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Journal articles on the topic 'German language Grammar'
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Lukin, Oleg V. "«GERMAN GRAMMAR» BY JACOB GRIMM AND SCHOOL GERMAN GRAMMAR BOOKS IN THE NINETEENTH-CENTURY GERMANY." Verhnevolzhski Philological Bulletin 23, no. 4 (2020): 121–27. http://dx.doi.org/10.20323/2499-9679-2020-4-23-121-127.
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The article is devoted to the place of J. Grimm's «German grammar» among school German grammar books of the XIX century Germany. The work that appeared at the beginning of the century opened a new page in the history of linguistics – the development of comparative historical language study and the formation of linguistics as a science. The paper provides information on some of the most important German grammar textbooks in Germany of the XIX century, used in secondary schools. They were grammar books by J. Ch. Gottsched, J. Ch. Adelung, J. Ch. A. Heyse, J. G. Radlof, S. G. A. Herling, F. J. Schmitthenner, M. W. Götzinger, etc. The author of the article compares J. Grimm's «German grammar» with the above-mentioned grammar works of that time and puts forward a hypothesis that in the XIX century Germany there appeared an opposition between scientific approach to grammar and that of school grammar books, which, according to the author, reflects dramatically different goals set by both sides. Unlike school textbooks which task is to consistently initiate students into the system of their native language, often on the basis of the matrix created by Alexandrian grammarians, scientific grammar is based on the results of linguistic research and seeks to answer questions about language phenomena. J. Grimm rejected any normative grammar based on logics, that resulting in the aversion on the part of the pedagogical community. Nevertheless, the publication of «German grammar» resulted in appearance of German language textbooks the writers of which tried to build their work on the basis of Grimm’s work, thereby contributing to the popularization of the ideas of the great linguist both among the pedagogical community and the students (A. F. H. Vilmar and K. A. J. Hoffmann).
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McLelland, Nicola. "Albertus (1573) and Ölinger (1574)." Historiographia Linguistica 28, no. 1-2 (September 7, 2001): 7–38. http://dx.doi.org/10.1075/hl.28.1.04mcl.
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Summary This article adapts Linn’s ‘stylistics of standardization’ concept, which Linn (1998) has used to compare Norwegian and Faroese grammarians, to look at grammaticization processes in the first two grammars of German (Albertus 1573, Ölinger 1574). While both are clearly indebted to traditional Latin grammar and humanist ideals, these two grammars differ interestingly in the picture of the language that emerges from their metalanguage and structural principles. In his reflection on the language, his structuring and naming of linguistic phenomena and his attitudes to variation, Ölinger is the practical pedagogue, who imposes systematicity and aims for a one-to-one form-function relationship. Albertus on the other hand, though he too envisages his grammar being used for learning German, has a more cultural patriotic motivation, celebrating the richness and variety of German, worthy to be ranked alongside Latin, Greek and Hebrew. Albertus and Ölinger thus come up with quite different versions of the (as yet arguably non-existent) High German language. Each grammar yields a different subset of possible forms, reminding us that grammar-writing is always a task of creative construction.
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Rajšp, Vincenc. "Adam Bohorič, Slovenci in Slovani v predgovoru Arcticae horulae v evropskem kontekstu." Stati inu obstati, revija za vprašanja protestantizma 16, no. 32 (December 20, 2020): 269–86. http://dx.doi.org/10.26493/2590-9754.16(32)269-286.
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Adam Bohorič, Slovenes and Slavs in the Preface to Arcticae horulae in the European Context The paper is dedicated to Adam Bohorič and his view of the Slavic world in the introduction to the grammar Arcticae horulae—Free Winter Hours, based on the translation and edition by Jože Toporišič from 1987. Adam Bohorič was connected with the Reformation movement in German lands, especially with Wittenberg, where he studied and where his grammar, as well as Dalmatin’s translation of the Bible, was printed. Bohorič could observe German developments in the sphere of religious reformation, as well as their efforts concerning language, where the Germans were catching up with the Romance languages. Important German grammars were published in the 1570s, just a few years before Bohorič’s grammar, which shows that he caught up with his contemporaries and it could no longer be said that Slovenes were behind the times. Although many of Bohorič’s views on the Slavic world are no longer shared today, one should bear in mind that they were based on the knowledge of the time in the context of a Renaissance humanistic view of the past. Keywords: Bohorič, grammar, Slovenes, Protestantism
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Lukin, Oleg V. "Admiral Shishkov, General Akhverdov, Major Shchulepnikov and «Russian Grammar» by J. S. Vater." Verhnevolzhski Philological Bulletin 2, no. 25 (2021): 86–91. http://dx.doi.org/10.20323/2499-9679-2021-2-25-86-91.
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The article is devoted to the history of writing «Russian Grammar» by the famous German linguist J. S. Vater. It analyzes the peculiarities of his scientific activity and the prerequisites for the appearance of his Russian Grammar from the standpoint of narrative linguistic historiography. Modern narrative linguistic historiography pays particular attention to the periods right before the appearance of new linguistic paradigms. Such was the period of the late 18th and early 19th centuries, when the main experts on the Russian language in the Russian Empire, for various reasons, were Germans, and Russian grammars written by German authors became the most common Russian language textbooks.J. S. Vater is known in the history of linguistics not only as a disciple and successor of J. C. Adelung, but also as one of the founders of Slavic studies, the author of «Practical Grammar of the Russian Language» and «The Book for Reading in the Russian Language». The appearance of J. S. Vater's works was associated with such Russian military and political figures as A. S. Shishkov, N. I. Akhverdov and M. S. Schulepnikov, who also contributed to the development of Russian culture and Russian linguistics, as well as with his teacher's nephew F. P. Adelung. J. S. Vater published his very first grammar of the Russian language in 1808 in Leipzig. In this work, he relied on the «Russian grammar for Germans» published in Moscow in 1789 by J. Heym, professor of the Faculty of Linguistics at Moscow University
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Licari, Camilla, and Monica Perotto. "A study of the speech of bilingual children of Russian Germans living in Germany." Russian Language Studies 19, no. 2 (December 15, 2021): 180–90. http://dx.doi.org/10.22363/2618-8163-2021-19-2-180-190.
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The article presents the relevant issue of analysing the common features of the grammar of Russian as language inherited by the second or third generation of migrant children in Europe and in the world. The novelty of the study is in the fact that it compares the speech of children with different dominant languages and, in particular, studies the speech of a group of children from families of Russian Germans living in Germany under dual language inheritance. Their parents have a very rich migration history, as they are, in turn, also heritage speakers of German, the language, which they spoke in their family. In the present paper, the main task will be to identify the common features determined by the contact between Russian as a heritage language and other languages, especially at morphological and lexical levels. For this purpose, a field research project was conducted at the Learning and Integration Centre Dialog e. V. in Reutlingen. The analysis of oral and written works of bilingual children of the last generation of Russian Germans showed not only the common elements of erosion identified in the heritage grammar, but also the special linguistic features caused by the transition from German-Russian to Russian-German inheritance. The influence of their parents language distinguishes them from other groups of Russian students, emphasizes the importance of studying not only childrens, but also their parents speech, as well as teaching standard Russian in the framework of non-formal education.
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Cox, Jerry L., Bill Dodd, Christine Eckhard-Black, John Klapper, and Ruth Whittle. "Modern German Grammar." Modern Language Journal 81, no. 4 (1997): 577. http://dx.doi.org/10.2307/328918.
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van der Auwera, Johan, and Dirk Noël. "Raising: Dutch Between English and German." Journal of Germanic Linguistics 23, no. 1 (February 15, 2011): 1–36. http://dx.doi.org/10.1017/s1470542710000048.
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As a complement to C. B. van Haeringen's classic comparative study (1956) that positioned the grammar of Dutch in between the grammars of English and German, this study compares the productivity of three kinds of “raising” patterns in these languages: Object-to-Subject, Subject-to-Object, and Subject-to-Subject raising. It establishes the extent to which Dutch, as well as English and German, have evolved from the old West Germanic starting point these languages are assumed to have shared in this area of grammar. The results are a test case for Hawkins' (1986) case syncretism account of the difference in “explicit-ness” between the grammars of English and German.*
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Casadesús Bordoy, Alejandro. "Alcover, Moll i la llengua alemanya." Zeitschrift für Katalanistik 20 (August 8, 2023): 239–60. http://dx.doi.org/10.46586/zfk.2007.239-260.
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This article presents two key figures of Catalan philology in a multiple perspective: Father Alcover and Francesc de B. Moll are tightly associated with the Catalan language, but one should bear in mind that they were also interested in the German language. Alcover learned German in order to communicate more fluently with the German-speaking Romanists of his time. He not only made Moll understand that he would need a knowledge of German for his philological career but also taught him German himself. Moll thus attained a good level of German, which allowed him to teach this language in high-school and to publish a learners’ grammar of German. The present paper focuses on the relation of these two eminent scholars with the German tongue. Their language-acquisition process and a closer look at the German grammars authored by Moll are object of the study, which intends to add some detail on a not too well known facet of these two Majorcan philologists.
Keywords: Mossèn Alcover, Francesc de B. Moll, German language, German grammar, teaching of German.
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Paheshti, Edesa, and Emine Teichmann. "Confrontative Study between Past Perfect Indicative in German and Past Perfect and Aorist II Indicative in Albanian." Mediterranean Journal of Social Sciences 8, no. 4-1 (July 1, 2017): 15–19. http://dx.doi.org/10.2478/mjss-2018-0068.
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Abstract The present study represents a significant step forward to understand past perfect indicative in Albanian and German by comparing them in morphological, semantic and stilistic aspects. The semantic meaning of past perfect indicative in Albanian is very similar to that in German. But the Albanian language also alters another additional past tense called Aorist II, that it is not present in the standard German language. This work aims at giving practical and theoretical overview on approaches and differs of the past perfect between the two languages - we intend to show that by giving great argumentative examples, which help concretising and understanding better, and also offer a clear and detailed picture of uses and meanings of this tense in both languages. In particular, in this paper it is paid attention to the text grammar, as we think that is a very important and interested point of view by studying and comparing two grammars. Furthermore we consider the issue of translation from German in Albanian and controversialy. At this point we intend to find the grammar tools the German language uses for the translation of the albanian Aorist II. This publication will be a comprehensive and authorative reference work on complex past tenses bringing together the study on different linguistic aspects.
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Vlasov, Sergei V., and Leonid V. Moskovkin. "Categories of the name and the verb in Anfangs-Gründe der Russischen Sprache (1731)." Vestnik of Saint Petersburg University. Language and Literature 18, no. 3 (2021): 528–45. http://dx.doi.org/10.21638/spbu09.2021.307.
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The relevance of this study is due to the importance of Vasiliy Adodurov’s Anfangs-Gründe der Russischen Sprache as the first academic grammar of the Russian language written by a Russian scholar and published in Russia. The aim of the article is to show the innovations of Adodurov’s grammatical views and the relation of his grammar with Western European and Slavic grammatical traditions in the conceptual presentation of the name and the verb. The material of the research is the Russian grammar of Adodurov in comparison with the grammars by H.W.Ludolph, I.W.Paus, the Slavonic grammar by M. Smotritsky, the Latin grammars by I.Rhenius, E.Kopijewitz, I.Lange, “Grammatica Marchica”, and the German grammar by M. Schwanwitz. The descriptive and comparative research methods are used. A particularity of the research approach is the comparison of Anfangs-Gründe not only with the Russian, Slavonic and German grammars, but also with the Latin grammars. The results of the study show the innovations of Adodurov in the interpretation of the gender of names, voices of the Russian verb, and the forms of the future and the past tense. He simplifies the noun and verb description scheme taking into account specific features of the Russian language and methodological considerations. The article also proposes a new version of the collaboration between Adodurov and the anonymous German-speaking author of the comments in the margins of the manuscript Compendium Grammaticae Russicae, explaining Adodurov’s use of these comments in Anfangs-Gründe.
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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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Lago, Sol, Anna Stutter Garcia, and Claudia Felser. "The role of native and non-native grammars in the comprehension of possessive pronouns." Second Language Research 35, no. 3 (May 15, 2018): 319–49. http://dx.doi.org/10.1177/0267658318770491.
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Previous studies have shown that multilingual speakers are influenced by their native (L1) and non-native (L2) grammars when learning a new language. But, so far, these studies have mostly used untimed metalinguistic tasks. Here we examine whether multilinguals’ prior grammars also affect their sensitivity to morphosyntactic constraints during processing. We use speeded judgment and self-paced reading tasks to examine the comprehension of German possessive pronouns. To investigate whether native and non-native grammars differentially affect participants’ performance, we compare two groups of non-native German speakers with inverse L1–L2 distributions: a group with L1 Spanish – L2 English, and a group with L1 English – L2 Spanish. We show that the reading profiles of both groups are modulated by their L1 grammar, with L2 proficiency selectively affecting participants’ judgment accuracy but not their reading times. We propose that reading comprehension is mainly influenced by multilinguals’ native grammar, but that knowledge of an L2 grammar can further increase sensitivity to morphosyntactic violations in an additional language.
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Bourouba, Karima. "Die Generative Grammatik." Traduction et Langues 15, no. 2 (December 31, 2016): 172–85. http://dx.doi.org/10.52919/translang.v15i2.685.
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Generative Grammar
In this paper, the current version of generative syntax is treated in its various branches. Thereby, we try to explain the most important concepts of Chomsky like defining "competence", "performance", "surface structure" and "deep structure", then theories like "the standard theory" which introduces the syntax and "the X -Bar-Theory" will be discussed. All syntactic structures of all natural languages may be subject to common construction principles, can be set up parallel to previous generalizations of several rules. Furthermore, we will present the elucidation of generative semantics and the different phases of generative grammar. The most popular direction in linguistics at the moment is generative transformational grammar, the book "Syntactic structures", first published in 1957 by Chomsky. The GTT also had a major impact on the development of structural research in Germany. In the 1960s, numerous generative syntax representations of German and handbooks of transformational grammar for Germanists which applied Chomsky's grammar model to German were published. This article is directed to these theoretical issues with relevance to the German language.
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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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Jentges, Sabine. "„Im Deutschen kan das nicht“ – Text type didactics for the teaching of German modal verb constructions." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 31–46. http://dx.doi.org/10.1515/gcla-2016-0005.
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Abstract In the Netherlands, the similar origin Dutch shares with German lends itself to a contrastive approach to teaching and learning German and, for this reason, is promoted on all levels. This leads to Dutch textbooks and grammars being almost exclusively contrastive in nature, irrespective of the targeted language level, which is also reflected in the unanimous scientific debate. This paper discusses to which degree construction grammar approaches and/or contrastive approaches can assist the Dutch learner of German in their language acquisition. Advanced Dutch learners of German’s use - or lack thereof - of sollen ‘are supposed to’ vs. sollten ‘should’ in written texts is analyzed and compared to the presentation of this topic in Dutch teaching materials for German as a foreign language. Furthermore, the questions are raised whether a contrastive approach mainly promotes the strategy of avoiding errors stemming from L1 inferences as well as whether a construction grammar approach leads to a more adequate acquisition of the target language. Based on these discussions, possible implementations for teaching soll(t)en to Dutch learners of German are proposed.
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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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Tintemann, Ute. "The Traditions of Grammar Writing in Karl Philipp Moritz’s (1756–1793) Grammars of English (1784) and Italian (1791)." Historiographia Linguistica 42, no. 1 (May 26, 2015): 39–62. http://dx.doi.org/10.1075/hl.42.1.03tin.
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Summary Until the late 18th century, authors of vernacular grammars often adopted the categories of Latin grammar to describe these languages. However, by adapting the Latin system to English, German or Italian, grammarians could succeed only in part, because these languages work in different ways. In the present paper, the author discusses the solutions that Karl Philipp Moritz (1756–1793) proposes in his Englische and Italiänische Sprachlehre für die Deutschen, textbooks for German learners. The author analyses to what extent Moritz’s grammar descriptions were influenced by the Latin model as well as by the traditions of English and Italian grammar writing that he encountered in his sources. It will be demonstrated that he translated extensively from the works of other authors: For his English textbook (Moritz 1784), he mainly used James Greenwood’s (1683?–1737) The Royal English Grammar (1737), and for Italian (Moritz 1791), he profited especially from Benedetto Rogacci’s (1646–1719) Pratica, e compendiosa istruzione circa l’uso emendato, ed elegante della Lingua Italiana (1711).
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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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Ozbal, Bayram. "A book written in the 19th century to teach Turkish to German speakers: Praktisches Handbuch der osmanisch-tuerkischen Sprache." Cypriot Journal of Educational Sciences 15, no. 1 (February 29, 2020): 85–94. http://dx.doi.org/10.18844/cjes.v15i1.4584.
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This study aims to analyse the book Praktisches Handbuch der osmanisch-tuerkischen Sprache written by Adolf Wahrmund to teach Turkish to German speakers in terms of teaching Turkish as a foreign language. The first edition of the work was published in Giessen, Germany in 1869 by J. Ricker’sche Buchhandlung publishing house. The themes were created by analysing the data obtained from the study through content analysis. The work was examined under the theme headings, such as target audience, phonetics, grammar teaching, reading passages, speaking teaching, vocabulary teaching, exercises and cultural transfer. The themes first were defined and then they were exemplified and interpreted. The results of the study indicate that many skills (reading, speaking, vocabulary, grammar and pronunciation) were included, cultural transfer (formulaic expressions, idioms, proverbs, Nasreddin Hodja jokes, etc.) was emphasised and authentic materials (newspaper articles, letters of agreement, stories, etc.) were used in teaching Turkish as a foreign language in the work.
Keywords: Adolf Wahrmund, Praktisches Handbuch der osmanisch-tuerkischen Sprache, teaching Turkish as a foreign language, Turkish for Germans and German speakers.
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Gračanin-Yuksek, Martina, Sol Lago, Duygu Fatma Şafak, Orhan Demir, and Bilal Kırkıcı. "The interpretation of syntactically unconstrained anaphors in Turkish heritage speakers." Second Language Research 36, no. 4 (April 22, 2019): 475–501. http://dx.doi.org/10.1177/0267658319841403.
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Previous work has shown that heritage grammars are often simplified compared to their monolingual counterparts, especially in domains in which the societally-dominant language makes fewer distinctions than the heritage language. We investigated whether linguistic simplification extended to the anaphoric system of Turkish heritage speakers living in Germany. Whereas the Turkish monolingual grammar features a three-way distinction between reflexives ( kendi), pronouns ( o), and syntactically-unconstrained anaphors ( kendisi), German only distinguishes between two categories, pronouns and reflexives. We examined whether heritage speakers simplified the Turkish anaphor system by assimilating the syntactically unconstrained anaphor kendisi to either of the two categories attested in the societally-dominant language, German. Speakers’ sensitivity to grammatical distinctions in comprehension was assessed using an offline antecedent selection task and an online self-paced reading task. Our results showed that heritage speakers retain the three-way anaphoric distinctions of the monolingual grammar but there were also differences between the results of the offline and the online tasks. We suggest that processing paradigms are a useful complement to judgment tasks when studying how heritage speakers use grammatical distinctions involving optionality, as online measures can reveal distinctions that are allowed, even if dispreferred by comprehenders.
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Yap, Leng Lee, and Ruhizan Mohammad Yasin. "EFFECTIVENESS OF FLIPPED CLASSROOM IN GERMAN LANGUAGE TEACHING ON STUDENTS’ ACHIEVEMENT AND ENGAGEMENT." International Journal of Humanities, Philosophy and Language 2, no. 8 (December 30, 2019): 249–65. http://dx.doi.org/10.35631/ijhpl.280019.
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Learning a foreign language should be fun. Sitting hours passively in the classroom and memorizing grammatical rules in the classroom – this kind of learning experience is banal and not fruitful. Students who failed to use the grammar learned in German Language learning are a catalyst for the implementation of this study which studies German Language learning by using the Flipped Classroom. Flipped Classroom transforms the concept of concrete-walled classroom to the unobstructed classroom. Flipped Classroom is effective when students are actively involved in learning and active involvement contributes to quality and meaningful learning. This study used quasi-experimental designs, a precisely repeated-measures design where three treatment sessions were carried out on samples comprising 36 students in session 1, 35 students in sessions 2 and 3. T-test parametric tests, one-way ANOVA and one-way ANCOVA are used to analyze the quantitative data of intervention effects on the achievement of the German language. While t-test, one-way ANOVA and MANCOVA were implemented to analyze the quantitative data of intervention effects on student involvement in German Language grammar learning. The findings showed that after the treatment was given, there was no significant difference in the mean score of German Language Achievement in learning German grammar. Besides, the analysis of the findings found that there was no significant difference in the mean score of the Student Engagement among the students in the experimental group and control group after the intervention took place in session 1, session 2 and session 3. However, students following the Flipped Classroom Module showed better improvement in German language achievement and student engagement compared to students following the Traditional Module. Flipped Classroom is suggested to be integrated into German grammar learning completely. With this, grammar teaching and learning will become more interesting and more effective. In addition, German language grammar teaching and learning activities will be organized and every minute in the classroom can be fully utilized by teachers and students.
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Pajević, Marko. "Sprachabenteuer: Yoko Tawadas exophone Erkundungen des Deutschen." Interlitteraria 26, no. 1 (August 31, 2021): 173–88. http://dx.doi.org/10.12697/il.2021.26.1.12.
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Adventures in Language: Yoko Tawada’s Exophonic Explorations of German. Yoko Tawada (1960) is for good reason one of the prime examples for contemporary German exophonic literature. She is a very successful writer in Japanese and in German and provides in her Germanophone writings an ethnography of the German worldview, as Wilhelm von Humboldt famously called languages, or of the German language-mindset. This article focuses on her 2010 poetry volume Abenteuer der deutschen Grammatik (‘Adventures of German Grammar’) to demonstrate how exophonia can allow us to develop an acute awareness of the ways in which language structures shape our patterns of thinking. Coming from a very differently organised language, Japanese, Tawada comments in playful ways on the implications of German, and compares it translinguistically with Japanese. Looking at German from an outside position enables her to be very creative and to make Germans discover their language with new eyes. Translingual writing, even though also present in a real mixing of languages in Tawada, appears here as a way to understand how much our ideas are shaped by our linguistic structures, and that there are alternative worldviews. It thus contributes greatly to a relativisation of one’s own perspective and helps to open up to difference and creativity.
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Felbr, Lukáš. "Bildgrammatik. Gebrauch der Visualisierungen in den Lerner-Grammatiken der deutschen Sprache." AUC PHILOLOGICA 2022, no. 3 (May 25, 2023): 67–92. http://dx.doi.org/10.14712/24646830.2023.4.
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This paper analyses the role of visualisations in grammar books for learners of German as a foreign language. It evaluates a sample of grammar books self-labelled as pictorial as well as other grammar books designated for non-native speakers of German. The analysis focuses not only on pictures, but on all the visual means that grammars use to convey grammatical rules. The aim of the study is to provide a better understanding of didactic and cognitive-linguistic aspects of the grammar transmission. In order to do so, it inquires into the usage of visual metaphors and mnemonic devices. Though the benefits of such types of visualisations have repeatedly been proven, they appear only seldom in the analysed grammar books as most of the visualisations depict only the semantics of example sentences. The article presents concrete cases to illustrate both problematic uses of visualisations and examples of good practice that can serve not only as a starting point for further didactic contributions in this field but also as suggestions for teachers of German or authors of teaching materials.
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McLelland, Nicola. "Albertus (1573) and Ölinger (1574): Creating the first grammars of German." Historiographia Linguistica International Journal for the History of the Language Sciences 28, no. 1-2 (2001): 7–38. http://dx.doi.org/10.1075/hl.28.1-2.04mcl.
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SUMMARY This article adapts Linn’s ‘stylistics of standardization’ concept, which Linn (1998) has used to compare Norwegian and Faroese grammarians, to look at grammaticization processes in the first two grammars of German (Albertus 1573, Ölinger 1574). While both are clearly indebted to traditional Latin grammar and humanist ideals, these two grammars differ interestingly in the picture of the language that emerges from their metalanguage and structural principles. In his reflection on the language, his structuring and naming of linguistic phenomena and his attitudes to variation, Ölinger is the practical pedagogue, who imposes systematicity and aims for a one-to-one form-function relationship. Albertus on the other hand, though he too envisages his grammar being used for learning German, has a more cultural patriotic motivation, celebrating the richness and variety of German, worthy to be ranked alongside Latin, Greek and Hebrew. Albertus and Ölinger thus come up with quite different versions of the (as yet arguably non-existent) High German language. Each grammar yields a different subset of possible forms, reminding us that grammar-writing is always a task of creative construction.RÉSUMÉ Cet article prend comme point de départ la ‘stylistique de standardisation’ que Linn (1998) a utilisé dans sa comparaison d’un grammairien norvégien et d’un grammairien féroïen. Cette approche est adaptée ici pour permettre la comparaison des processus de grammaticisation dans les deux premières grammaires allemandes (Albertus 1573, Ölinger 1574). Tandis qu’Albertus et Ölinger doivent tous les deux beaucoup et à la grammaire latine traditionnelle et aux idéaux humanistes de l’époque, leurs grammaires diffèrent de manière intéressante en ce qui concerne l’image de la langue allemande que créent leur métalangage et leurs principes d’organisation. Dans ses réflexions sur la langue, dans la structure et la façon de nommer les phénomènes linguistiques, et dans son attitude envers la variation, Ölinger est le pédagogue pragmatique, qui cherche à imposer un système et à produire une relation unique entre forme et fonction. Albertus, pour sa part, s’il écrit lui aussi sa grammaire pour faciliter l’apprentissage de la langue, semble avoir une motivation patriotique, célébrant la richesse de l’allemand, digne d’être rangé à côté du latin, du grec et de l’hébreu. Albertus et Ölinger offrent donc deux versions différentes de la langue allemande — chaque grammaire produit un sous-ensemble de formes possibles, nous rappellant que la tâche d’écrire une grammaire est toujours un processus de ‘construction créative’.ZUSAMMENFASSUNG In diesem Artikel wird Linns Ansatz einer ‘Stilistik der Standardisierung’, den Linn (1998) für den Vergleich eines norwegischen und eines färörischen Grammatikers anwandte, auf Grammatisierungsprozesse in den beiden ersten deutschen Grammatiken (Albertus 1573, Ölinger 1574) angewandt. Während beide Grammatiken offensichtlich sowohl der traditionellen lateinischen Grammatik als auch humanistischen Idealen manches schulden, unterscheiden sie sich systematisch im Bild der Sprache, das aus ihrer Metasprache und ihrem Aufbau entsteht. In seiner Reflexion über die Sprache, in der Strukturierung und Benennung sprachlicher Phänomene, und in seiner Einstellung der Variation gegenüber, ist Ölinger durchweg der pragmatische Pädagoge, der ein System — und möglichst eine Eins-zu-eins-Form-Funktion-Beziehung — sucht und findet. Albertus, obwohl er seine Grammatik ebenfalls als Lehrtext konzipiert, geht eher von einer kulturpatriotischen Motivation aus, um den Reichtum der deutschen Sprache zu feiern — einer Sprache, die nicht weniger vollkommen sei als Lateinisch, Griechisch und Hebräisch. Albertus und Ölinger entwerfen also ziemlich verschiedene Versionen der (noch nicht wirklich existierenden) hochdeutschen Sprache — jede Grammatik läßt jeweils verschiedene Formen zu, und wir erkennen noch einmal, dass die Grammatikschreibung stets einen Prozess ‘kreativer Konstruktion’ darstellt.
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Danylenko, Oksana. "INPUT- AND OUTPUT-BASED GRAMMAR INSTRUCTION IN TEACHING ENGLISH AFTER GERMAN." World Science 3, no. 6(58) (June 30, 2020): 11–17. http://dx.doi.org/10.31435/rsglobal_ws/30062020/7116.
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The article dwells on the peculiarities of instruction and the role of input and output for teaching English grammar to prospective teachers of foreign languages whose major and first foreign language is German. The aim of the survey is to analyze approaches to designing instruction for the second language grammar teaching and develop activities providing effective teaching of the grammar of English for the students with previous experience in learning German as their first foreign language. The emphasis is made on the usage of processing instruction for presenting target forms that entails input-based instruction as a means for transfer enhancement during grammar teaching and a model raising students’ grammar comprehension. As far as production skills constitute one of the aspects of our investigation, we investigated the role of output-based instruction. Grammar teaching deals with grammatical forms and their usage in a particular context. Thus, developing input-based and output-based grammatical activities, we suggested activities that demonstrate the grammatical form and clarify its structure, provide possibilities for comparison of grammatical structures in English and German. The proposed output-based task provides productive grammatical skills development. The focus on form is supported with tasks explicating meaning. Consequently, the connection between grammatical form and its meaning in a certain context is provided. Tasks are communicatively oriented.
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Shovkovyi, Vyacheslav, and Tetiana Shovkova. "TEACHING GERMAN GRAMMAR (INFINITIVE CONSTRUCTIONS) TO GERMAN STUDIES STUDENTS USING THE "FLIPPED CLASSROOM" TECHNOLOGY." АRS LINGUODIDACTICAE, no. 2 (2023): 34–52. http://dx.doi.org/10.17721/2663-0303.2023.2.03.
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Background. The mastery of grammar is a crucial aspect of the communicative competence of German Philology students. Therefore, there is a pressing need to identify efficient grammar teaching methodologies. One such approach is the "Flipped Class" technology that employs a combination of interactive classes and selfdirected learning to enhance students' grammar proficiency in speaking and listening. This approach also fosters students' independence and critical thinking abilities, as they are required to not only do grammar exercises but also plan educational activities, search for relevant literature, and assess their own educational progress. Purpose of this study is to provide a theoretical basis for, develop, and test the effectiveness of the "Flipped Class" technology in building grammatical competence in German Philology students' speaking skills. Results and discussion. The "flipped class" technology for teaching German grammar optimizes and rationalizes the allocation of time between independent and classroom work while creating individual trajectories of acquiring grammar knowledge and skills. This technology enables students to improve their language grammar skills and speech grammar skills in listening during independent work, while primary grammar skills and language skills, as well as reproductive grammatical skills in speaking, are developed during the classroom session. In addition, it allows students to develop learning autonomy and reflection. The use of this technology involves eight stages, where students do sets of grammar exercises and tasks, as well as tasks for the application of educational tactics and reflection. The results of the approbation show that the level of grammatical knowledge and skills of most students who studied infinitive constructions using the above-mentioned technology was higher than their average level of success.
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Strübbe, S., I. Sidorenko, A. Grünwald, and R. Lampe. "Semantic approach for solving the decision problem in natural language." Journal of Physics: Conference Series 2514, no. 1 (May 1, 2023): 012019. http://dx.doi.org/10.1088/1742-6596/2514/1/012019.
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Abstract Every language, whether formal or natural, has a corresponding decision problem, the problem of whether a statement is well-formed and a valid sentence of the language. While compilers usually solve the decision problem for a computer language during compilation, there is no mathematical method to solve the decision problem in natural language. Although a human can use natural language grammar to reason whether a sentence is correct, computers have problems with this because natural language grammar is not a closed theory. We show that the decision problem for the German language can not be solved entirely by phrase structure grammar, dependency parsing or grammar checkers and develop a parser for the German language, which solves the decision problem for that language using a new semantic approach.
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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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Horvat, Marijana, and Martina Kramarić. "Retro-Digitization of Croatian Pre-Standard Grammars." ATHENS JOURNAL OF PHILOLOGY 8, no. 4 (September 9, 2021): 297–310. http://dx.doi.org/10.30958/ajp.8-4-4.
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In this article, we will present the rich linguistic heritage of the Croatian language and our attempts to ensure its preservation and presentation to the general public by means of the "Retro-digitization and Interpretation of Croatian Grammar Books before Illyrism ‒ RETROGRAM" project. There is a long tradition of grammatical description in the history of the Croatian language. The first grammar book of the Croatian language was written at the beginning of the 17th century and the first grammar book written in Croatian was compiled in the middle of the 17th century. In later years, when literary and linguistic activity were transferred from the Dalmatian area to the northern and eastern part of Croatia, the Latin model for the description of the Croatian language was still present, even though German was also used. There were a large number of grammars written up to the second half of the 19th century, which are considered pre-standard Croatian grammars. They are the subject of research within the project "Pre-standard Croatian Grammars" at the Institute of Croatian Language and Linguistics. This research proposal "Retro-digitization and Interpretation of Croatian Grammar Books before Illyrism" aims to create a model for the retro-digitization of the chosen eight Pre-standard Croatian Grammars (written from the 17th until the 19th century). The retro-digitization of Croatian grammar books implies the transfer of printed media to computer-readable and searchable text. It also includes a multilevel mark-up of transcribed or translated grammar text. The next step of the project is the creation of a Web Portal of Pre-standard Croatian Grammars, on which both the facsimiles and the digitized text of the grammars will be presented. Our aim is to present to the wider and international public the attainments of the Croatian language and linguistics as an important part of Croatian culture in general. Keywords: pre-standard Croatian grammars, history of the Croatian language, retro-digitization, Extensible mark-up language, Text encoding initiative, web portal of pre-standard Croatian grammars
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Anthonissen, Lynn, and Tanja Mortelmans. "German modals in second language acquisition: A constructionist approach." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 9–30. http://dx.doi.org/10.1515/gcla-2016-0004.
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Abstract Descriptions of modal verbs in learner grammars often evoke quite abstract semantic categories (focusing on dynamic, deontic and epistemic modality) in generalized usage contexts. Yet, in concrete utterances, modal verbs not only serve highly specific pragmatic and discourse-structural functions, but can also be shown to occur in (quasi-)formulaic sequences with specific lexical elements. These more idiosyncratic functional and formal properties are often insufficiently addressed in learner grammars. The article demonstrates, on the basis of two case studies, how insights and methods from Construction Grammar can help to improve the presentation of this topic. More specifically, it elaborates on the key determinants of L2 construction learning (involving frequency, proto-typicality and form-function mapping, among others) and illustrates what statistical techniques such as collostructional analysis and conditional inference trees can reveal about the intricacies involved in learning modal verb constructions.
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Borysko, Nataliia, Alina Dolyna, Elvira Bondarenko, and Iryna Korniiko. "Learning German grammar after English: Let us give Ukrainian students a chance." Revista Amazonia Investiga 9, no. 29 (May 18, 2020): 516–29. http://dx.doi.org/10.34069/ai/2020.29.05.57.
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The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems. The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.
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Taborek, Janusz. "Józef Darski – Sein Leben und sein Werk." Studia Germanica Posnaniensia, no. 38 (June 25, 2018): 9–23. http://dx.doi.org/10.14746/sgp.2017.38.02.
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In this contribution, we present the life and work of Józef Darski (1941–2016), a Polish German Philologist, Linguist and Grammarian. The research profile of Józef Darski contains such fields of interest as: dialectology, German grammar, contrastive German-Polish grammar as well as German as a foreign language. The most important work, which influenced his entire research output, was Linguistisches Analysemodell. Definitionen grundlegender grammatischer Begriffe. That model includes the analysis of phonological, morphological and syntactic levels of language.
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Kulaeva, Farizat Akhmetovna, and Arsen Ruslanovich Kulaev. "The Role of Grammar in Teaching Foreign Languages." SHS Web of Conferences 172 (2023): 03008. http://dx.doi.org/10.1051/shsconf/202317203008.
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In the teaching of foreign languages, after all the attempts and reforms, the understanding has been increasingly strengthened that without reliable linguistic knowledge it is impossible to achieve strong linguistic communication skills, which were considered the goal of teaching foreign languages, and that grammatical skills play an important role in the development of language skills. The role of grammar in teaching foreign languages is ambiguous. Grammar skills are equally important for speaking, writing, reading and listening. Grammar is a language stimulant. It generates meaning through relationships between lexical items. In this paper, we will try to show through theory all the possibilities of conducting a lesson with the maximum study of grammar, as well as to imagine how this actually happens in practice. We investigate which method is more often used in classes on the grammar of German as a foreign language. Particular attention is paid to deductive and inductive methods.
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Długosz, Kamil. "The accelerating effect of multilingualism on learning a new language grammar: the case of grammatical gender agreement." XLinguae 17, no. 2 (February 2024): 216–30. http://dx.doi.org/10.18355/xl.2024.17.02.15.
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Mounting evidence suggests that prior knowledge of multiple languages can enhance learning additional languages. Nevertheless, the effects of multilingualism on grammar learning among adults are yet to be unveiled. The present study investigates the effect of prior foreign language knowledge on the acquisition of pronominal gender agreement in a new language. Forty-three native speakers of Polish learning Swedish with and without prior knowledge of German completed a speeded acceptability judgment task that involved items with grammatical and ungrammatical pronominal gender agreement in Swedish. According to the results, learners who had learnt German achieved higher accuracy scores than learners who had not. The difference between them decreased with increasing Swedish proficiency. In addition, only learners who had learnt German judged ungrammatical items faster than grammatical items. Thus, the present study demonstrates that prior foreign language knowledge accelerates learning grammatical gender agreement and facilitates access to grammatical gender knowledge in a new language, thereby providing evidence for a multilingual advantage in learning grammar. Implications for language teaching in multilingual contexts are discussed.
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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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Schulze, Mathias. "From the developer to the learner: describing grammar – learning grammar." ReCALL 11, no. 1 (May 1999): 117–24. http://dx.doi.org/10.1017/s0958344000002159.
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This paper sketches the place and function of grammar in the context of language learning in general and attempts to show the relevance and usefulness of these formal concepts of grammar to Computer-Assisted Language Learning in particular. The approach to grammar described here will be illustrated through a brief discussion of a grammar checker for English learners of German, ‘Textana’, which is being developed at UMIST.
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iati, Hafn, Risnovita Sari, and Ahmad Bengar Harahap. "Application based Android as a Development of German Learning Media at Level A1 and its Effectiveness." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 511–17. http://dx.doi.org/10.9756/int-jecse/v13i2.211087.
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This research aims to develop German learning application, namely Deutschlernen which can be downloaded on Playstore. In addition, this research also aims to know the validity, practicality, and effectiveness of German Language Learning Media based on Android’s Deutschlernen. The research method used in this application is a research and developing method ADDIE Model with 5 Steps like analysis, design, development, implementation and Evaluation to improve the language ability to guess an available answer through pictures, vocabulary, expressions, dialogue, grammar, practice questions, quizzes and puzzles that use German. All German learning materials for beginners will be packaged in an application (Deutschlernen) which can be accessed and downloaded by using Playstore in a smartphone, so that this research can be used not only for German language students, but also for the general public who wants to learn German. Through the educational game Deutschlernen, German learners will be enabled to improve their vocabularies, to memorize some useful expressions, to understand the rule of German grammar by mastering German language learning material at level A1 help the students to improve their German language skills quickly and easily. Based on the result of the research, it can be known that the Deutschlernen Android application contains level A1 German learning materials, featuring grammar, vocabulary (Wortschatz) and useful phrases (Redemittel) and is a very flexible learning medium because it can be accessed anywhere via the Playstore.
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Blažević, Nevenka. "COMMUNICATICE GRAMMAR IN GERMAN LANGUAGE TEACHING IN TOURISM." Tourism and hospitality management 11, no. 2 (December 2005): 65–78. http://dx.doi.org/10.20867/thm.11.2.6.
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This article deals with contents of a communicative grammar in German language teaching in tourism. To this purpose a morph syntactic analysis of the chosen corpus was carried out. The analysis has revealed which verbs, substantives, pronouns, adjectives, prepositions and conjunctions in the corpus are especially frequent and in which morphologic forms and collocations they appear. The data for oral and written communication are presented separately. The results of this research serve as basis for a communicative grammar book of German as a foreign language in tourism.
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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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ZYMOVETS, H. V. "FACTORS UNDERLYING ADAPTATION OF LOANWORDS INTO SYSTEM OF LANGUAGE." Movoznavstvo 321, no. 6 (December 7, 2021): 24–39. http://dx.doi.org/10.33190/0027-2833-321-2021-6-002.
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The article elaborates on ways of English loanwords integration into Ukrainian, with comparison to the situation in German and Serbian. The subject matter of research includes processes of adaptation in phonetics and grammar of the above-mentioned languages. The main intralinguistic factor that influences adaptation process is disparity of phonetic and grammar level configuration of languages in contacts. English has an affluent system of vowels that causes necessity of simplification of a phonetic form of English borrowings in other languages. The major factor of phonetic adaptation is an existing tradition of conveying sounds in loanwords in a certain way. However, nowadays transcription also plays a significant role in phonetic adaptation, i.e. integration of loanwords is based on their pronunciation rather than spelling. Uncertainty of patterns for conveying sounds of foreign languages in loanwords leads to variability of phonetic form of English loanwords at the initial stage of their functioning in the recipient language. Grammar adaptation involves adjusting of loanwords to the recipient language. Its course depends on morphological type of language and affinity. The research has revealed main patterns how English loanwords obtain the category of gender, which is absent in English. These patterns are based on both formal and semantic factors. Moreover, the author considers the ways of pluralia tantum nouns integration into the system of the recipient language. The analysis has shown that there is a typological difference between borrowing process on the one hand in Slavic languages and on the other hand in German, i.e. Slavic languages, unlike German, have obligatory derivational stage for verbs and adjective adaptation, which makes process of borrowing more complicated in Slavic languages.
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Marschall, Matthias. "Suivez le guide... L'acquisition de routines de lecture en langue 1 et en langue 2 (renominalisation et pronominalisation)." Travaux neuchâtelois de linguistique, no. 29 (December 1, 1998): 155–67. http://dx.doi.org/10.26034/tranel.1998.2662.
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The choice of anaphors indicates the architecture of a text. Mothertongue readers integrate by routine those grammatical informations to construct a semantic representation of the text. This article deals with the acquisition of grammar based routines both in first language (French) and in second language (German). The aim of our investigation is to know whether grammar based reading routines are a matter of general cognitive development or of language reading, advanced French speaking learners of German do not use the reading routines they already have acquired in their first language. So, grammar based routines can probably not be considered as a part of general cognitive development but as a part of language acquisition.
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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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Fraser, Alexander, Helmut Schmid, Richárd Farkas, Renjing Wang, and Hinrich Schütze. "Knowledge Sources for Constituent Parsing of German, a Morphologically Rich and Less-Configurational Language." Computational Linguistics 39, no. 1 (March 2013): 57–85. http://dx.doi.org/10.1162/coli_a_00135.
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We study constituent parsing of German, a morphologically rich and less-configurational language. We use a probabilistic context-free grammar treebank grammar that has been adapted to the morphologically rich properties of German by markovization and special features added to its productions. We evaluate the impact of adding lexical knowledge. Then we examine both monolingual and bilingual approaches to parse reranking. Our reranking parser is the new state of the art in constituency parsing of the TIGER Treebank. We perform an analysis, concluding with lessons learned, which apply to parsing other morphologically rich and less-configurational languages.
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Majcher, Magdalena Zofia. "On Proper Names in German: An Analysis from the Cognitive Perspective." Respectus Philologicus 23, no. 28 (April 25, 2013): 38–46. http://dx.doi.org/10.15388/respectus.2013.23.28.3.
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The aim of this paper is a cognitive grammar analysis of noun phrases in German which contain a proper noun. It is common for proper nouns in German, like first names, surnames, the names of cities and countries, to occur without an article. They can, however, also occur with the definite article, the demonstrative pronoun or with the indefinite article. There are also proper nouns in German, such as the names of rivers, mountain ranges, and some countries, which—according to many grammars—obligatorily occur with the definite article. However, it may happen that even those occur without an article. Whether there is an article before a proper noun or not is regarded as a grammatical phenomenon, without acknowledging its semantic aspects. The latter are only considered in a very few cases. A cognitive grammar analysis makes it possible to look at the abovementioned phenomena from the semanticconceptual perspective, thus ensuring wider opportunities to explain and describe them. According to cognitive grammar, every use of any element should have a semantic-conceptual motivation. The cognitive grammar analysis of German noun phrases containing a proper noun carried out in this article allows us to conclude that the use of articles in the German language is in most cases determined by the speaker’s intention. The analysis in this paper includes a description of noun phrases containing proper nouns selected from the German magazine Der Spiegel.