Relevant bibliographies by topics / German language, grammar, comparative

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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, comparative'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "German language, grammar, comparative"

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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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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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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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Krusha, Ilir, and Franz Schörkhuber. "THE FORMAL AND SEMANTIC PROPERTIES OF INTERROGATIVE SENTENCES IN ALBANIAN AND GERMAN USAGE." Folia linguistica et litteraria XIII, no. 40 (July 2022): 291–314. http://dx.doi.org/10.31902/fll.40.2022.15.

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This paper provides a comparison of two languages that are very distinct in grammar and pronunciation, respectively German and Albanian. Since research opportunities in comparative linguistics are infinite, this paper focuses on interrogative sentences and their sentence types. Through a detailed analysis of sentence examples of the grammar used in Albanian and German, we examine the similarities and differences related to different forms of interrogative sentences. As a framework for the classification of interrogative sentences in both languages, we have distinguished sentences into general interrogative sentences and complementary ones. In the end, the knowledge gained is summerised in a general overview. The aim of this work is to compare two languages that are very different in grammar, style and pronunciation, German and Albanian. Since the field of possible investigations in comparative linguistics is endless, the present work focuses on interrogative sentences and their respective linguistic forms. Through the detailed analysis of sentence examples, which are taken from common German and Albanian grammars, the similarities and differences in interrogative sentences are shown. The distinction between yes/no questions and questions that require a supplement serves as a regulatory framework. At the end of the work, the knowledge gained is summarized in an overview.
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Boufaden, Abderrahim. "Die Grammatik von Port Royal." Traduction et Langues 14, no. 2 (December 31, 2015): 138–45. http://dx.doi.org/10.52919/translang.v14i2.764.

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The grammar of the Port Royal The Port-Royal Grammar (originally Grammaire générale et raisonnée contenant les fondemens de l'art de parler, expliqués d'une manière claire et naturelle, "General and Rational Grammar, containing the fundamentals of the art of speaking, explained in a clear and natural manner") was the underlying basis in the analysis and philosophy of language.In thsi article, we focus on The Grammar of Port Royal for ist importance for learners of a foreign language to amke the correlation between language and logic are intermingled. Indeed, Arnauld and Lancelot's approach to language is historical, comparative, and philosophical. Discussing the essence of French, they give examples from Latin, Greek, Arabic, Hebrew, Spanish, Italian, and German. We attempt in this paper to highlight these articulations and their different manifestations.
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Medeiros, Carolina Lacerda. "A AQUISIÇÃO DA POSIÇÃO DO VERBO EM INGLÊS E ALEMÃO: UM ESTUDO COMPARATIVO | THE ACQUISITION OF VERBS IN ENGLISH AND GERMAN: A COMPARATIVE STUDY." Estudos Linguísticos e Literários, no. 54 (January 12, 2016): 8. http://dx.doi.org/10.9771/ell.v0i54.18104.

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<p><strong>Resumo:</strong> A literatura que discute a sintaxe do verbo nas línguas naturais em geral assume que as línguas V2 são aquelas em que o verbo flexionado ocupa a segunda posição na sentença, sendo a primeira posição ocupada por qualquer outro elemento. O alemão, assim como outras línguas germânicas, é caracterizado como uma língua de tipo V2. O inglês, por outro lado, não apresenta a ordenação de constituintes segundo a qual o verbo obrigatoriamente ocupa a segunda posição na sentença, tendo sido considerado uma língua V2 apenas em seu período arcaico. Este artigo procura fazer um breve estudo comparativo analisando a fala de duas crianças, uma adquirindo o alemão e uma adquirindo o inglês britânico, em diferentes momentos (1;9 até 3;3). Com base na tipologia de Vikner (1995) temos como objetivo verificar até que ponto as duas línguas se assemelham, no âmbito da sintaxe, e em que momento passam a se comportar como línguas distintas no que respeita à posição do verbo uma vez que, linearmente, o inglês apresenta o verbo em segunda posição nas sentenças simples. Como hipótese, temos que um ponto decisivo para a diferenciação das duas gramáticas seria a aquisição de encaixadas. Desse modo, a criança que adquire o alemão começaria a apresentar traços de uma gramática V2 a partir do momento em que adquire sentenças encaixadas, dado que, diferentemente do inglês, esta língua não apresenta verbo em segunda posição nas subordinadas. A criança adquirindo o inglês, por outro lado, mantém a ordem V2 linear nas encaixadas. O <em>corpus </em>utilizado neste trabalho é oriundo da base CHILDES e pode ser acessado <em>online</em>. O quadro teórico se baseia na noção de Gramática de Chomsky (1985), convencionada como Língua-I, que remete à possibilidade de se gerarem estruturas linguísticas e não, por exemplo, a um certo inventário de estruturas. Tais possibilidades são limitadas pela Gramática Universal, parte das faculdades inatas do ser humano, que dispõe de princípios imutáveis e parâmetros que podem ser fixados diferentemente em gramáticas particulares, determinando, assim, os limites de variação entre essas gramáticas (Chomsky &amp; Lasnik 1993). Cada gramática particular, neste sentido, representa uma determinada parametrização dos princípios da Gramática Universal. A gramática do falante, na teoria gerativa, será, portanto, uma entidade individual: uma gramática particular internalizada na mente de cada indivíduo.</p><p><strong>Abstract:</strong> <em>The literature usually assumes that V2 languages are those in which the finite verb is on second position on the sentence, like it is in German. English, on the other hand, does not present the same linearization, so Vikner (1995) classified it as a residual V2-language. This paper aims to provide a comparative study analyzing the speech of two children, one acquiring German and the other acquiring European English, in different moments (1;9-3;3). Based on Vikner's typology, we try to verify how these two languages are syntactically alike and in which moment they begin to behave like different grammars, in what concern verb position, since, linearly, English also presents the verb in second position in matrix sentences. As a hypothesis, we believe that a crucial point in this differentiation would be the acquisition of subordinate sentences. In this sense, the child acquiring German would start presenting V2 grammar traces on the moment s/he acquires subordinate sentences, since, unlike English, this grammar do not present V2 in subordinate structures. The child acquiring English, on the other hand, would maintain the V2 linearization on subordinate sentences. This work is based on the CHILDES corpus, which can be accessed online. The theoretic framework is based on Chomsky's (1985) notion of Grammar as I-Language, that refers to the possibility to generate language structures and not, for example, a certain inventory of structures. Those possibilities are limited by the Universal Grammar, part of human's innate faculties, that is formed by immutable principles and parameters that can be differently fixed by different particular grammars determining the limits of language variation between those grammars. In this sense, each particular grammar represents a different parametrization of the Universal Grammar's principles. Each speaker's grammar, in this sense, will be an individual entity: a particular grammar internalized in the individual's mind</em><em>.</em></p><p>Keywords: <em>Language Acquisition; V2; Comparative Syntax; Generative Grammar.</em></p><p> </p>
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Solomakha, Anzhelika. "APPLICATION OF DIGITAL TECHNOLOGIES FOR FORMATION OF FOREIGN LANGUAGE GRAMMAR COMPETENCE IN THE PROCESS OF EARLY LEARNING FOREIGN LANGUAGES (IN THE EXAMPLE OF THE GERMAN LANGUAGE)." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 121–35. http://dx.doi.org/10.28925/2414-0325.2020.8.11.

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The methodology of teaching foreign languages is constantly looking for ways to effectively master foreign languages by primary school students. The article deals with the possibility of using digital and multimedia technologies in the process of forming foreign language grammar competence of younger students on the example of the German language. The analysis of foreign experience proved the relevance of the introduction of such technologies in the teaching process of educational institutions of all levels, but it also noted the lack of studying the method of using digital and multimedia tools in the process of forming foreign language competence of primary school students, in particular when learning grammar in German. It is considered that in modern educational development conditions it is important to take into account the features of modern students, who are digital native, and the use of digital and multimedia technologies in German lessons is a natural and understandable tool for them. Future teachers and those, who are practicing the early language teaching, need to overcome psychological barriers and doubts about the effectiveness of new tools to make digital and multimedia technology a daily practice. The article proposes digital and multimedia resources and programs that can be used in the process of forming a foreign grammar competence at different stages of grammar processing, while fully complying with the requirements of the program "Foreign Languages for General and Specialty Educational Institutions 1-4 classes" of Ukraine. The comparative analysis of online resources intended for the study of foreign languages, including German, with the existing foreign language program for the New Ukrainian School (2018), taking into account the level of foreign language communication competence at the time of graduation from 4th grade, allowed to systematize existing digital networks on the Internet and cartoon resources in accordance with vocabulary stock and vocabulary topics, which will help to apply them effectively in German lessons, to increase the motivation of younger students, to encourage an independent study of a foreign language
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Reva-Lievshakova, L. V. "SINGULUS & PLURES IN UKRAINIAN, TURKISH, GERMAN, CHINESE LANGUAGES: LEXICO-GRAMMATICAL FEATURES CATEGORIES OF NUMBERS." Opera in linguistica ukrainiana, no. 30 (October 23, 2023): 130–37. http://dx.doi.org/10.18524/2414-0627.2023.30.283854.

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The work is devoted to the category of number in the Ukrainian language in a comparative-linguistic aspect with other Indo-European, Turkic and Sino-Tibetan languages. The purpose of the study is the comparative and analytical aspect of the number category in the Ukrainian, Turkish, German, and Chinese languages. The tasks of the work were to determine the comparative aspect of the number category in the German language compared to the Ukrainian language, to reveal the comparative aspect of the number category in the Turkish language compared to the Ukrainian language, to identify the definition of the comparative aspect of the number category in the Chinese language compared to the Ukrainian language. The object of the research is the number category in the Ukrainian, Turkish, German, and Chinese languages. The subject of the study is examples of singular and plural (singulus and plures) in Ukrainian, Turkish, German, and Chinese languages. The work uses comparative, historical, comparative and structural research methods. Scientific novelty is determined by the fact of the analysis of the category of the number of languages of different linguistic and historical groups. The theoretical and practical value of the obtained results lies in the application of the research material in working with foreign students for better and effective teaching of their Ukrainian language as a foreign language. The conclusions state that the number category is an interesting lexical-grammatical feature of language formation worthy of further research. When teaching students of foreign origin, it is advisable to take into account the complex grammar of their native language. The study of the category of number from the perspective of comparative linguistics provides a wide space for new research. Such studies have not only theoretical, but also practical/professional benefits for teachers of Ukrainian as a foreign language.
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Driel, Lodewijk van. "19th-century linguistics." Historiographia Linguistica 15, no. 1-2 (January 1, 1988): 155–85. http://dx.doi.org/10.1075/hl.15.1-2.09dri.

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Summary In this paper an attempt has been made to draw a picture of linguistics in the Netherlands during the 19th century. The aim of this survey is to make clear that the influence of German linguistics on Dutch works of the period is characteristic of the development of Dutch linguistics in that century. Emphasis has been placed on the period 1800–1870; three traditions are distinguished: First of all there is the tradition of prescriptive grammar and language instruction. Next attention is drawn to the tradition of historical-comparative linguistics. Finally, by about the middle of the century, the linguistic views of German representatives of general grammar become prominent in Dutch school grammars. Successively we point to the reception by the schoolmasters of K. F. Becker’s (1775–1849) work; then Taco Roorda (1801–1874) is discussed, and the relationship between L. A. te Winkel (1809–1868) and H. Steinthal (1823–1899) is presented. In conjunction with Roorda’s work on Javanese the analysis of the so-called exotic languages is mentioned, an aspect of Dutch linguistics in the 19th century closely connected with the Dutch East Indies. It is obvious that the German theme is one of the most conspicuous common elements in 19th-century Dutch linguistics, as Dutch intellectuals in many respects took German culture as a model.
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Ivanov, A. V. "M. V. Lomonosov’s Phonetic Terminology in German Translations (Exemplified by the Material of “Russian Grammar” and Its German Translation)." NSU Vestnik. Series: Linguistics and Intercultural Communication 20, no. 2 (June 11, 2022): 5–18. http://dx.doi.org/10.25205/1818-7935-2022-20-2-5-18.

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The article concerns the study of M. V. Lomonosov’s “Russian Grammar” sections which describe the phonetic structure of the Russian language, including segmental and suprasegmental levels, as well as the corresponding paragraphs in the German translation of this grammar made by Johann Stavenhagen in 1764. The main purpose of studying these text sources is selection of phonetic terminology used by Lomonosov and its comparison with German terminology in the structural and semantic perspective to establish conformity between Stavenhagen’s translation solutions and the author’s intentions in the terminological sphere. The relevance of the work is determined by the fact that at present there are practically no comparative studies devoted to the study of Lomonosov’s grammar and its translation into German in terms of parallel text metalanguage. Russian linguists have mostly focused on the original Russian text published in 1755, plenty of publications being concerned with its description and analysis, as well as with the historical and linguistic aspect of the German version of Lomonosov’s grammar design. The main research methods are those of vocabulary structural, semantic, definitional, and comparative types of analysis. While studying the selected Russian vocabulary, we have identified five thematically different terminological groups: 1) terms characterizing the suprasegmental level of utterance (intonation and prosody), 2) terms nominating articulation organs, 3) terms used to classify vowels and consonants, 4) terms of graphics and orthography, 5) units of articulation. Terminological units found in previous grammatical publications make up its main part. The author’s terminology, introduced for scientific use by Lomonosov himself appear to be a smaller part of the selected vocabulary. When translating the “Russian Grammar”, Stavenhagen primarily resorted to literal translation of phonetic terms employed by Lomonosov, and in some cases to a descriptive way of conveying the semantics of certain Russian terms in accordance with the norms of the German language of that time. A terminological comparative analysis allows identifying a number of orthographic and morphological doublets in the Russian and German phonetic terminological systems. The use of doublets agrees with the author’s and translator’s wish to make a grammar text more understandable to the reader.
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Dissertations / Theses on the topic "German language, grammar, comparative"

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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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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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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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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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Bryant, Doreen. "Koordinationsellipsen im Spracherwerb die Verarbeitung potentieller Gapping-Strukturen." Berlin Akad.-Verl, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2845731&prov=M&dok_var=1&dok_ext=htm.

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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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Petronio, Karen M. "Clause structure in American sign language /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/8418.

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Ann, Jean. "Against [lateral]: Evidence from Chinese Sign Language and American Sign Language." Department of Linguistics, University of Arizona (Tucson, AZ), 1990. http://hdl.handle.net/10150/227260.

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American Sign Language (ASL) signs are claimed to be composed of four parameters: handshape, location, movement (Sto]çoe 1960) and palm orientation (Battison 1974). This paper focuses solely on handshape, that is, the configuration of the thumb and the fingers in a given sign. Handshape is significant in ASL and Chinese Sign Language (CSL); that is, minimal pairs exist for handshape in each. Thus, the two ASL signs in (1) differ in one parameter: the handshapes are different, but the location, palm orientation and movement are the same. Similarly, the two CSL signs in (2) differ in one parameter: handshape. A logical next question asks if handshapes are further divisible into parts; more specifically, are handshapes composed of distinctive features? This question is not new; in fact, researchers have made many proposals for ASL handshape features (Lane, Boyes -Braem and Bellugi, 1979; Mandel, 1981; Liddell and Johnson, 1985; Sandler, 1989; Corina and Sagey, 1988 and others). This paper focuses on the proposal of Corina and Sagey (1988). In Section 2, I outline the proposed system for the distinctive handshapes of ASL, of which [lateral] is a part. Then using data from ASL and CSL, I give three arguments in support of the claim that there is not sufficient justification in ASL or CSL for the feature [lateral]. First, I show in Section 3 that the prediction which follows from the claim that [lateral] applies only to the thumb, namely that the thumb behaves differently from the other fingers, is not borne out by CSL data. Second, I argue in Section 4 that since other features (proposed by Corina and Sagey, 1988) can derive the same phonetic effects as [lateral], [lateral] is unnecessary to describe thumb features in either ASL or CSL. Third, in Section 5, I use ASL and CSL data to argue that the notion of fingers as "specified" or "unspecified ", although intuitively pleasing, should be discarded. If this notion cannot be used, the feature [lateral] does not uniquely identify a particular set of handshapes. I show that CSL data suggests that two other features, [contact to palm] and [contact to thumb] are independently needed. With these two features, and the exclusion of [lateral], the handshapes of both ASL and CSL can be explained. In Section 6, the arguments against [lateral] are summarized.
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Park, Tae-kyung 1957. "A comparative study of Japanese and Korean anaphora." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276612.

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This thesis shows the different features of Korean reflexives compared to Japanese reflexives. In Chapter 1, the differences of Japanese and Korean reflexives are discussed morphologically and syntactically. The general referential relationship of Japanese and Korean reflexives is discussed. In Chapter 2, empathy expressions of the Japanese reflexive zibun and Korean reflexive caki is discussed. In Chapter 3, the semantic interpretation of the plural form of Japanese and Korean reflexive, zibun-tati and caki-tul, is discussed. In Chapter 4, a brief conclusion is presented. Further work on Korean reflexives is necessary to account for Korean anaphora.
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Books on the topic "German language, grammar, comparative"

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Pilch, Herbert. Comparative Anglo-German linguistics. Aachen: Shaker Verlag, 1999.

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Volker, Gast, ed. Understanding English-German contrasts. 3rd ed. Berlin: E. Schmidt, 2012.

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Siemund, Peter. Intensifiers in English and German: A comparison. London: Routledge, 2000.

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Murcia-Serra, Jorge. Grammatische Relationen im Deutschen und Spanischen: Eine empirische Untersuchung zur Rolle der einzelsprachlichen Form bei der Konzeptualisierung von Äusserungen im Text. Frankfurt am Main: P. Lang, 2001.

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Blumenthal, Peter. Sprachvergleich Deutsch-Französisch. Tübingen: M. Niemeyer, 1987.

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1949-, Kątny Andrzej, ed. Studien zum Deutschen aus kontrastiver Sicht. Frankfurt am Main: P. Lang, 1990.

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Chen, Aizheng. Numerative und Numerativkonstruktionen im Deutschen und im Chinesischen: Eine kontrastiv-typologische Untersuchung. Tübingen: M. Niemeyer, 1996.

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Beck, Sigrid. Contrasting English and German grammar: An introduction to syntax and semantics. Berlin: De Gruyter Mouton, 2014.

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Hess, Katrin. Verb und Direktivum: Ein Beitrag zum deutsch-spanischen und spanisch-deutschen Sprachvergleich. Frankfurt am Main: P. Lang, 2007.

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Fischer, Klaus. German-English verb valency: A contrastive analysis. Tübingen: Narr, 1997.

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Book chapters on the topic "German language, grammar, comparative"

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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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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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Röthlisberger, Melanie. "Exploring variation in the dative alternation across World Englishes." In Ditransitives in Germanic Languages, 226–63. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sigl.7.07rot.

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The present chapter explores the variable nature of speakers’ (probabilistic) grammar by analysing variation in the English dative alternation across World Englishes. While the numerous constraints that impact the choice of variant are well-known, the extent to which the regional variability of these constraints in specific registers or lexical items can be generalized to the language as a whole has largely remained understudied (but see, e.g., Bresnan and Ford 2010; Röthlisberger, Grafmiller, and Szmrecsanyi 2017). The current study takes a comprehensive large-scale comparative perspective across nine varieties, 14 different registers and including 86 alternating verbs (N = 13,171) to showcase how restrictions in the dataset (e.g. to specific registers or verbs) can result in misleading generalizations. Results of mixed-effects regression analyses indicate that the factors regionally variable across the whole dataset might not be regionally variable across specific registers. Thus, the present chapter not only confirms the variable nature of probabilistic grammars but also stresses the importance of combining an aggregate perspective with more fine-grained analyses to grasp more fully the cross-lectal variability of speakers’ grammatical knowledge.
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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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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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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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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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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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Cognola, Federica, Manuela Caterina Moroni, and Ermenegildo Bidese. "Chapter 8. A comparative study of German auch and Italian anche." In Studies in Language Companion Series, 209–42. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/slcs.224.08cog.

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Conference papers on the topic "German language, grammar, comparative"

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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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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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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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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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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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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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Zaichenko, Nataliia. "THE GERMAN-LANGUAGE VECTOR OF LORENZO LUZURIAGA'S COMPARATIVE PEDAGOGICAL STUDIES." In Ways to Develop Science in the Current Crisis Conditions. Publishing House “Baltija Publishing”, 2023. http://dx.doi.org/10.30525/978-9934-26-379-8-13.

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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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Astakhova, Tatyana. "Comparative Characteristics Of Information Sources In English And German Arctic Media Discourse." In International Conference on Language and Technology in the Interdisciplinary Paradigm. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.64.

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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, comparative"

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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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