weight, animacy and thematic role. Whether the same factors also affect the acceptability of sentences with object pronouns was investigated in three magnitude-estimation experiments. The results show that both orders (object pronoun before/after subject) are highly acceptable, with some small acceptability differences depending on weight, animacy and thematic roles. Based on these results, the hypothesis is advanced that the position of weak object pronouns in German relative to the subject is an instance of free variation within the grammar but choosing a specific order during language production follows general production preferences and is thus not random.
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Bidese, Ermenegildo. "Sprachkontaktdynamiken im aspektuellen System. Neue Evidenz zur Progressivperiphrase aus dem Zimbrischen von Lusérn." In Biblioteca di Studi Slavistici, 273–301. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0184-1.17.

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This article sets out to present a recent study of progressive and prospective periphrases in Cimbrian, a German-based variety spoken in Northern Italy. Our research complements a renewed interest in the grammaticalization processes of progressive periphrases in inland-German dialects and standard German, focusing on German-based dialects that are spoken in isolation, namely not under the roof of Standard German. In such varieties similar processes take place; they show, however, accelerated dynamics due to the contact situation and can, thus, shed light on the diachrony of German and its dialects. In relation to the aspectual constructions in Cimbrian, we discovered a previously undocumented perspective periphrasis, viz. soin drumauz + zu-INF, which, however, is destined to be discarded from the aspectual system of Cimbrian on account of the expansion of the more general periphrasis soin nå + zu-INF. In terms of the dynamics of contact-induced grammar change, our research confirms that new constructions in a contact language are not simply the replication of those in the donor language but, rather, represent the internal recombination of abstract features in the aspectual system of Cimbrian.
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Stutterheim, Christiane von, Ute Halm, and Mary Carroll. "28. Macrostructural Principles and the Development of Narrative Competence in L1 German: The Role of Grammar (8–14-Year-Olds)." In Comparative Perspectives on Language Acquisition, edited by Marzena Watorek, Sandra Benazzo, and Maya Hickmann, 559–85. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847696045-030.

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Conference papers on the topic "German language Grammar"

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Kachur, A. Yu. "Dialects of the German language in the Federal States of Germany." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-46.

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German dialects play an important role in German culture and identity, especially in the federal states. Each of the lands has its own unique dialects, which differ in pronunciation, vocabulary and grammar from the official standard German language. The article is devoted to the dialects of the German language and their classification depending on geographical location
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Metheniti, Eleni, Pomi Park, Kristina Kolesova, and Günter Neumann. "Identifying Grammar Rules for Language Education with Dependency Parsing in German." In Proceedings of the Fifth International Conference on Dependency Linguistics (Depling, SyntaxFest 2019). Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-7712.

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Амирхажиев, Н. У., and Р. М. Виторгаева. "The influence of the German language on the English language." In Международная научно-практическая конференция «МИРОВАЯ ГЛОБАЛИЗАЦИЯ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ АСПЕКТЫ». Crossref, 2024. http://dx.doi.org/10.26118/3430.2023.32.75.008.

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Данная статья исследует влияние немецкого языка на английский язык и обсуждает исторические, социокультурные и лингвистические аспекты этого влияния. Проводится анализ лексических и фонетических элементов, которые были заимствованы из немецкого языка и внесены в английскую лексику и грамматику. Они также рассматривают причины и механизмы этого влияния, а также его влияние на развитие и современное состояние английского языка. В результате исследования авторы приходят к выводу, что влияние немецкого языка на английский было значительным и оказало глубокое влияние на лексический и грамматический состав английского языка. This article explores the influence of the German language on the English language and discusses the historical, socio-cultural and linguistic aspects of this influence. The analysis of lexical and phonetic elements that were borrowed from the German language and introduced into English vocabulary and grammar is carried out. They also consider the causes and mechanisms of this influence, as well as its impact on the development and current state of the English language. As a result of the study, the authors conclude that the influence of the German language on English was significant and had a profound impact on the lexical and grammatical composition of the English language.
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Mustata, Cristian, Ileana Pantu, Voichita alexandra Ghenghea, Ioanlaurian Soare, and Petra Loefflerenescu. "CASE STUDY: E-LEARNING INSTRUMENTS TO IMPROVE GERMAN LANGUAGE COMPETENCES." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-102.

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The development of language competences is not always easy, especially in the case of German, which is perceived as much more difficult to master compared to English, because of its long combined words and its complicated grammar with many exceptions. The desire to learn German can be at a peak because of the increased attractiveness on the labour market of jobs needing a German language competence. But this desire is sometimes severely diminished by the vast amount of knowledge and know-how regarding vocabulary and grammar brought to the learner by traditional instruments. While these instruments have a certain value and must not be discarded, e-learning instruments can offer additional support to secure that vast amount of knowledge, while also increase the ability to use it, as well as the motivation to undertake the hard task of mastering German. The paper uses the case study method and it is describing the experience of the authors in combining traditional and e-learning instruments in order to teach German in and beyond the University Politehnica of Bucharest. The different examples described in the case study show how such instruments were implemented, what were their strengths and their weaknesses and how they may contribute to improve German competence for the learners, thus improving the quality of their life, by giving them better chances on the German speaking side of the Romanian and European labour market. The conclusions of the paper point out the main findings as well as the potential for future work in this field.
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Radionova, Svetlana. "Grammar Skills Development At Lessons Of German As A Second Foreign Language." In 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.6.

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Krompák, Edina. "Diglossia and Local Identity: Swiss German in the Linguistic Landscape of Kleinbasel." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.7-2.

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The city of Basel is situated in the German-speaking part of Switzerland, in the geographic triangle of three countries: France, Germany and Switzerland. Everyday urban life is characterised by the presence of Standard German and Swiss German as well as diverse migrant languages. Swiss German is ‘an umbrella term for several Alemannic dialects’ (Stepkowska 2012, 202) which differ from Standard German in terms of phonetics, semantics, lexis, and grammar and has no standard written form. Swiss German is predominantly used in oral forms, and Standard German in written communication. Furthermore, an amalgamation of bilingualism and diglossia (Stepkowska 2012, 208) distinguishes the specific linguistic situation, which indicates amongst other things the high prestige of Swiss German in everyday life. To explore the visibility and vitality of Swiss German in the public display of written language, we examined the linguistic landscape of a superdiverse neighbourhood of Basel, and investigated language power and the story beyond the sign – ‘stories about the cultural, historical, political and social backgrounds of a certain space’ (Blommaert 2013, 41). Our exploration was guided by the question: How do linguistic artefacts – such as official, commercial, and private signs – represent the diglossic situation and the relation between language and identity in Kleinbasel? Based on a longitudinal ethnographic study, a corpus was compiled comprising 300 digital images of written artefacts in Kleinbasel. Participant observation and focus group discussions about particular images were conducted and analysed using grounded theory (Charmaz 2006) and visual ethnography (Pink 2006). In our paper, we focus on signs in Swiss German and focus group discussions on these images. Initial analyses have produced two surprising findings; firstly, the visibility and the perception of Swiss German as a marker of local identity; secondly, the specific context of their display.
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Koceva, Vesna, Dragana Kuzmanovska, Snezana Kirova, and Ana Vitanova-Ringaceva. "ANALYSIS OF GRAMMAR VOCABULARY IN FOREIGN LANGUAGE TEXTBOOKS: ITALIAN, GERMAN, ENGLISH, AND MACEDONIAN." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1373.

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CHISELIOV, Victor. "Fixed word groups like "Linker Hand" as constructions." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v3.25-03-2022.p216-223.

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Construction Grammar, which emerged from Langacker´s Cognitive Grammar, has emerged in recent decades as a new trend in linguistic researh. The task of the Construction Grammar is to empirically descibe the grammatical phenomena of a language. It represents the language system as a contruction inventory, which is called c o n s t r u c t i c o n. Constructions are linguistic units that contain form and meaning and can be used to describe a language. In this article the author tries to identify fixed groups of words in German as linker Hand as constructions. For this purpose, the grammatical analysis of such groups of words is performed, ie the specific characteristics of these constructions have been verified.
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Mantasiah, R., Yusri, Hasmawati, and Muhammad Anwar. "A Preliminary Study in Developing a Contrastive and Error Analyses-based German Grammar Textbook." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.066.

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Pust, Daniel. "Cognitive grammar hands-on: a design-based approach to the didactic integration of interactive grammar animations." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.17001.

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Tutorial computer-assisted language learning tends to employ a deductive teaching approach, explicating grammatical concepts prior to practice exercises. This leads to a didactic gap, impacting learner engagement. Interactive Grammar Animations (InGA) aim to bridge this gap by enabling learners to explore the conceptual motivation and meaningfulness of grammar on their own. To harness the potential of InGAs, the selection of a suitable learning object and its didactic integration are pivotal. Only against the backdrop of media-adequate didactics, InGAs grant alternative access to the learning content and can become a means of insight and understanding. To bridge both the didactic and the knowledge gap, the research project on InGAs investigates the functionality of the interactive learning medium and its integration into a didactic concept. As a case study, the project uses grammar animations on the German passive voice whose visual interface is extended so that language learners can manipulate the content presented within them. Following a Design-Based Research (DBR) approach, the project is currently in its fourth cycle and this article reports on the challenges of developing and integrating an interactive learning application that adopts an inductive approach to grammar instruction in the foreign language classroom and reflects on didactic as well as methodological aspects.
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Reports on the topic "German language Grammar"

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Ledermann, Anna Christine. Collective nouns in the Green Line and Access series : Comparing textbook language with natural usage data. Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-95288.

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German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows that the agreement patterns with collective nouns throughout the textbooks support their nativelike acquisition, the grammar sections show some deficits that might inhibit the nativelike acquisition of agreement patterns with collective nouns.
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Thomas, Strobel. A contrastive approach to grammatical doubts in some contemporary Germanic languages (German, Dutch, Swedish). Goethe-Universität Frankfurt a.M., March 2023. http://dx.doi.org/10.21248/gups.72278.

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Unquestionably (or: undoubtedly), every competent speaker has already come to doubt with respect to the question of which form is correct or appropriate and should be used (in the standard language) when faced with two or more almost identical competing variants of words, word forms or sentence and phrase structure (e.g. German "Pizzas/Pizzen/Pizze" 'pizzas', Dutch "de drie mooiste/mooiste drie stranden" 'the three most beautiful/most beautiful three beaches', Swedish "större än jag/mig" 'taller than I/me'). Such linguistic uncertainties or "cases of doubt" (cf. i.a. Klein 2003, 2009, 2018; Müller & Szczepaniak 2017; Schmitt, Szczepaniak & Vieregge 2019; Stark 2019 as well as the useful collections of data of Duden vol. 9, Taaladvies.net, Språkriktighetsboken etc.) systematically occur also in native speakers and they do not necessarily coincide with the difficulties of second language learners. In present-day German, most grammatical uncertainties occur in the domains of inflection (nominal plural formation, genitive singular allomorphy of strong masc./neut. nouns, inflectional variation of weak masc. nouns, strong/weak adjectival inflection and comparison forms, strong/weak verb forms, perfect auxiliary selection) and word-formation (linking elements in compounds, separability of complex verbs). As for syntax, there are often doubts in connection with case choice (pseudo-partitive constructions, prepositional case government) and agreement (especially due to coordination or appositional structures). This contribution aims to present a contrastive approach to morphological and syntactic uncertainties in contemporary Germanic languages (mostly German, Dutch, and Swedish) in order to obtain a broader and more fine-grained typology of grammatical instabilities and their causes. As will be discussed, most doubts of competent speakers - a problem also for general linguistic theory - can be attributed to processes of language change in progress, to language or variety contact, to gaps and rule conflicts in the grammar of every language or to psycholinguistic conditions of language processing. Our main concerns will be the issues of which (kinds of) common or different critical areas there are within Germanic (and, on the other hand, in which areas there are no doubts), which of the established (cross-linguistically valid) explanatory approaches apply to which phenomena and, ultimately, the question whether the new data reveals further lines of explanation for the empirically observable (standard) variation.
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