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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 & 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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Bhatti, Natalia, Ekaterina Kovsh, Elena Kharitonova, and Irina Sapranova. "Grammar aspect of English and German acquisition in Russian medium." E3S Web of Conferences 210 (2020): 21005. http://dx.doi.org/10.1051/e3sconf/202021021005.
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Bilingualism and multilingualism in education has become a reality in the modern multi-cultural world. In recent years, there have been numerous studies proving benefits from bilingual and multilingual approaches in education. Proficiency in second or third languages has many benefits starting from excellence in academic studies and easier access to global information resources and ending with personal awareness of cultural diversity of the world and global mobility. There is overwhelming evidence that English and German are the most popular languages chosen for the Unified State Exam in a foreign language in Russia. The study shows that a worthwhile investment of time and effort into grammatical aspect of language acquisition is of great value. The research is based on the data collected in an experiment involving 38 senior students of gymnasium 6 in Ivanteevka (Moscow Region, Russia). The result of the experiment proves the efficiency of the translanguaging approach to teaching English or German grammar. The successful formation of grammar skills in oral and written speech is based on the comparative analysis of the languages (L1, L2, L3). The mistakes which were predetermined by the differences in grammatical features of the target languages were eliminated by laying emphasis on developing mostly productive rather than reproductive skills. The cognitive exercises used the experiment enlarged the students` meta-disciplinary knowledge and helped them to master analytical skills. By comparing cultural, linguistic and social phenomena existing in L1, L2 and L3 the experimentees came to realize their belonging to the global community and the necessity of application of their language skills to successfully function as an equal member of this community. This approach could be widely used in comprehensive schools in the Russian Federation, adding to the positive effects on intellectual growth and enhancing students` linguistic, emotional and personal development.
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Bawej, Izabela. "Rozumowanie dedukcyjne w procesie uczenia się języka niemieckiego jako drugiego języka obcego na przykładzie podsystemu gramatycznego." Neofilolog, no. 58/1 (April 27, 2022): 85–98. http://dx.doi.org/10.14746/n.2022.58.1.6.
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The role of the first foreign language in second foreign language learning is an interesting research question.
The main purpose of the research was to relate if and how the learners make deductions about German grammar based on English language skills. Therefore, this study presents the results of a survey conducted among students of Applied Linguistics who learn German after English. Participants were interviewed to state their opinion about the usefulness of English in learning German structures. The results of this inquiry allow the conclusions that learners use and transfer the previously acquired knowledge and information from what they have in first foreign language in order to understand, learn or form structures in the second foreign language. They compare both languages, look for similarities in the creation of the construction and the application of the structures or constructions, conclude by analogies between English and German in grammatical subsystem. In this way they deduce that English makes possible and facilitates to memorize grammatical forms while learning German, e.g. passive voice, articles, tenses, irregular verbs, comparative and superlative adjectives.
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LI, Jie. "An Inter-Linguistic Analysis on Multimodal Coupling of German and Chinese Tourism Video Commercials – A comparative Study based on ELAN." Lebende Sprachen 64, no. 2 (November 5, 2019): 323–40. http://dx.doi.org/10.1515/les-2019-0018.
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Abstract With the development and renovation of digital information technology, images, sounds, animations, colors and other models are integrated into one system to convey information. Multimodality is also applied in language research. One example of multimodal discourse are tourism video commercials, which combine written, visual and auditory signals to construct the metaphorical meaning of advertisements. Therefore, this paper selects six pieces of German and Chinese tourism video commercials as objects, which are parsed, transcribed and annotated by ELAN 5.1. Both quantitative and qualitative approaches are adopted to analyze the selected corpus. The theoretical framework for this study is Systemic-Functional Grammar and Visual Grammar, and it aims to explore the similarities and differences in the fusion of multimodal features between German and Chinese tourism video advertisements by comparative analysis.
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Clahsen, Harald. "The Comparative Study of First and Second Language Development." Studies in Second Language Acquisition 12, no. 2 (June 1990): 135–53. http://dx.doi.org/10.1017/s0272263100009050.
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This article discusses the relationship of first language (L1) and second language (L2) acquisition. First, different approaches to comparing L1 and L2 development are summarized. Then, I argue for a particular version of the fundamental difference hypothesis. Finally, I illustrate the hypothesis with some evidence from the acquisition of German syntax. It is claimed that the Universal Grammar (UG) approach provides a theoretical framework to explain differences between L1 and (adult) L2 development. In particular I argue that the observed L1/L2 differences can be accounted for by assuming that adult L2 learners cannot use principles of UG as a learning device in the same way as L1 learners use them.
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Ishag, Adil, Claus Altmayer, and Evelin Witruk. "A comparative self-assessment of difficulty in learning English and German among Sudanese students." Journal of Language and Cultural Education 3, no. 2 (May 1, 2015): 32–38. http://dx.doi.org/10.1515/jolace-2015-0012.
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Abstract It is generally assumed that self-assessment plays a profound role in autonomous language learning and, accordingly, leads to learner independency. It encourages learners to prospect their own language learning processes and provides them with feedback of their learning progress. Self-assessment also raises the awareness of learners’ individual needs among both students and teachers alike and will therefore contribute to the development of the whole learning process. The purpose of the current study is to explore and compare – through self-assessment – the level of perceived difficulty of the overall foreign language learning and language skills among Sudanese students enrolled at the English and German language departments respectively, at the University of Khartoum in Sudan. A representative sample composed of 221 students from the two departments have been asked to self-evaluate and rate the overall language difficulty and areas of difficulty in language skills, as well as their own language proficiency. The results indicate that German language is relatively rated as a difficult language in comparison to the English language and that German grammar was also rated as more difficult. However, students rated the pronunciation and spelling of German language as easier than in English language. Concerning the language skills, reading and speaking skills were reported as more difficult in German, whereas writing and listening tend to be easier than in English. Finally, students’ academic achievements have been self-reported.
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Sibgatullina, Alfiya Ashrafullovna. "WAYS OF EXPRESSING THE CATEGORY “DEFINITENESS - INDEFINITENESS” IN RUSSIAN, TATAR AND GERMAN LANGUAGES (COMPARATIVE ASPECT)." Russian Journal of Multilingualism and Education 13 (December 28, 2021): 66–75. http://dx.doi.org/10.35634/2500-0748-2021-13-66-75.
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The purpose of this study is to conduct a comparative typological analysis of the means of expressing the category “Definiteness / Indefiniteness” in German, Tatar and Russian languages and, building on this analysis, to develop a system of exercises that allow to show the specifics of using this category in the compared languages. The relevance of the study is dictated by the practical and theoretical significance of the co-study of different structural languages at school in the process of forming a multilingual student‟s personality. The article analyses the possibilities of a comparative typological method of studying foreign and native languages. Based on this method, a comparative characteristic of the German, Russian and Tatar languages is given in terms of morphological and genealogical classifications. Despite the fact that these languages, according to the presented classifications, are not related, the positive transfer of knowledge and skills, as well as language interference in the co-study of these languages are of great importance. The author considers the category “Definiteness / Indefiniteness” as a functional semantic field having a polycentric structure and combining grammatical, lexical and syntactic means of expression of the category under study. In the absence of a grammatical marker (article in German), lexical means are widely used, it indicates the possibility of expressing the category “Definiteness / Indefiniteness,” especially in Russian and Tatar languages. Among the syntactic ways of expressing the category, the word order with its goal-communicative attitude is distinguished, as well as the intonation in the compared languages. This study contributes to a more effective teaching of German grammar in an audience whose native language is Tatar and (or) Russian. The practical result of the study is a set of exercises demonstrating the possibilities of learning the category “Definiteness / Indefiniteness” using a comparative typological approach.
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Recio Ariza, M. ª. Ángeles, and J. Agustín Torijano. "La gramática cognitiva y la traducción de la fraseología." Philologica Canariensia, no. 29 (2023) (May 31, 2023): 307–24. http://dx.doi.org/10.20420/phil.can.2023.602.
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Language teaching as a discipline of Translation and Interpreting must be based on comparative linguistics, since the contrastive study of language is key to being able to study in depth both the aspects that unite and differentiate the languages, in our case Spanish-German. One of its greatest challenges is the internalisation of phraseology with the aim of transmitting the (re)cognition of phraseological units for their eventual translation. In this article we show the current state of research in this respect, as well as practical examples of some resources and strategies involved in the teaching of phraseology and grammar for translation and interpreting from a cognitivist perspective.
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Kareva, Nataliya, and Evgeniy Pivovarov. "The First German Grammar in Russia: Creation and Sources." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 4 (December 2019): 18–28. http://dx.doi.org/10.15688/jvolsu2.2019.4.2.
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Die Teutsche Grammatica... by M. Schwanwitz (St. Petersburg, 1730) was the first German grammar printed in Russia. It was bilingual: Russian and German sections were parallel. The Russian text reflected the diversity and variability of the new, early 18 th century "civil" literary language. The article authors describe linguistic terminology of Schwanwitz's textbook, study editorial changes made during its creation and examples corpus used in the grammar, first of all, anthroponyms. Comparative analysis of the structure, content and illustrative material of Schwanwitz's grammar and Die deutsche Grammatica... by Charmyntes (Berlin, 1713) allows us to conclude that Charmyntes's grammar was not the only source of the academic textbook. In cases where Schwanwitz borrowed material from the German source, he critically rethought and rewrote the original. The authors disagree with the assertion outspoken in scientific literature that Schwanwitz's work was for the most part imitative to Die deutsche Grammatica... by Charmyntes and that the Berlin edition should be considered as a conductor of the Western model of grammatical description in Russia. Study of Die Teutsche Grammatica... creation allows to conclude that lack of its author's formal education case was atoned by rich practical experience, ability to learn a lot and quickly and obvious desire to become a philologist recognized by contemporaries.
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Xu, Shiman. "Comparative Analysis of Teaching Methods in EFL Education: German and Chinese School Practices Across Levels." Asian Education Studies 9, no. 1 (May 5, 2024): 1. http://dx.doi.org/10.20849/aes.v9i1.1428.
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This comparative analysis examines the teaching methods in English as a Foreign Language (EFL) education in Germany and China across various educational levels. While Germany emphasizes immersive learning and practical language application, China focuses more on theoretical understanding. Despite these differences, both nations share a commitment to enhancing English proficiency among students. Evaluating effective teaching methods for adult second language acquisition in English requires careful consideration of the strengths of each approach, as well as individual preferences, learning styles, and cultural contexts. Considering the multicultural and international perspectives, Total Physical Response (TPR) is recommended as a valuable adjunct from primary school level onwards, alongside a synthesis of Communicative Language Teaching (CLT) and the Grammar-Translation (GT) Method. Furthermore, the augmentation of the Natural Approach can enhance the language learning experience. The findings offer pedagogical insights for Chinese educators to develop a more tailored English education methodology that aligns with China’s specific context.
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Pokulevska, A. I., and D. V. Shyshov. "PECULIARITIES OF THAT FLEXIBILITY OF THE GERMAN-UKRAINIAN TRANSLATION OF RELIGIOUS VOCABULARY." INTELLIGENCE. PERSONALITY. CIVILIZATION, no. 1 (26) (June 30, 2023): 50–56. http://dx.doi.org/10.33274/2079-4835-2023-26-1-50-56.
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Objective. The objective of the article is to investigate the main translation strategies of structurally distant languages, namely the religious vocabulary of the German language, as well as to analyze the peculiarities and complexities of its German-Ukrainian translation. Methods. Solving the set tasks is carried out using such methods as analysis and generalization of scientific literature on the problems of translation studies; system and comparative analysis, and the continuous sampling technique is applied to collect language facts. Results. Studying the peculiarities and difficulties that arise in the process of translation from German to Ukrainian, and especially when working with religious vocabulary, it should be noted that a literal translation will often be incomprehensible due to the absence or lack of knowledge of one or another feature of German culture. Therefore, in order to avoid questions and misunderstandings, the translator must find an equivalent word, metaphor, proverb or saying, or a story that will evoke the same feelings and thoughts that the recipient receives when reading the original text. Issues of the importance of context and the peculiarities of German grammar also affect the quality of the translation. Therefore, the difference between German and Ukrainian culture, as well as religions, requires special skills of the translator and mastery of various translation tools. Phrases with a religious component, religious terms create additional difficulties in the process of translation, because sometimes it is very difficult to find an equivalent in the Ukrainian language, so a comprehensive translation is the best choice in this case. Having analyzed a number of religious terms from Duden explanatory dictionary, it can be concluded that the influence of the Latin language over the centuries on other languages caused a high number of equivalents of religious concepts in the Ukrainian and German languages. Therefore, in most cases, the selection of a direct analogue and adaptive transcoding is used in the process of translating religious vocabulary.
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Noordegraaf, Jan. "Hoogvliet Versus Van Ginneken." Historiographia Linguistica 15, no. 1-2 (January 1, 1988): 207–38. http://dx.doi.org/10.1075/hl.15.1-2.11noo.
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Summary In the last two decades of the 19th century the Dutch linguist Jan Marius Hoogvliet (1860–1924) developed an individual approach to non-historical linguistics, in which he sought to take expressly into account data from non-Indo- European languages. His linguistic views prompted him to attack the ideas of the proponents of the ‘world language’ Volapük, which was popular in the Netherlands in the 1880s. In 1903 his major work, Lingua, appeared. This book can aptly be characterized as a specimen of a universal grammar with psychological underpinnings; it was intended as a grammar for all languages in the world. Hoogvliet’s main opponent, Jacobus van Ginneken (1877–1945) considered Lingua ‘a good book’, but he found various serious shortcomings in it. First, he thought the empirical bases too narrow; second, whereas Hoogvliet had based his thinking on rational psychology, van Ginneken preferred pathological psychology as put forward by Pierre Janet (1859–1947) in his L’automatisme psychologique (1889). Van Ginneken’s Principes de linguistique psychologique (1907) can be regarded as an elaboration on his Lingua review from 1903. However, the works of Hoogvliet and van Ginneken do have several points in common: both start from the psyche of the speaking individual and both take into account data from non-Indo-European languages. The controversy that arose between them can be traced back to their different views of language. Hoogvliet considered an unconscious and invariable ‘Normallogik’ to be the kernel of language, whereas van Ginneken regarded feeling as the innermost essence of language. While van Ginneken still tried to incorporate the results of German historical comparative grammar into a grand, historically coloured synthesis, Hoogvliet’s writings were characterized by very sharp anti-German tones. The universal, logical classification of the parts of speech expounded in Lingua must be regarded as a direct reaction to Hermann Paul’s (1846–1921) Prinzipien der Sprachgeschichte (1880). Moreover, Hoogvliet defended the scientific character of a non-historical approach of language against Paul. With that he is the most remarkable Dutch synchronic linguist of the last quarter of the 19th century. Hoogvliet’s theory, however, was highly idiosyncratic and many a reader was also repelled by his new and unconventional terminology. Only few linguists, among whom the Dutch structuralist Hendrik J. Pos (1898–1955), have studied Hoogvliet’s views thoroughly later on.
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Bereza, Liudmyla, and Liudmyla Tkachenko. "Completeness of action in the Russian and German languages: comparative analysis." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu. Serìâ: Fìlologìâ 13, no. 23 (2020): 140–50. http://dx.doi.org/10.34079/2226-3055-2020-13-23-140-150.
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The aim of this research will be to conduct a comparative study of the category of aspectuality; that implies defining and analysing the whole complex of general and distinctive properties, characteristic of the languages under consideration, that is, Russian and German, revised in the comparative aspect. The research methods include descriptive method, distributive and introspective analyses. The authors indicate that today contrastive studies are especially relevant to identify common and distinctive features in systems of different languages. It is noted that actional and aspectual semantics, as well as the means of its expression, have become objects of study by linguists at the beginning of the 20th century. Attention is drawn to the actual domestic and foreign significant research in the field of aspectology of genetically unrelated languages, as well as languages that are in a distant genetic relationship. The form and tense of a verb are characteristics of temporality, since, for example, in the Slavic languages, the form organizes and determines temporal relationships. In contrast to the Slavic languages, in the Romance and Germanic languages, species relations are structured on the basis of temporal forms. The comparative approach to the study of time and species in languages belonging to different groups makes it possible to better understand the specifics of species-temporal relations. It is pointed out that the grammatical category of the species as a binary category is represented only in some languages. The need to distinguish between species as a grammatical category inherent in the Slavic languages and as a broad functional and semantic category that exists in all languages is emphasized, since it represents the entire complex of linguistic means that express the nature of the course of action. In the process of analyzing some texts, it was concluded that the absence of a grammatical category of the species in the German language does not indicate the absence of a corresponding concept. During the research, the authors came to the conclusion, that when studying the verb tense, it is necessary to take into account several other factors, apart from the verb forms: the context, the lexical, lexical-grammatical, grammatical and syntactic components, considered within the framework of their interaction in speech, since the functional-semantic field includes interacting means, united by the common function of expressing the semantic attribute of aspectuality, namely, grammar, lexical-grammatical and lexical means.
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Abdulganeeva, I. I. "OCCASIONAL WORD FORMATION: COGNITIVE-DISCURSIVE PERSPECTIVE." Voprosy Kognitivnoy Lingvistiki, no. 3 (2023): 96–107. http://dx.doi.org/10.20916/1812-3228-2022-2-96-107.
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The article considers occasional word formation as a linguistic phenomenon of the intensity category representation in differently structured languages in the light of the cognitive-discursive paradigm of modern linguistic research. This study is based on the principle of synthesizing the accumulated knowledge on the theory and methodology of cognitive-discursive analysis, on the theory and semantics of word formation, including the use of methods of comparative, textological, component, functional-semantic and morphological analysis. Based on the analysis of the precedent poetic texts of the Russian author V. Mayakovsky, the word-formation models of occasional formations in the Russian language are identified and the ways of their reconstruction in the target language (German) are substantiated. The author singles out nominal suffixal occasionalisms (nouns and adjectives), nominal and verbal prefixed occasionalisms and nominal compound occasionalisms according to the word-formation method, highlighting as a separate group grammar occasionalisms (or formative occasional formations). They are characterized by the use of lexical units conventionally fixed in lexicographic publications, while the grammatical forms of these units are non-standardized. Translated German analogues are characterized by both analytical word-building structures, determined by the translator’s desire to convey not only the meaning, but also preserve the original form of translated occasionalism, and the widespread use of the descriptive method of translation, which includes usual lexical units to describe the original occasionalism. The comparison of the Russian and German languages reveals the differences in the semantic, structural and syntactic (rhythmic for poetic discourse) aspects on the example of occasional units of poetic discourse. This indicates the need to talk not about equivalence in translation, but about the correlation of the analyzed units. As a result of comparing the studied units, certain regularities characteristic of the derivational systems of the Russian and German languages, reflecting the cognitive-mental nature of the word-formation processes of categorization and conceptualization of the external and internal world of the Russian and German linguistic culture members were established.
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Turkevych, Oksana V. "UKRAINIAN AS A FOREIGN LANGUAGE FOR GERMAN-SPEAKING STUDENTS: ACHIEVEMENTS AND PROSPECTS IN THE 21ST CENTURY." Alfred Nobel University Journal of Philology 2, no. 22 (2021): 219–27. http://dx.doi.org/10.32342/2523-4463-2021-2-22-21.
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Ukrainian as the state language of an independent European country is the subject of study in various parts of the world, including universities within individual research of Ukrainian studies (for example, Harvard University or the University of Alberta) or Slavic studies (different countries). The latest trends in teaching / learning foreign languages are aimed at: attracting the latest information technologies, quick access to knowledge, taking into account student needs (task-based approach), interpreting language as a tool for career growth or international communication, changing or supplementing the paradigm of language education. Accordingly, the Ukrainian language, which is the object of study outside Ukraine, needs new relevant ways of teaching it as a foreign one, based on the latest quality results of linguistic research of the Ukrainian language, in particular in the functional aspect. The purpose of the article is to analyze the current situation and outline the prospects for teaching Ukrainian as a foreign language outside Ukraine (in particular, based on the study of the experience of teaching it in Austria and Germany). The tasks are to carry out a comparative analysis of textbooks of the Ukrainian language for German speakers, to outline the scope of current problems related to the teaching of the Ukrainian language outside Ukraine. This was made possible by the descriptive method, and the functional approach made it possible to trace the conformity of teaching materials with modern requirements and needs of students. Textbooks for German-speaking students are designed for the Beginners level and implicitly take into account the information that for students it is the second Slavic language (usually after Russian). The studied textbooks have a diverse quality of language content (usually intended for beginners, but cover topics, grammatical material, communicative situations from higher levels) and are based on the grammartranslation method (except Klymenko Lina, Kurzidim Jan. Razom (2008); Schubert Ludmila, Ukrainian for beginners and fortresses (2012). It was found that there are no student`s book, teacher`s book, workbook, audio materials, which together according to the stages of training (levels A1-C2) would consistently provide a clearly divided language materials and propose communication skills, taking into account on the Common European Framework of Reference for Languages: Learning, teaching, assessment (2020) and Standardized requirements. Levels of proficiency in Ukrainian as a foreign language (A1-C2). High-quality linguistic resources of the Ukrainian language (for example, functional grammar of the Ukrainian language, dictionaries of collocations, lexical minimums), taking into account the latest approaches to learning foreign languages, would not only raise students' motivation, but also contribute to greater competitiveness of the Ukrainian language in a modern globalized society.
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Haug, Dag T. "The Linguistic Thought of Friedrich August Wolf: A reconsideration of the relationship between classical philology and linguistics in the 19th century." Historiographia Linguistica International Journal for the History of the Language Sciences 32, no. 1-2 (2005): 35–60. http://dx.doi.org/10.1075/hl.32.1-2.03hau.
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This paper examines the linguistic thought of Friedrich August Wolf (1759–1824), the founder of modern classical philology, and tries to show that contrary to what is commonly assumed, grammar played an important role in his research program for a ‘science of antiquity’. Specifically, Wolf encouraged the study of philosophical grammar, which was the leading linguistic paradigm in Germany around 1800, and he developed an original theory of tense within this methodological framework. But philosophical grammar would appear obsolete soon after the establishment of historical-comparative linguistics and this, it is argued, is an important reason for the enmities in the first half of the 19th century between Indo-Europeanists and the Classical scholars who stayed within the old linguistic paradigm.
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Haug, Dag. "The linguistic thought of Friedrich August Wolf." Historiographia Linguistica 32, no. 1-2 (June 8, 2005): 35–60. http://dx.doi.org/10.1075/hl.32.2.03hau.
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Summary This paper examines the linguistic thought of Friedrich August Wolf (1759–1824), the founder of modern classical philology, and tries to show that contrary to what is commonly assumed, grammar played an important role in his research program for a ‘science of antiquity’. Specifically, Wolf encouraged the study of philosophical grammar, which was the leading linguistic paradigm in Germany around 1800, and he developed an original theory of tense within this methodological framework. But philosophical grammar would appear obsolete soon after the establishment of historical-comparative linguistics and this, it is argued, is an important reason for the enmities in the first half of the 19th century between Indo-Europeanists and the Classical scholars who stayed within the old linguistic paradigm.
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Poulsen, Sven-Olaf. "Problemer omkring beskrivelsen af modusbrugen i tysk "indirekte tale"." HERMES - Journal of Language and Communication in Business 1, no. 1 (July 17, 2015): 25. http://dx.doi.org/10.7146/hjlcb.v1i1.21337.
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<p>A review of present Danish and German studies of modality in German indirect speech suggests they should be based on sufficiently large text corpora representing the most important text types.</p><p>Productive grammars intended for interpreters should focus on texts relevant to language training and should incorporate pragmatic aspects when necessary. Reference is made to an exemplary investigation of modality and tense in indirect speech in Danish and German in judgements passed in first instance courts.</p><p>Comparative analyses for each text type and language pair are needed.</p>
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Corral Esteban, Avelino. "The Importance of Accuracy in the Use of Grammatical Terms and Concepts in the Description of the Distinctive Properties of Plains Algonquian Languages." Journal of Language and Education 3, no. 3 (September 30, 2017): 6–38. http://dx.doi.org/10.17323/2411-7390-2017-3-3-6-38.
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The subject of this paper was inspired by my collaboration on a project involving the long-term histories of grammatical traditions led by Dr. Philomen Probert at the University of Oxford. Owing to my interest in linguistic typology and the study of the syntax-semantics-pragmatics interface in a number of languages, – especially Native American languages, which differ in many respects from Indo-European languages, –, I have observed that some languages cannot be accurately described if we use the grammatical terms and concepts commonly applied to the analysis of extensively studied languages such as English, Spanish or French, as certain grammatical properties of one language may not be equivalent to those of another and, consequently, require a different treatment. Thus, firstly, by adopting a holistic comparative perspective deriving from all areas of grammar, I aim to reveal the distinctive features that Plains Algonquian languages such as Cheyenne / Tsėhésenėstsestȯtse (Montana and Oklahoma, USA), Blackfoot / Siksiká, Kainai, and Pikani, (Montana, USA; Alberta, Canada), Arapaho / Hinóno´eitíít (Wyoming and Oklahoma, USA), and Gros Ventre / White Clay or Atsina / Aaniiih (Montana, USA) display when compared with Indo-European languages such as English, Spanish, French or German. The subsequent examination of these data will provide examples of terms and concepts that are typically used in traditional grammatical descriptions, but that do not serve to characterize the grammar of these Native American languages accurately. Finally, I will attempt to propose alternative terms and concepts that might describe the distinctive grammatical properties exhibited by these languages more adequately.
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Haueis, Eduard. "Old Problems, New Challenges." L1-Educational Studies in Language and Literature 24, no. 2 (May 20, 2024): 1–11. http://dx.doi.org/10.21248/l1esll.2024.24.2.619.
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Although comparative studies on L1 education are facing many new challenges today, two ‘old’ issues should not be forgotten: the professional qualification of teachers as part of their academic training, and elementary language education in primary schools. These issues need a theoretical foundation to make L1 education part of the professional practical knowledge of teachers. In Germany, there is a gap between the subject-related qualification of prospective teachers on the one hand, and their didactic qualification for their professional field of action in schools on the other. What is perceived today as L1 German teaching from school year 1 to 12/13 goes back to two different traditions for which, until a few decades ago, educational institutions of varying prestige were responsible: the Volksschulen (elementary education for the lower classes) initially focusing on "mother-tongue" monolingualism, and the Latin schools (grammar schools for the higher classes) focusing on multilingual education, preparing for academic careers. It was not until the Weimar Constitution in 1919 that Germany also introduced academic qualifications for teachers in elementary education. However, also seminars, pedagogical academies, and colleges that focused on teaching didactics mainly, were established to circumvent university qualifications. What was developed in the last third of the 20th century in the context of a scientific foundation for the didactics of L1 German has since fallen into oblivion. This contribution aims at presenting a critically reflected continuation of these developments.
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Carmen, Mellado Blanco. "Phrasem-Konstruktionen kontrastiv Deutsch–Spanisch: ein korpusbasiertes Beschreibungsmodell anhand ironischer Vergleiche." Yearbook of Phraseology 10, no. 1 (December 18, 2019): 65–88. http://dx.doi.org/10.1515/phras-2019-0005.
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Abstract In the persistently sparse interlingual studies in the field of Construction Grammar, grammatical constructions are the main concern of research (Koch 2016; Boas and Ziem 2018), while constructional idioms, defined as form–meaning pairings with lexically fixed constituents and free lexical slots, have been analyzed mainly monolingually, with very few exceptions.See, amongst others, Dobrovol’skij and Pöppel (2017), Mollica and Schafroth (2018) and Mellado Blanco et al. (forthcoming). This lack of studies from a contrastive point of view may be related to the lexical underspecification of constructional idioms and to the difficulties in assessing their often high pragmatic potential. Against this background, the present paper aims to give impetus to the contrastive studies in the field of constructional idioms and Construction Grammar by means of the language pair German–Spanish. In order to achieve this goal, a multi-level corpus-based description method for the determination and analysis of interlingual equivalent constructional idioms at the lexicographical level was developed using five comparison parameters. The contrastive description model was successfully implemented on the comparative constructional idiom [von A so viel verstehen/Ahnung haben/sich auskennen wie X von/vom Y] (‘von A absolut nichts verstehen’) ([from A V to have as much understanding / knowledge as X from Y] (‘to understand absolutely nothing from A’)) and on its functionally equivalent construction in Spanish [Ventender/saber de A lo (mismo) que/como yo de X]. Both comparative constructions are characterized by their negation value and a pronounced ironic meaning, respectively. Their intralingual description from a constructional grammatical point of view represents a further goal of this paper.
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Ayodimeji, Akintoye, Festu. "A Comparative Study of French and English Auxiliary Verbs." IJOHMN (International Journal online of Humanities) 4, no. 4 (August 4, 2018): 1–16. http://dx.doi.org/10.24113/ijohmn.v4i4.52.
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Auxiliary verbs in English and French languages are very germane in constructing sentences in both languages. Therefore, this study examines the way auxiliary verbs are used in English and French Languages; and some features where learners of either language may encounter some difficulties in the course of learning. Our attention is drawn to auxiliary verbs because verb is what that makes any sentence functions the way it is. Verb is one of the most important parts of speech in French grammar and also in English .It is through verb that one knows when an action takes place. When a verb helps another verb to form one of its tenses in a sentence, such verb can be said to be auxiliary. This paper also focuses on auxiliary verbs and how verbs are used in the past and present indications. Auxiliary verbs cannot stand or function alone without relying on the main verb in both English and French languages. Finally, we shall concurrently consider in this paper how semi-auxiliary verbs function as modal auxiliary in French.
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Rybalka, N. V., and K. I. Mykhalchenko. "PHONETIC INTERFERENCE IN LEARNING GERMAN AS A SECOND FOREIGN LANGUAGE." INTELLIGENCE. PERSONALITY. CIVILIZATION, no. 1 (28) (July 21, 2024): 5–12. http://dx.doi.org/10.33274/2079-4835-2024-28-1-5-12.
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Objective. The objective of the article is to define the essence and content of the concept of "phonetic interference"; identify the conditions for the occurrence of interference, the forms and features of its manifestation during the study of German as a second foreign language after English, and identify methodical ways to overcome it. Methods. The main scientific results are obtained using such research methods as theoretical and comparative analysis of psychological and pedagogical literature, generalization of best practices and observation. Results. A person learning a foreign language sets himself the goal of mastering one or several languages as best as possible. Accordingly, there is an unwanted transfer from one language to another, due to which the process of language acquisition often suffers from violations. But as in any other case, transference has two types: positive and negative transference (interference). Most linguists are mostly concerned with negative transfer, because the interference of one language into another is easily felt and known. Negative transference/interference is caused by a deviation from the norm. This means that the transfer of phonetics, grammar or vocabulary from a language that an individual has already mastered will lead to errors when learning a new foreign language. Mastery of one language can also facilitate mastery of another, which is equivalent to positive transfer. However, positive transference is often difficult to perceive. As a result of the similarity of languages, students, as a rule, when learning a new language, borrow phonetic, morphological or grammatical rules from the language they studied before. If borrowing or, accordingly, transfer helps and brings relief to the new language, then we can talk about positive transfer. In order to communicate well and understand other people in a new language, it is necessary to pronounce the sounds of the language, words and expressions correctly. In the "Ukrainian - English - German" trinity, the native language, mastered in a natural language environment, occupies a dominant place, and the level of mastery of it is, of course, much higher than that of foreign languages. The individual has a lower level of each system following the native language. However, a mediocre command of a second and/or third language does not prevent an individual from being considered multilingual, as he is able to switch codes, alternately use different language systems and communicate at a level that is accessible to him. Each subsequent language experiences the influence of the previous one, so bilingualism and multilingualism inevitably lead to interference. According to some scientists, phonetic interference is one of the most difficult and urgent problems of modern linguistics. The study of accent or phonetic deviations in the system of the secondary language of bilinguals is especially relevant for determining the acceptability or unacceptability of certain phonetic deviations in non-native speech. References: Anisimova, O. (2011). Do problem dydaktychnoho zistavlennia kontaktuiuchykh mov u protsesi navchannia druhoi inozemnoi movy [To the problems of didactic comparison of contact languages in the process of learning a second foreign language]. Pedagogy of creative personality formation in higher and secondary schools. Zaporizhzhia, Issues 15(68), pp. 51–57. Demianenko, O. Ye. (2005). Fonetychna interferentsiia pid chas vzaiemodii zvukovykh system ridnoi, neridnoi ta inozemnoi mov [Phonetic interference during the interaction of sound systems of native, non-native and foreign languages] Science and education: science and practice. Magazine, 1–2, pp. 110–112. Kardash, V. (2016). Riznoaspektni doslidzhennia movnoi interferentsii [Different aspects of language interference studies]. Young scientist, no. 2, pp. 280–283. Available at: http://molodyvcheny.in.ua/files/journal/2016/2/66.pdf Rybalka, N. V. (2024). Problema interferentsii pry navchanni nimetskoi movy yak druhoi inozemnoi [The problem of interference in teaching German as a second foreign language]. Modern engineering and innovative technologies, Issue №31, Part 4, 134-139. Available at: https://www.moderntechno.de/index.php/meit/issue/view/meit31-04/meit31-04 Alexiadis, Georgios (2008). Zwischensprachliche Interferenzerscheinungen innerhalb der kontrastiven Linguistik und der Neurolinguistik am Beispiel Deutsch Dissertation zur Erlangung des Doktorgrades der philologisch-historischen Fakultät der Universität Augsburg. Augsburg. 163 S. Flege, J. E., Yeni-Komshian, G. H. & Liu, S. (1999). Age constraints on second-language acquisition. Journal of Memory and Language, 41(1), pp.78-104.
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Muryasov, Rakhim Z., Marina R. Zheltukhina, and Olga V. Sergeeva. "Personal/impersonal and subject/null subject phenomena in the multi-structural languages." XLinguae 17, no. 2 (April 2024): 54–66. http://dx.doi.org/10.18355/xl.2024.17.02.04.
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The study examines the functional potential of impersonal pronouns in different languages. The aim of this study is to analyze personal/impersonal and subject/null subject phenomena in multi-structural languages. The novelty of the study is to establish the role of the pronoun in personal and impersonal aspects. To achieve the aim of the study, the following methods are used: lexico-grammatical analysis, structural analysis, contrast analysis, and interpretative analysis of artistic and lexicographic texts. The comparative research was based on Russian, English, German, and French lexicographic resources and examples from artistic discourse in Russian, English, German, and French with their translations. As a result of the study, it was revealed that the impersonal pronoun is a homonym for the personal pronoun of the 3rd person unit. In grammatical studies, the impersonal pronoun stands out as an independent category. A unit known in grammar as the 3rd person pronoun (in German es, in English it, in French il, ce) has a broader functional potential than other pronouns. Namely, it can act in the text not only as a substitute for another word but can also indicate syntactic structures of different complexity: from a word to a complex of propositions. The prospect is to study the discursive nature of impersonality in various types of discourse in different linguocultures.
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Plank, Frans. "Greenlandic in comparison." Historiographia Linguistica 17, no. 3 (January 1, 1990): 309–38. http://dx.doi.org/10.1075/hl.17.3.04pla.
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Summary The first descriptive grammar of Greenlandic Eskimo was published in 1760 by Paul Egede, continuing the work of his father, Hans, and his missionary collaborator, Albert Top. Curiously, however, the comparative study of Greenlandic had already been inaugurated in 1745, when Marcus Wöldike (1699–1750), professor of theology at the University of Copenhagen, read a remarkable paper to the Kiøbenhavnske Selskab af Lœrdoms of Videnskabers Elskere, published next year in the proceedings of that Society. Based on information obtained from the Egedes, Wöldike presented a grammar of Greenlandic in summary form and compared Greenlandic to about two dozen other languages on some sixty phonological, morphological, and syntactic criteria. As it turned out, Greenlandic was rather similar to Hungarian, sharing with it a great many features (especially such as Hungarian did not share with European languages such as Icelandic, Norwegian, Danish, English, German, Irish, Welsh, Breton, Latin, Italian, French, Ancient Greek, and Slavonic) and showing preciously few differences. American languages, represented by Tupi, Carib, Huron, Natick, and Algonkin, were found to differ considerably from Greenlandic; and Hebrew, Arabic, and Turkish did not much better. Lapp and Finnish came out as close structural relatives of Hungarian – which amounted to the first published demonstration of the Finno-Ugric hypothesis, antedating Saj-novics’s of 1770 and Gyarmathi’s of 1799. For Wöldike the large-scale agreements especially between Greenlandic and Hungarian were no inexplicable chance coincidences. The explanation he suggested was not typological, drawing on necessary correlations of the structural features shared, but historical. Rather than positing a common Ursprache, as was and continued to be the fashion, however, he invoked diffusion within a Sprachbund, localized, somewhat vaguely, in Tartary, from where the Greenlanders and Hungarians (and Lapps and Finns too) had supposedly migrated to their present habitats.
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Romaschko, Sergej A. "Sprachwissenschaft, Ästhetik und Naturforschung Der Goethe-Zeit." Historiographia Linguistica 18, no. 2-3 (January 1, 1991): 301–20. http://dx.doi.org/10.1075/hl.18.2-3.04rom.
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Summary In the emergence of comparative grammar at the beginning of the 19th century, Sanskrit played a crucial role. The manner in which Friedrich Schlegel (1772–1829) characterized the grammatical structure of this language in his Ueber die Sprache und Weisheit der Indier of 1808 was of great importance for the early phases of development of Indo-European linguistics. As is shown in this paper, the characteristics attributed to Sanskrit derived not only from F. Schlegel’s romantic views on language and literature, but were also influenced by his general philosophical and natural-science views which largely reflected the intellectual climate of the late 18th and early 19th century in Germany. During this period biology, physiology, and comparative anatomy experienced rapid progress, and the ‘organic’ concept of nature they espoused provided cognitive models for other disciplines, notably philosophy (cf. Kant’s Kritik der Urteilskraft of 1790), aesthetics, poetics, and linguistics. These natural-science concepts proved particularly fruitful within the romantic movement; they convinced F. Schlegel to see in Sanskrit a language whose organization resembled most perfectly the ideal Ursprache of Indo-European.
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Shirokova, Liudmila. "Modern Slovakistics ― Coordinates and Vectors. Collection of Reports of the International Scientific Conference Dedicated to the 30th Anniversary of the Teaching of the Slovak Language at the University of St. Kliment Ohridski in Sofia, 28.04.2021 / ed. by V. Panaiotov et al. Sofia: University Publishing House of St. Kliment Ohridsky, 2022. 480 p. (Book Review)." Slavic World in the Third Millennium 18, no. 3-4 (2023): 195–200. http://dx.doi.org/10.31168/2412-6446.2023.18.3-4.13.
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In 2022, a collection of articles “Modern Slovakistics ― Coordinates and Vectors” was published, based on the materials of an international scientific conference that took place on 04/28/2021 in Sofia and was dedicated to the 30th anniversary of the beginning of teaching of Slovak language at the University of St. Kliment Ohridsky. The authors of the articles ― scholars and teachers from Bulgaria, Slovakia, the Czech Republic, Russia, Slovenia, Serbia, Croatia, Germany ― consider a whole range of problems related to teaching students in specialties related to the Slovak language, culture, literature, translation skills. The book uses two languages ― Bulgarian and Slovak. The articles are grouped into four sections corresponding to the four main areas in Slovakian studies. The section “The Slovak language in the European context” examines the problems of history and current state of the language, its comparative and culturological aspects. The thematic spectrum of the section “Slovak literature in the European context” ranges from comparative studies and the links of literature with fine arts to trends in modern prose. The articles in the section “Slovak language and translation as a linguistic and cultural phenomenon” are devoted to the traditions of Slovak-Bulgarian literary translations, issues of adequacy and difficulties in translation work. The section “Teaching the Slovak language as a foreign language” contains articles on the peculiarities of the methodology of teaching the Slovak language at Slavic departments, on the problems of grammar of the Slovak language in theoretical and practical terms. A significant number of articles, the quality of research, and the breadth of the authors’ professional interests testify to the importance of the interchange of cultural and spiritual values in the Slavic world.
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Botsman, Andriy, and Olga Dmytruk. "Trans-germanic peculiarities of preterite-present verbs." Actual issues of Ukrainian linguistics: theory and practice, no. 40 (2020): 140–55. http://dx.doi.org/10.17721/apultp.2020.40.140-155.
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This article contains systematic and detailed analysis of morphological and semantic parameters of Germanic preterite-present verbs, dividing them into major and minor subgroups. The development of both preterite-present subgroups and their steady transformation into the modal verbs is a specific feature of all Germanic languages. Since the modal verbs of the Modern Germanic languages are morphologically defective, it is commonly assumed that preterite-present verbs of the old Germanic languages lost some of their morphological features in the process of turning into modal verbs. The semantic aspects of this process are rather obscure. All Germanic languages were losing some preterite-present verbs in the process of transformation from the Gothic language, which had fourteen preterite-present verbs. In OE there were twelve preterite-present verbs. Six of them survived in NE. The morphological description focuses on the finite and non-finite forms of the preterite-present verbs, which belong to the minor subgroup. The detailed description helps to see the origin and development of the minor subgroup in the new light. The description encompasses the data of classical Indo-European languages and Old Germanic languages. The authors emphasize the expediency of turning to the theory of preterite/strong verb origin, the verbs in question may be regarded as inter-group, hybrid units. In order to gain insight into the origin of the Germanic languages it is necessary to look into the history of the Gothic and West Germanic and North Germanic languages. The authors find it useful to compare common and different phenomena, highlighting individual specific processes taking place in the process of development of the Germanic languages. These languages are analyzed on different stages of their development, but inline with the view that the languages co-operated and coexisted in the same area. The data given in the article are used to analyze the problem implementing comparative grammar tools. The authors were particularly careful to take all grammatical forms into consideration while working with the lexical units from the ancient sources. Some additional information was taken from Greek, Latin and Sanskrit to produce reliable and consistent comparison of the German language with the rest of Indo-European languages.
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Hnatyuk, M. "VERB STRESS IN "THE FIRST READER FOR PUBLIC SCHOOLS" BY A. KRUSHELNYTSKYI, O. POPOVYCH, B. LEPKYI (1918)." Вісник Житомирського державного університету імені Івана Франка. Філологічні науки, no. 1(102) (April 26, 2024): 72–81. http://dx.doi.org/10.35433/philology.1(102).2024.72-81.
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The article traces the peculiarities of verb stress in "The First Reader for Public Schools" authored by A. Krushelnytskyi, O. Popovych, and B. Lepkyi (1918), which was one of the official textbooks for Ukrainian-speaking schools during the time of Austria-Hungary. The proposed publication introduces the textbook by the mentioned authors into the scientific linguistic circulation in the accentological aspect. The article identifies historically formed accentuation models, analyses the degree of their compliance with the norms of the time recorded in Western Ukrainian dictionaries and grammars of the late 19th - early 20th century, determines the possibility of their application in the modern literary language. Research Objective: To define the conformity degree of accentuation in "The First Reader for Public Schools" (1918) by A. Krushelnytskyi, O. Popovych, and B. Lepkyi to the linguistic norms that were in effect in the Ukrainian-language education system of Austria-Hungary on the one hand, and to the requirements of the main Ukrainian Orthographies and grammars of the 20th – 21st centuries on the other. Source Base: "The First Reader for Public Schools" by A. Krushelnytskyi, O. Popovych, B. Lepkyi (1918); "Malorus’ka-German Dictionary" by Ye. Zhelekhivsky and S. Nedilsky (1886); "Grammar of the Rus’ka Language" by S. Smal’-Stotskyi and F. Gartner (1893). The research utilized the following methods: descriptive, comparative, statistical, comprehensive material selection, partially historical reconstruction. Article Structure: Introduction, Literature Review, Presentation of the Main Material, Conclusions. The section "Presentation of the Main Material" includes the following subsections: "Features of Verbs Stress of the First Conjugation", "Features of Verbs Stress of the Second Conjugation", "Features of Irregular Verbs Stress". In the "The First Reader", a total of 900 verb word forms were identified. Of these, 866 usages (96 percent) conform to modern accentuation norms. In the section "Presentation of the Main Material", 34 verb stresses were analyzed, which do not correspond to the norms of modern Ukrainian literary language. It was found that 32 word forms conform to the norms that were in force in Halychyna and Bukovyna at the end of the 19th to the beginning of the 20th century. The indicated linguistic and cultural environment could have influenced the stress of certain verbal forms. In the "Conclusions" section, it is noted that the research results attest to the stability of basic verb stress in the Ukrainian literary language across time and space. Practically all accentuations in the "The First Reader for Public Schools" (1918), which differ from contemporary norms, corresponded to the standards of the Ukrainian literary language at that time. Therefore, the "The First Reader" exhibited a high degree of accentuation normativity. The accentuation norms in the "The First Reader" corresponded to the living literary language of Halychyna and Bukovyna at the end of the 19th to the beginning of the 20th century.
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O.S., Menshykova. "NOUN STATUS IN THE IMPLEMENTATION OF CATEGORY OF EMOTIVITY IN CINEMATOGRAPHIC DIALOGUE (BASED ON GERMAN AND UKRAINIAN TELENOVELS)." Scientific Bulletin of Kherson State University. Series Germanic Studies and Intercultural Communication, no. 1 (August 2, 2021): 121–29. http://dx.doi.org/10.32999/ksu2663-3426/2021-1-18.
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The article draws attention to appropriateness of the comparative study of emotions based on cinematographic database, especially German and Ukrainian dialogues in original telenovelas as a perspective linguistic bulk of the text (“Sturm der Liebe”, “Alisa – folge deinem Herzen”, “Wege zum Glück, Spuren im Sand”, “Тільки кохання”, “Дві матері”, “Обручка з рубіном” (12000 sentences, about 80000 words)).Every country adapts scripts of telenovelas according to its own cultural opportunities and nonverbal semiotic contexts. In spite of the fact emotive vocabulary for every script has ethnically specific features, analysing them it’s possible to make conclusions about the structure and scenario keynotes. The structure and scenario leitmotives have global and typical character. This fact determines the necessity to search standardized semantic number of leitmotives.On the basis of information provided by the analysis and certification of emotive vocabulary paying moiré attention to the status, frequency and the semantics of emotive nouns among other morphological categories. While choosing positive or negative charged lexemes, both denotative and konotative emotve breadths are considered. The given data is compared with the data from corpus studies and the dictionaries as for the frequency of Ukrainian and German languages. The article raises the problem of correlation between positive and negative emotives in sentences considering positive and negative emotions. Moreover, the reasons for large number of lexemes with positive semantics in negatively emotived statements (grammar features, context, nonverbal factors) are also considered by the author. According to qualitative analysis the synonymous line of positive and negative nouns for German and Ukrainian languages is qualified by semantic groups. It gives perspectives for further modelling of a movie dialogue in each developed language. The data as for the correlation between the number of emotive nouns and general number of emotive lexemes in both Ukrainian and German languages is considered. Due to statistic data it’s clear that Ukrainian part is twice as big as German, moreover it’s more full of emotive lexemes. Synonymous variation is also more spread in Ukrainian language than in German.Key words: emotions, negative / positive emotives, emotive nouns, semantic group, telenovelas. У статті розглядається питання доцільності компаративного дослідження емоцій на матеріалі кінемато-графу, зокрема кінодіалогу німецьких та українських оригінальних теленовел, як перспективного лінгвістичного масиву тексту («Sturm der Liebe», «Alisa – folge deinem Herzen», «Wege zum Glück, Spuren im Sand» і «Тільки кохання», «Дві матері», «Обручка з рубіном» (12 000 речень, близько 80 000 слів)).Кожна країна адаптує сценарій теленовели під можливості своєї лінгвокультури та невербальних семіо-тичних контекстів. Хоча вибір емотивної лексики для кожного сценарію має етноспецифічні риси, у ході аналізу можна дійти висновку, що побудова та сценарні лейтмотиви мають глобальний і типізований характер, що зумовлює необхідність пошуку стандартизованих семантичних наборів емотивів.На базі поданого матеріалу проведено аналіз і паспортизацію емотивної лексики з фокусом на статус, частотність і семантику емотивних іменників серед інших морфологічних класів. У відборі позитивно чи негативно заряджених лексем враховуються як денотативна, так і конотативна емотивність. Отримані дані зіставляються з даними корпусних досліджень і словників частотності української та німецької мов. У статті розглядається проблема співвідношення позитивних і негативних емотивів у реченнях на позначення позитивних і негативних емоцій і причини наявності великої кількості лексем із позитивною семантикою в негативних емотивних висловлюваннях (граматичні особливості, контекст, невербальні фактори). За даними якісного аналізу синонімічний ряд позитивних і негативних іменників для німецької та української мов класифіковано за семан-тичними групами, що надає перспективи подальшого моделювання прототипу кінодіалогу в кожній із досліджуваних мов. Наведено дані щодо співвідношення кількості емотивних іменників і загальної щільності емотивних лексем у німецькій та українській мовах. За результатами статистичних підрахунків бачимо, що українська вибірка вдвічі більше насичена емотивними лексемами, ніж німецька. Синонімічна варіативність української мови також превалює над німецькою.Ключові слова: емоції, негативні / позитивні емотиви, емотивні іменники, семантична група, теленовела.
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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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Hunsberger, Debbie, Emory Ellsworth Cochran, and Jonathan B. Conant. "Cochran's German Review Grammar." Modern Language Journal 76, no. 1 (1992): 103. http://dx.doi.org/10.2307/329930.
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Austin, John, Jack Moeller, Helmut Liedloff, and Helen Lepke. "Concise German Review Grammar." Modern Language Journal 76, no. 2 (1992): 255. http://dx.doi.org/10.2307/329806.
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Moorcroft, Regine, and Jindrich Toman. "Studies in German Grammar." Language 64, no. 3 (September 1988): 640. http://dx.doi.org/10.2307/414544.
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Hall, Clifton, and April Wilson. "German Quickly: A Grammar for Reading German." Modern Language Journal 75, no. 3 (1991): 387. http://dx.doi.org/10.2307/328757.
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Henderson, Ingeborg, Alfred Edward Hammer, and Martin Durrell. "Hammer's German Grammar and Usage." Modern Language Journal 76, no. 3 (1992): 418. http://dx.doi.org/10.2307/330191.
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Hens, Gregor. "Hammer's German Grammar and Usage." Modern Language Journal 81, no. 3 (1997): 425. http://dx.doi.org/10.2307/329331.
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Alter, Maria Pospischil, and Stephen Clausing. "German Grammar. A Contrastive Approach." Modern Language Journal 70, no. 4 (1986): 427. http://dx.doi.org/10.2307/326837.
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Ahrens, Wolfgang P., and J. Alan Pfeffer. "Studies in Descriptive German Grammar." Language 62, no. 1 (March 1986): 217. http://dx.doi.org/10.2307/415631.
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Grote, Brigitte. "A German prepositional phrase grammar." Functions of Language 7, no. 2 (December 31, 2000): 231–72. http://dx.doi.org/10.1075/fol.7.2.04gro.
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Hahn, Sidney, and Gerda Dippmann. "A Practical Review of German Grammar." Modern Language Journal 71, no. 2 (1987): 218. http://dx.doi.org/10.2307/327236.
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