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Journal articles on the topic 'German philology'
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Mihułka, Krystyna. "Selbst- und Fremdbilder in der Fremdsprachendidaktik am Beispiel des DaF-Unterrichts in Polen." Glottodidactica 49, no. 2 (December 30, 2022): 109–35. http://dx.doi.org/10.14746/gl.2022.49.2.05.
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This article aims at providing an answer to the question of whether, and if so to what extent (intensive) German language learning and exploring German culture leads to a positive change in the image of Germany and Germans in Poland. The article opens with theoretical considerations on the Us–Them dichotomy, the essential components of self-image and the image of the Other, as well as the interpenetration of the self and otherness. In turn, the empirical part of the article, which is directly related to the theoretical one, is devoted to the analysis of the results of a qualitative study conducted among Polish students of German Philology. The results of the analysis of the students’ utterances show that the exploration of German culture and the improvement of one’s German language proficiency at school and during German studies at university, as well as direct contact with the Germans have resulted in a positive change in the respondents’ attitudes towards Germany, Germans and the German language. The article ends with conclusions along with clearly outlined avenues for further research.
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Eiland, Howard. "The Fate of Philology." boundary 2 48, no. 1 (February 1, 2021): 237–50. http://dx.doi.org/10.1215/01903659-8821498.
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Drawing on writings of the German Romantic tradition, Werner Hamacher’s aphoristic Minima Philologica develops a philosophy of philology, one operating without the control mechanisms of instrumentalized thought but not without internal rigor. Hamacher conceives philology as an art of (slow) reading bound to the spirit of experiment and linguistic play. Versed in the conventions and operations of literature in order to do it justice, philology nevertheless speaks in another voice, one more ascetic and conjectural. Having broken with the positivism of the Alexandrian tradition of philologia, this other philology plays the trickster in humanistic disciplines. Its task today is twofold: to unmask the industrial manufacture of language, complicit as it is with hostility to the word; and, as remedy for reification, to reawaken the philia in philology by cultivating—with historically informed critical vigilance—the power of affect, the mimetic power, in language and discourse.
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Dodd, William. "Under Pressure? The Anglicisms Debate in Contemporary Germany as a Barometer of German National Identity Today." German Politics and Society 33, no. 1 (June 1, 2015): 58–68. http://dx.doi.org/10.3167/gps.2015.330105.
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This article reports on contemporary debates in Germany on the extensive use of English in Germans' use of German. In particular, it focuses on the debate held at the University of Birmingham between Professor Jürgen Schiewe and Thomas Paulwitz on the question: “The influence of English on German today: Grounds for concern?” The rise of a nationalist discourse on language since the mid-1990s is traced with particular reference to the Verein Deutsche Sprache and the quarterly publication Deutsche Sprachwelt. The purist position represented by Paulwitz, editor of Deutsche Sprachwelt, and opposed by Schiewe, Professor of German Philology at the University of Greifswald, is found to represent a discourse on national identity that fails to engage with modern linguistic science.
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Swyrydjuk, Vira. "EXERCISES FOR DEVELOPING STUDENTS-PHILOLOGISTS SKILLS TO UNDERSTAND VARIANTS OF THE GERMAN LANGUAGE IN THE PROCESS OF READING." Scientific and methodological journal "Foreign Languages", no. 2 (June 29, 2021): 36–43. http://dx.doi.org/10.32589/1817-8510.2021.2.235678.
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The article discusses possible strategies forteaching reading the texts in German for students of philology.The methodological literature and the experience of scientistsin the field of developing the competence in reading have been considered. A set of exercises for teaching understanding ofvariants of German is presented. The application of a set ofexercises aimed at teaching such receptive type of speechactivity as reading provides the organization of independentwork of students of Philology in order to understand the variantsof the German language in the process of reading. The formationof skills and abilities covers the following stages: preparatory,executive, as well as the stage of text reflection.The stages identify the types of exercises that are relevantboth for mastering foreign language material and improvingcommunication skills in reading. The article offers ways tooptimize the independent work of students of Philology in orderto improve the learning process of mastering communicativecompetence in the process of reading authentic texts in German.The author focuses on lexical items for Austrian and SwissGerman, provides interactive exercises on the Learning Apps.Attention is focused on the independent organization of teachingreading to students of Philology. The author presents thelinguistic and cultural information of the German-speakingcountries: Germany, Austria and Switzerland. It is recommendedto do the set of tasks both during the classroom training andas a selfstudy activity using information and communicationtechnologies.
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Mihułka, Krystyna. "SYLWETKA ABSOLWENTA FILOLOGII GERMAŃSKIEJ O SPECJALNOŚCI NAUCZYCIELSKIEJ A RZECZYWISTY STAN PRZYGOTOWANIA KANDYDATÓW DO ZAWODU NAUCZYCIELA." Neofilolog, no. 44/2 (March 22, 2019): 193–207. http://dx.doi.org/10.14746/n.2015.44.2.05.
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The article presents and discusses the results of a questionnaire conduct-ed among third-year undergraduate students and second-year graduate students of German Philology at the University of Rzeszów taking the specialization in the teaching of German . The aim of the questionnaire was to draw attention to and assess the current state of the students’ preparation for work in the teaching profession. Analysis of the results reveals to what extent the programme of studies in the Department of German Philology, particularly within the teaching specialization, fulfils the students’ expectations. In addition, the respondents’ proposals con-cerning how the quality of teacher education in the Department of Ger-man Philology could be improved are presented and discussed by the author.
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Pavlova, Daria Alexandrovna, and Alexey Georgievich Cheban. "Aristotle in the work of Werner Jeager: the context of appearance." KANT 40, no. 3 (March 2021): 158–64. http://dx.doi.org/10.24923/2222-243x.2021-40.29.
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The purpose of the study is to reveal the contextual features of the actualization of the ancient heritage, in particular, the figure of Aristotle in German thought in the first half of the twentieth century, in particular, in the work of Werner Jaeger. The article examines the relationship between classical philology and philosophy in the academic environment, as well as the influence on the philosophy from the poetic circle of Stefan George. The scientific novelty lies in the identification of non-philosophical factors determining scientific research at the beginning of the twentieth century, which contributed to the appeal to the ancient heritage in Germany. As a result, authors identify the main stages that German humanitarian thought went through from classical philology to its own historical and philosophical studies of antiquity, in particular, the figure of Aristotle.
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ROCHE, HELEN. "THE PECULIARITIES OF GERMAN PHILHELLENISM." Historical Journal 61, no. 2 (December 18, 2017): 541–60. http://dx.doi.org/10.1017/s0018246x17000322.
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AbstractStudies of German philhellenism have often focused upon the idealization of Greece by German intellectuals, rather than considering the very real, at times reciprocal, at times ambivalent or even brutal, relationship which existed between contemporary Germans and the Greek state from the Greek War of Independence onwards. This review essay surveys historiographical developments in the literature on German philhellenism which have emerged in the past dozen years (2004–16), drawing on research in German studies, classical philology and reception studies, Modern Greek studies, intellectual history, philosophy, art history, and archaeology. The essay explores the extent to which recent research affirms or rebuts that notion of German cultural exceptionalism which posits a HellenophileSonderweg– culminating in the tyranny of Germany over Greece imposed by force of arms under the Third Reich – when interpreting the vicissitudes of the Graeco–German relationship. The discussion of new literature touches upon various themes, including Winckelmann reception at the fin-de-siècle and the anti-positivist aspects of twentieth-century philhellenism, the idealization of ‘Platonic’ homoeroticism in the Stefan George-Kreis, the reciprocal relationship between German idealist philhellenism and historicism, and the ways in which German perceptions of modern Greece's materiality have constantly been mediated through idealized visions of Greek antiquity.
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Suchoff, David. "Beckett's Linguistics: The Digestion of German Philology." Germanic Review: Literature, Culture, Theory 93, no. 1 (January 2, 2018): 58–66. http://dx.doi.org/10.1080/00168890.2018.1396084.
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Cho, Hyowon. "Vergangene Vergängnis: Für eine Philologie des Stattdessen." arcadia 52, no. 1 (May 24, 2017): 74–94. http://dx.doi.org/10.1515/arcadia-2017-0005.
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AbstractBetween Erich Auerbach and Walter Benjamin, there existed a remarkable friendship, which on the one hand manifested itself as an unobtrusive disputation, and yet which on the other hand could be considered an unintended collaboration toward an old-new ideal of philology. Auerbach claims that with the Divine Comedy of Dante Alighieri, Western European literature reached the climax of the figuralism that Auerbach, if belatedly, wants to bring to the fore. Benjamin, in contrast, finds energy for the revolution in the surrealistic love that traces back not to Dante, but to the Provençal poetry which Auerbach regards merely as preliminary to Danteʼs literary achievement. In his The Origin of German Tragic Drama, Benjamin highlights the concept of creatureliness, whose significance for his philosophy of history is no less than that of justice. Auerbach, for his part, does not find its expression in the Germany of the 17th century, but in the France of the 16th century, namely in the work of Michel de Montaigne. However, Montaigneʼs creatureliness is rooted in sermo humilis, which is best embodied in the story of Peter who denied his Lord Jesus Christ three times. By contrast, German creatureliness detects its dissolution in the idea of natural theatre that Benjamin locates in the work of Franz Kafka. Sermo humilis is the perfection of figuralism, whereas the idea of natural theatre means reversal of allegory. The perfected figuralism and the reversed allegory cooperate in the idea of the philology of instead (Philologie des Stattdessen), whose task it is to make bygone the futility of worldly things.
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Solanki, Tanvi. "Aural philology: Herder hears Homer singing." Classical Receptions Journal 12, no. 4 (July 30, 2020): 401–24. http://dx.doi.org/10.1093/crj/claa007.
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Abstract In 1769, Johann Gottfried Herder describes a private reading experience of a remarkably paradoxical nature. He tells us that he can only read ‘his’ Homer properly when he hears Homer singing Greek, while silently reading and translating by means of his German thoughts and mother tongue. Herder’s performative reading is anchored in what I call aural philology, a method innovative in its emphasis on the aural dimension in reconstructively imagining historical epochs. It is one which demarcates cultural difference through practices of listening and their remediation into reading. The problem, for Herder, is how to constitute the particularity of the German people even in affective acts of reading that, however momentarily, suspend cultural differentiation through effects of presence. I distinguish Herder’s philology from Vico and others who emphasized the oral origins of the Homeric epic, along with recent theories of philology as an affective, aurally mediated process. The article is an alternative view on the role of media in enlightenment theories of literature and culture separate from Friedrich Kittler’s Discourse Networks 1800/1900. Herder’s aural philology identifies a moment in the history of aurality and cultural difference, one that does not move fixedly towards modernity.
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Oberlin, Adam. "Lachmanns Erbe. Editionsmethoden in klassischer Philologie und germanistischer Mediävistik, ed. Anna Kathrin Bleuler and Oliver Primavesi. Beiheft zur Zeitschrift für deutsche Philologie, 19. Berlin: Erich Schmidt Verlag, 2022, 614 pp." Mediaevistik 35, no. 1 (January 1, 2022): 353–55. http://dx.doi.org/10.3726/med.2022.01.44.
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Abstract Old and New Philology, or textual and material philology, reproduce a perhaps already outdated binary in 2022, as researchers have developed and quickly adapted to hybrid approaches since Stephen G. Nichol’s introduction to the special volume of Speculum in 1990 (Stephen G. Nichols, “Introduction: Philology in a Manuscript Culture,” Speculum 65.1 (1990): 1–10). That clarion call for a return to manuscript philology and codicological consideration of physical textual histories raises no objections today, demonstrating the degree to which a once somewhat critical apprehension of the then-developing approach has been subsumed under the general rubric of Medieval Studies in general and philology in particular (see, for example, Susan Yager, “New Philology,” Handbook of Medieval Studies. Terms – Methods – Trends, ed. Albrecht Classen, Berlin: Walter de Gruyter, 2011, 999–1006). Lachmanns Erbe brings the state of the field forward, primarily from German, French, and Italian perspectives as a bridge between Lachmann and the present.
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Golumbia, David. "The Deconstruction of Philology." boundary 2 48, no. 1 (February 1, 2021): 17–34. http://dx.doi.org/10.1215/01903659-8821401.
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The history of philology provides an exceptionally rich vein for locating what Derrida came to call deconstructions: nodes or pseudo-events in the development of discourse where it appears that foundations collapse, only to be rebuilt in forms that may or may not have changed. The history of philology engages language, the sciences (especially evolutionary biology), and race, all of which are evidenced in the work of the German philologist Wilhelm von Humboldt. The relationships among these discourses have been repeatedly subject to deconstruction, sometimes so as to enhance appreciation of human diversity, and at other times against it. Understanding the history of philology is critical to understanding our present, but there remains significant work to do to reconstruct its liberatory aspects in the service of a more egalitarian future.
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Bracki, Artur. "PERSONALITY OF OLEXA GORBACH IN THE UKRAINIAN EMIGRATION LITERATURE DISCUSSION." Polish Studies of Kyiv, no. 35 (2019): 20–26. http://dx.doi.org/10.17721/psk.2019.35.20-26.
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Professor Oleхa Gorbach is a leading European Slavist and Ukrainian linguist who devoted his entire aca- demic life to philology and university studies. He left over 200 works and numerous students who became continuators of studies in the field of Ukrainian linguistics and - more broadly - Slavonic. He was born in Romaniv on 5 February 1918, where he graduated from a public school, graduated from high school in Lviv. In 1936–1940 he studied at the University of Lviv, German, Polish and Ukrainian philology under the supervision of such eminent scholars as: Wasyl Simonowich, Illarion Swiecicki, Wasyl Lew, Mykhailo Wozniak, Juliusz Kleiner, Jerzy Kury- łowicz, Witold Taszycki and others, which were the pillars of the Slavic philology in Lviv at that time. In 1945, the end of the war found Oleхa Gorbach in Germany, where from 1947 he continued his studies at the Free Ukrainian University in Munich, which at that time was already the new center of Ukrainian cultural and scientific life in the free world after Prague. There, in 1948, O. Gorbach defended his doctorate in “Akcent in Zyzanya’s “Lexis”” in 1596, and in 1951 he obtained the postdoctoral degree on the basis of Argot’s dissertation in Ukraine. Since then, Oleхa Gorbach has published many linguistic articles in scientific collections and works in separate books, in English, German, Polish and Ukrainian, which referred to problems related to Ukrainian language, its history and dialects. The bibliographic list contains over 200 serious scientific papers written by O. Gorbach. He lectured in several universities, namely in Göttingen (1952–1956) in Marburg (1956-1958) and Frankfurt (from 1958 until his retirement in 1982), where he headed the Department of Slavic Studies after receiving the title of full professor. At the same time, he was a full professor at the WUU in Munich (from 1951) and the Ukrainian Catholic University in Rome (1963). The merit of prof. Gorbach’s is among others that Ukrainian studies were introduced into the Slavic studies program in Germany. He educated a significant number of Slavists interested in Ukrainian problems in Germany. In addition, prof. Oleхa Gorbach has always taught Ukrainian at the Free Ukrainian University in Munich during his summer holidays and made many efforts to keep the level of this university below the level of German universities. Multifaceted research of the Ukrainian language prof. O. Gorbach, and above all those from the history of language and dialectology, have enriched our knowledge with new facts and theoretical conclusions. His achievements also include publications of works of fundamental importance for Ukrainian philology, which, however, were unavailable or simply forbidden in the USSR.
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Spoerhase, Carlos. "Seminar Libraries as Laboratories of Philology: The Modern Seminar Model in Nineteenth-Century German Philology." History of Humanities 4, no. 1 (March 2019): 103–23. http://dx.doi.org/10.1086/701988.
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Pieklarz-Thien, Magdalena. "Standardowa niemczyzna mówiona w kształceniu językowym na poziomie filologicznym. Krótkie podsumowanie najważniejszych wniosków z badań własnych i prezentacja przykładowych rozwiązań praktycznych." Prace Językoznawcze 20, no. 4 (September 16, 2019): 207–26. http://dx.doi.org/10.31648/pj.4493.
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Yachmenyk, Maryna. "Media Education of Future Native Language Teachers: Experience of Germany and Ukraine." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 110–15. http://dx.doi.org/10.2478/rpp-2014-0028.
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Abstract The achievements of media education in higher education of Germany have been highlighted. The notions of media education that exist in scientific literature have been outlined. Media education has been defined as a direction in pedagogy (media pedagogy) aimed at an individual’s media-culture formation in society, as well as a process of development and self-development by means of media materials and mass media. The main goal of media education is to enhance general, professional, communicative and creative competences. The main national programs of media education implementation into educational process of Ukraine and Germany are the following: “New Media in Education”, “Media-pedagogical manifest”, “Concept of Introduction of Media Education in Ukraine”. The process of media pedagogy implementation in future native language teachers’ professional training in Germany is developing in three directions: integrated, special and optional. In particular, the attention has been focused on using methods of media education in higher philological schools (methods of creative writing - creative linguistic project of German language teaching; portfolio as a method of students’ media literacy (media competence) formation; methods of presenting a term paper in a form of television project; creating video libraries for teachers and students). The ways of implementing German experience in future philology teachers’ professional training at Sumy State Pedagogical University named after A.S. Makarenko have been considered. The activity of students’ scientific circle “Media Culture of Philology Teacher” has been characterized.
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Whitman, James. "Nietzsche in the Magisterial Tradition of German Classical Philology." Journal of the History of Ideas 47, no. 3 (July 1986): 453. http://dx.doi.org/10.2307/2709663.
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Shapovalova, Larisa, Natalija Koljada, Ekaterina Petrova, and Julija Gorgennikova. "Potential of International EMail Projects in the Process of Teaching a Foreign Language in Secondary School." International Journal of Web-Based Learning and Teaching Technologies 17, no. 1 (January 2022): 1–20. http://dx.doi.org/10.4018/ijwltt.298684.
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The purpose of the article is to identify the theoretical foundations of the implementation of E-Mail projects in the process of teaching foreign languages; to analyze the results of implemented E-Mail projects; to encourage the implementation of similar projects in order to create conditions for intercultural interaction of students, to determine the role of partner teachers organizing international E-Mail projects. Statistical processing and visualization of data was carried out using the automatic calculation of the Student's t-test and the Microsoft Office 2019 package. The survey was conducted among 85 secondary school students aged 12 to 15 years who study German as a second foreign language; 25 coordinators of international E-Mail projects – teachers of German, undergraduates and students of the Department of German Philology of the Institute of Philology, Journalism and Intercultural Communication of the Southern Federal University. The conducted testing revealed positive aspects of the introduction of international E-Mail projects in the process of teaching.
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Vick, Brian. "Of Basques, Greeks, and Germans: Liberalism, Nationalism, and the Ancient Republican Tradition in the Thought of Wilhelm von Humboldt." Central European History 40, no. 4 (November 28, 2007): 653–81. http://dx.doi.org/10.1017/s0008938907001070.
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The relationships between German intellectuals and politics at the turn of the nineteenth century have been much debated, with the nature of the German liberal tradition at the core of controversy, and with questions about the interconnections between liberalism, nationalism, and neohumanistBildungcircling not far beyond that core. Prominent in such discussions stands the figure of the Prussian scholar and statesman Wilhelm von Humboldt. Best known today variously for his part in overhauling the Prussian educational system during the “reform era” of Chancellors Stein and Hardenberg, or for helping to establish the disciplines of classical philology and comparative linguistics, Humboldt also authored one of the seminal texts in the European liberal tradition and was actively involved in the diplomacy, constitutional planning, and nationalist upheaval surrounding Napoleon's expulsion from Germany and the subsequent construction of the German Confederation.
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Smirnova, Anna. "VKontakte Social Network as a Motivation Tool in Foreign Language Teaching." Virtual Communication and Social Networks 2023, no. 1 (March 16, 2023): 37–40. http://dx.doi.org/10.21603/2782-4799-2023-2-1-37-40.
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Social networks can increase motivation in foreign language learners. The article describes an experiment in remote teaching during the COVID-19 epidemic of 2020–2022. The author had to look for new online methods of teaching German to university students and used the Vkontakte social net to organize the academic process. The platform proved to be an efficient tool in teaching students of the Institute of Philology, Foreign Languages, and Media Communications, Kemerovo State University (Kemerovo, Russia). The article also describes the processes that make it possible to assess the degree of motivation, the involvement of students in the academic process, the effectiveness of the task, the activity of students, etc. VKontakte proved to be an effective motivation tool that helps students of Philology and Translation Studies to master German as a second foreign language.
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Tupytsya, O. Yu, and L. V. Zimakova. "Development of phonetic competence of students mastering a second foreign language." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (345) (2021): 238–46. http://dx.doi.org/10.12958/2227-2844-2021-7(345)-238-246.
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The article analyses peculiarities of the development of phonetic competence of students majoring in “Philology” who begin to learn a second foreign language (German). Phonetic competence is the ability to correctly articulate, intonate the utterances and comprehend the speech of others. According to the authors, phonetic competence is based on the skills laid at the initial stage of learning a second foreign language. Phonetic competence is an important component of all types of speech skills and therefore, it develops comprehensively in speech activity. The authors are convinced that the study of phonetics is not possible without the practical mastery of lexical and grammatical constructions of a foreign language. The author’s methods of development of phonetic competence of philology students are based on the following principles: 1) comparative analysis of phonetic phenomena in different languages; 2) taking into account the difference between spelling and pronunciation; 3) development of phonemic hearing; 4) active training; 5) the use of emotional means. The task of a teacher is to create an emotional factor (game techniques, models of communication situations, selection of speech patterns), a communicative environment, motivation and interest. The “German pronunciation games” selected by the authors are aimed at creating a “German accent” for students. Thus, practice proves that the principle of approximation, which is applied at the initial stage of learning a foreign language, is inappropriate for students learning German as a second foreign language. Communicative orientation is the main aspect of planning a second foreign language lesson for philology students. It is determined that successfully organized initial stage of the development of phonetic competence is very effective for further mastering a practical course of a second foreign language.
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Mierke, Gesine. "Zum Aufbruch der Frühmittelaltergermanistik." Volume 60 · 2019 60, no. 1 (November 14, 2019): 9–36. http://dx.doi.org/10.3790/ljb.60.1.9.
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The article builds on current discussions about the status of the Early Middle Ages German philology and demonstrates on the basis of various thematic areas the research perspectives for the Old High German literature. Along three subject areas (historical narratology, interdisciplinarity, mediation of Old High German in school and college), currently discussed topics such as coherence, speech scenes, figures, sound studies as well as the tradition of early literature are outlined and their relevance is illustrated through selected text examples.
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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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Shovkovyi, Vyacheslav M., Tetiana P. Druzhchenko, Tetiana A. Shovkova, Olena H. Tkachenko, and Nataliia V. Semian. "Developing information search autonomy based on differentiated teaching of reading in undergraduates of Philology majors in German Language." Revista Tempos e Espaços em Educação 13, no. 32 (December 14, 2020): 1–19. http://dx.doi.org/10.20952/revtee.v13i32.14969.
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The purpose of the study is to identify how the differentiated teaching of reading used in teaching the German Language influences the development of information search autonomy in the tertiary students majoring in Philology. The study employed quasi-experimental research that used mixed-methods to collect qualitative and quantitative data. The study was of a one-group only type. German Language proficiency, reading skills, students' self-efficacy were the variables for the study. The study found that The differentiated teaching of reading used in teaching the German Language had positively influenced the development of information search autonomy in the tertiary students majoring in Philology which was measured at the pre-treatment and post-treatment stages through the variables such as German Language proficiency, reading skills, and students’ self-efficacy. Due to the approach used in the study, the sampled students experienced a statistically significant change in all the variables. The German Language proficiency level increased by 18,1 grades, test grades in reading skills improved by 21.00 grades, and students’ self-efficacy increased by 1.53 points. The values obtained through the calculation of correlations between the variables showed a statistically significant correlation between them. There was a positive relationship between GLPT and GLRST (r=.51,p> .05); between GLP and SSE (r=71,p< .01); and between GLRS and SSE (r=.53,p> .05).
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Storonska, Oksana, Halyna Palytsya, Mariia Vorobel, Natalia Horodetska, Natalia Havryshkiv, and Mariana Havran. "The Deutsch.info Platform as a Means of Organizing German Language Students’ Independent Study." International Journal of Emerging Technologies in Learning (iJET) 18, no. 10 (May 23, 2023): 250–63. http://dx.doi.org/10.3991/ijet.v18i10.39183.
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The article investigates the didactic properties of the deutsch.info German language learning online platform used by students of Drohobych Ivan Franko State Pedagogical University (Ukraine) in their independent educational activities. The aim of the present research is to identify the functional, content-related, technical, and aesthetic features of this web resource in the context of the current requirements for foreign language learning tools, to collect and analyze student feedback on deutsch.info based on their first-hand experience of using it, and to determine the conditions for its rational implementation into German language learning practice. Based on a survey featuring 37 students of the Faculty of Ukrainian and Foreign Philology of Drohobych Ivan Franko State Pedagogical University (Speciality 035 Philology. Germanic Languages and Literatures (Including Translation), Major: English), an empirical information research base is formed, which represents the full range of the students’ evaluations of the deutsch.info online platform as a means of independent study of the German language. The results obtained suggest that the majority of the respondents approve of the use of the web resource for an independent acquisition of German language knowledge and skills despite the lack of a German-Ukrainian dictionary and the inaccessibility of the site in an offline format. The platform benefits are reported to be its diverse and authentic content as well as its convenient navigation system. The collected data summarization allows for determining the conditions for the effective use of the deutsch.info platform in the practice of German language learning.
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Halytska, Olena. "ALGORITHM OF EXCERPTING OF PUBLICISTIC TEXT." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 16(84) (December 22, 2022): 120–23. http://dx.doi.org/10.25264/2519-2558-2022-16(84)-120-123.
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The proposed linguistic didactic study is devoted to the problem of forming the skills and abilities of philology bachelors in the analytical and synthetic processing of journalistic Ukrainian-language text and the creation of their own German-language excerpt. The article provides methodological recommendations for teaching bilingual excerpting of a Ukrainian-language journalistic text in German for students of higher education of the first bachelor's level in the field of knowledge 03 Humanities, specialty 035 Philology, under the educational and professional program «Language and Literature (German / English). Translation». A four-year-tested algorithm for bilingual abstracting of a magazine or newspaper article is proposed, which practically helps students of the Faculty of Foreign Philology master the technology of working with modern journalistic text at an advanced stage, i.e. level B2 according to the All-European Recommendations on language education. The correct automated observance of all steps of the algorithm (familiarization with the journalistic text, careful reading of the article, translation recoding of the excerpt, design of the written excerpt, self-control of the written excerpt, editing of the text of the excerpt) contributes to the correct semantic folding and adequate linguistic compression of the source text, which contributes to the optimization of the educational process under time to study German as a primary and second foreign language. The peculiarities of the structure of the excerpt as a specific secondary document are given: the exordium (bibliographic description of the primary document), the abstract part itself (the basis of the excerpt, that is, the information obtained by analytically and synthetically processing the content of the primary text) and the conclusion (addition). Creating an excerpt according to the proposed effective algorithm significantly saves time and effort of higher education students and, accordingly, increases their motivation to study. The difficulties that accompanied higher education applicants during the compilation of an excerpt were analyzed.
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Ganina, Natalija. "OCULUS MEMORIAE. NIGEL F. PALMER AND HIS CONTRIBUTION TO SCIENCE." Lomonosov Journal of Philology, no. 3, 2024 (June 17, 2024): 136–47. http://dx.doi.org/10.55959/msu0130-0075-9-2024-47-03-10.
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The article discusses the contribution of Nigel F. Palmer (1946–2022) to the development of historical German studies and the history of the book. Nigel Palmer, M. A., D. Phil., FBA, was an outstanding philologist, specialist in Medieval German and history of the book. He was Professor of Medieval German Literature and Language at St Edmund Hall, Oxford, Dr. honoris causa of the University of Bern, editor-in-chief of the journals Oxford German Studies (from 1990 to 2016) and Medium Aevum (Oxford from 1990 to 2022), a member of the International Editorial Board of the Lomonosov Philology Journal (Series 9. Philology from 1990 to 2022). His research interests centred on the literary and manuscript tradition of the German Middle Ages, with a focus on religious literature and the history of the book. His works had a significant influence on the development of Medieval German studies at the present stage. Nigel Palmer was the author of many discoveries of medieval manuscripts. His efforts to clarify the origin of individual manuscripts and to reconstruct significant collections of medieval monastic libraries played an important role in the development of science. Nigel Palmer’s research on German medieval manuscripts and incunabula in Russian collections (the Russian State Library, the Russian National Library, the Library of the Academy of Sciences, the Lomonosov Moscow State University Scientific Library, the “Museums of the Town of Yuryevets”) is of great scientific importance. The article reviews the main stages of Nigel Palmer’s academic biography and offers an overview of his most important publications, including Russian translations of his articles.
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DeJean, Joan. "Sex and Philology: Sappho and the Rise of German Nationalism." Representations 27, no. 1 (July 1989): 148–71. http://dx.doi.org/10.1525/rep.1989.27.1.99p02997.
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DeJean, Joan. "Sex and Philology: Sappho and the Rise of German Nationalism." Representations 27 (1989): 148–71. http://dx.doi.org/10.2307/2928488.
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MELINCHUK, Natalia. "HISTORY OF BALTIC PHILOLOGY AT GERMAN UNIVERSITIES (XX–XXI CENTURIES)." Historical archive. Scientific studies, no. 21 (January 15, 2020): 71–78. http://dx.doi.org/10.26693/istarhiv2020.21.071.
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Borochov, Ber. "Classical Text in Translation The Tasks of Yiddish Philology>." Science in Context 20, no. 2 (June 2007): 355–73. http://dx.doi.org/10.1017/s0269889707001305.
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Pîrvu, Elena. "Analele Universităţii din Craiova. Seria ştiinţe filologice. lingvistică, scurtă istorie." Arhivele Olteniei 36 (December 23, 2022): 25–36. http://dx.doi.org/10.59277/ao.36.02.
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The Annals of the University of Craiova. Series Philology. Linguistics, a journal of the University of Craiova, Faculty of Letters, was first published in 1996, as a new series with a well individualised linguistic profile. It is a successor of the Annals of the University of Craiova. Series Philology, History, Geography, a scientific journal first published in 1972. This peer-review linguistics journal publishes texts in English, French, German, Italian, Romanian and Spanish. It is published annually, in a volume with two issues. This article will outline a history of the journal for the period 1996-2021.
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Hausmann, Frank-Rutger. "Hermann Suchier (1848–1914) und Gaston Paris (1839–1903): «Monsieur» oder «Mon cher ami»?" Zeitschrift für romanische Philologie 134, no. 4 (November 7, 2018): 959–84. http://dx.doi.org/10.1515/zrp-2018-0066.
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Abstract Hermann Suchier, since the year 1876 Professor of Romance Philology at the University of Halle, was one of the most prominent scholars of his generation. Since he preserved all his correspondence, we are able to study his various international written relationships with his French colleagues, including Gaston Paris and Paul Meyer. However, a temporary disagreement between Suchier with Paris and Meyer did arise. This conflict was due to Suchier supporting the work of Wendelin Foerster, whose edition of Aiol et Mirabel was severely criticized by Paris and Meyer. Subsequently, Suchier once again changed support back to Paris and Meyer and then was invited to publish in their house journal, Romania, and additionally to contribute two editions in ancient French to the Société des Anciens Textes Français which had also be founded by Paris and Meyer. In this way Suchier became one of the most important intermediaries between German and French Philology in the years following the Franco-German war and the outbreak of World War I.
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Lavitski, Anton A. "To the word with love: dedicated to the anniversary of professor V.A. Maslova." Russian Language Studies 17, no. 2 (December 15, 2019): 133–42. http://dx.doi.org/10.22363/2618-8163-2019-17-2-133-142.
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The article presents a brief essay on the scientific biography and academic career of V.A. Maslova, Doctor of Philology, Professor of the Department of German Philology of Vitebsk State University named after P.M. Masherov. Valentina Maslova is one of the best-known modern Russian linguists. She is the author of more than 700 works including classic textbooks. The sphere of V.A. Maslova’s scientific interests includes cultural linguistics, cognitive linguistics, linguistic text analysis, language philosophy, etc. Valentina Maslova has been the leader of Vitebsk school of cultural linguistics for more than 20 years. Within this period there have been implemented several funded scientific projects, PhD theses and a doctoral thesis.
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Abramowicz, Maciej. "La philologie romane est-elle capable de relever les défis du présent?" Romanica Wratislaviensia 65 (August 4, 2020): 11–24. http://dx.doi.org/10.19195/0557-2665.65.2.
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The article comprises two sections: in Section One I sketch out the history and the evolution of French philology, understood both as an academic discipline and as an academic/administrative unit within Polish universities, officially known as Departments of French (Philology). In Section Two I reflect on my personal experience of that evolution, as it has affected my professional choices and academic career. Both meanings of “French philology” (discipline and institution) are rooted in German academic tradition to which the entire system of Polish humanities is indebted. Until the 1990s, French philology was synonymous with French studies, understood as the teaching and the academic study of French language and literature. Like other humanities departments in Poland, French philology departments inevitably functioned under the pressure of current political forces. Yet, French philologists in Poland never lost touch with the world’s evolving humanities or the changing scholarly paradigms. Following the radical political transformation of 1989, traditional French philology in Po-land opened up to a whole new range of scholarly fields (literatures and cultures of francophone countries), theories (postmodern and postcolonial studies), and approaches (interdisciplinary scho-larship). Thus Polish romanists have joined the international scholarly community. In the article, I document these processes, reflecting on my own university career: I started off as a traditional scholar doing research in the literature of French Middle Ages, then moved on to studying Canadian and American Francophone cultures, to eventually become involved in interdisciplinary studies at the Faculty of “Artes Liberales” at the University of Warsaw.
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Classen, Albrecht. "Der Kurzroman in den spätmittelalterlichen Sammelhandschriften Europas/Pan-European Romances in Medieval Compilation Manuscripts. Hrsg. Miriam Edlich-Muth. Imagines Medii Aevi. Interdisziplinäre Beiträge zur Mittelalterforschung, 40. Wiesbaden: Reichert Verlag, 2018, VI, 232 S., 2 s/w Abb." Mediaevistik 31, no. 1 (January 1, 2018): 281–82. http://dx.doi.org/10.3726/med012018_281.
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Folgt man den Überlegungen, die die Beiträger zum vorliegenden Band präsentieren, hat nun endlich die Einsicht in die Bedeutung des handschriftlichen Kontexts von literarischen Werken auch Eingang in die deutschsprachige Philologie gefunden. New Philology wird aber schon lange in der Forschung behandelt, so dass es sich hier wirklich nur um eine zusätzliche, wenngleich durchaus zu begrüßende Stufe in dem Bemühen handeln kann, vor allem die größeren handschriftlichen Sammlungen in den Blick zu nehmen (siehe z.B. Sarah Westphal, Textual Poetics of German Manuscripts, 1300–1500, 1993; hier nirgends konsultiert). Das zu besprechende Buch basiert auf einer an der Universität Bremen veranstalteten Tagung im November 2014, auf der wohl vor allem jüngere Forscher vertreten waren, die, das sei generell vorausgeschickt, solide Untersuchungen vorgelegt haben, die sich gut lesen und viele interessante kritische Gesichtspunkte zu Tage fördern.
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Macenka, Svitlana. "Perspectives of Ukrainian German Studies: Linguistic Literary Studies as a Modern Field of Research." Germanistik in der ukraine, no. 17 (February 28, 2023): 44–52. http://dx.doi.org/10.32589/2408-9885.2022.17.273340.
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The article presents a promising area of modern Germanic studies actively introduced by the Department of German Philology of the Ivan Franko National University of Lviv, i.e. linguo-literary studies. Based on the extensive scholarly experience of the Department, the feasibility and fruitfulness of linguo-literary studies as an interdisciplinary area of contemporary philology is proven. Because the two philological disciplines are closely related, it is argued that their interaction is vital, at the least in the problematic complexes that deal with texts, writing and discourse. The research topic is justified with the help of relative German-language academic discourse, which confirms the overt trend of shortening the distance between modern linguistics and literary studies. Literary texts and literary language are essential elements of mutual academic consideration of the two disciplines. The links between linguistics and literary studies are showcased from a scholarly and historical perspective. Particular attention is paid to the 1960s-1970s as a period of mutual convergence of the two philological disciplines under the umbrella of linguo-literary studies. The key theoretical provisions used are those expressed by Roman Jakobson in his Linguistics and Poetics (1960). Among the functions of language, the scholar singles out “poetic function” and discusses literary use of language using linguistic terms as it is preconditioned by linguistic structures. It is emphasized that the integration of closely related disciplines is justified and ensured by the academic course “Belles-lettres”. Despite all of the interaction challenges, both disciplines work with texts and must consider their linguistic nature. Using the example of the academic discussion presented in the Literary Studies and Linguistics journal and given the activities of the Literaturlinguistik Internet platform and some recent academic papers, new directions of linguo-literary studies are set forth. In this context, the cooperation of the two philological disciplines at the Department of German Philology appears particularly promising.
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Stergiopoulou, Katerina. "Taking Nomos: Carl Schmitt's Philology Unbound." October 149 (July 2014): 95–122. http://dx.doi.org/10.1162/octo_a_00194.
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Carl Schmitt famously drew a distinction between what he called nomos and what we usually think of as law (Gesetz in German, lex in Latin). The latter, he explained, is a positivist legal order based on normative thinking, where the highest law would still only be a historically contingent norm. In contrast, nomos—though commonly translated from the Greek as “law”—is the total concept of right that precedes and makes possible all such laws, and “comprises a concrete order and community” (Nomos of the Earth, p. 20). One might think that “right” (German Recht) itself could fulfill this conceptual and terminological role; indeed, as Thomas Schestag notes, Schmitt consistently and without comment translated nomos as Recht in his early writings. But for Schmitt the origin of right and laws is inextricably tied to the land and, more specifically, to originary events of land appropriation, which engender first spatial and then political, social, and religious orders. He thus defines nomos as “the measure by which the land in a particular order is divided and situated; it is also the form of political, social, and religious order determined by this process. Here, measure, order, and form constitute a spatially concrete unity.” (NoE, p. 70) Schmitt's terminological turn to nomos in the 1930s, which culminated in his most expansive exposition of the term in his 1950 book Der Nomos der Erde in Völkerrecht des Jus Publicum Europaeum (The Nomos of the Earth in the International Law of the jus publicum Europaeum), was prompted by what he saw as not only a political but also as a jurisprudential crisis in the first half of the twentieth century. Though a nomos is, almost by definition, a nomos of the earth (in the sense of land), the first truly global nomos of the earth arose, according to Schmitt, with the European colonialist expansion in the sixteenth century. This world order depended upon the distinction between European and non-European space (which was free for occupation), as well as that between land and sea; it was embodied in a European public law, the jus publicum Europaeum, that guaranteed balanced and stable relations between European colonial powers while also maintaining sharp divisions between the public and the private, and the political and the economic. Its greatest success was the bracketing of war: the conduct of war as a non-discriminatory “regulated contest of forces … in a bracketed space” and the consequent exclusion of wars of annihilation. Already in decline at the end of the nineteenth century, this world order collapsed entirely in the twentieth; believing that attempts to replace it by a vague and abstract “international law” were misguided, Schmitt in The Nomos of the Earth sought to redirect “human thinking to the elemental orders of its terrestrial being here and now” (NoE, p. 39).
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Yakovleva, Anastasia, and Irina Savvina. "Regional aspect in foreign language education (sociocultural competence)." SHS Web of Conferences 134 (2022): 00015. http://dx.doi.org/10.1051/shsconf/202213400015.
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The regional aspect of language education plays a significant role in the development of sociocultural students’ competence. The implementation of the regional component in university education is rarely considered, the issues of determining its content and role in the development of student competencies are not sufficiently developed. The way linguistic disciplines are currently taught in universities is undergoing a qualitative change, helping it meet the requirements of educational modernization, while the content and teaching methods are updated, and a competency-based approach to professional training is developed. The sociocultural competence occupies an important position together with the development of linguistic competence of students. The article presents the project results “Teaching the German language with the regional material” for the students of “45.03.01 Philology: Foreign philology (German language and literature)”. A preliminary survey showed that 76 % of students from 52 respondents were interested in studying regional material in the foreign language. The results discovered that our pedagogical approach increased the level of regional sociocultural competence of students, which contributed to the development of students' competency in the dialogue of cultures.
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Kirshova, Olha. "Podcast as an educational tool for teaching German for philology students." Pedagogical Education:Theory and Practice, no. 31 (January 10, 2022): 281–91. http://dx.doi.org/10.32626/2309-9763.2021-31-281-291.
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Baisch, Martin. "Transmission and Materiality: Philology, Old and New, in German Medieval Studies." Digital Philology: A Journal of Medieval Cultures 6, no. 2 (2017): 177–95. http://dx.doi.org/10.1353/dph.2017.0009.
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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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KULYNA, Iryna, and Iuliia BEREZINA. "Globalization and Antiglobalization Tendencies in Modern South German Dialects." WISDOM 16, no. 3 (December 28, 2020): 53–65. http://dx.doi.org/10.24234/wisdom.v16i3.375.
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The article deals with the study of southern German dialects and their genetic connections with modern German. The article focuses on the analysis of linguistic features of southern German dialects: phonetic, lexical, grammatical and their comparison with Standardsprache. By the example of the development of southern German dialects and their interaction with Standardsprache, it is concluded that the German language, based on the laws of linguosynergy, is a complex open information system that is constantly evolving while saving data on its past states. The totality of knowledge of the past and present makes it possible to identify the prospects for the future development of the system. The results of the research give reasons to predict further changes in the modern German language at all its levels – phonetic, linguistic, grammatical – taking into account various dialectological features that are introduced into the German language system. The received knowledge is of particular importance for studying and teaching the history of the German language, introduction to German philology, dialectology, as well as practical course of the German language.
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Radyshevskyi, Rostyslav, and Ivan Zymomrya. "A WORD ABOUT CREATIVE PROGRESS: MYKOLA ZYMOMRYA IS 75." Polish Studies of Kyiv, no. 37 (2021): 394–424. http://dx.doi.org/10.17721/psk.2021.37.394-424.
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The article is dedicated to the 75-years-old jubilee of a well-known literary critic, translator, educationalist, Doctor hab. of Philological Sciences, Professor Mykola Zymomrya. The article reflects the main milestones of his life and career. Mykola Zymomrya was born in 1946 in Holatyn in Ukraine. Main directions of activity: German studies, Slavic studies, contrastive literary studies, theory of literature, translation studies. Professional career: finished secondary school in Holatyn and graduated from Uzhhorod State University (Departments of Ukrainian and German Philology). After graduating from the Faculty of Foreign Languages (1967) was a teacher of the German language and literature at the Department of German Philology; a doctorate (1969–1972) at Humboldt University of Berlin where his doctoral thesis was written on the topic “Reception of Ukrainian literature in German-speaking countries from its sources until 1917. To the history of Russian-Ukrainian-German mutual literary relations“ (1972). His doctoral dissertation on the topic „International relations and the role of translation in the creative process” was written in the Gorky Institute of World Literature of the Russian Academy of Sciences in Moscow and was defended in 1984. Academic titles: assistant professor (1976); professor (1987). Head of the Department of German Philology (1974–1979); scientific worker at the Gorky Institute of World Literature (1980–1982); head of the Department of Foreign Languages at Uzhhorod State University (1986–1993); professor at Higher Pedagogical School in Słupsk (1993–1995); professor at Transcarpathian Institute of Postgraduate Pedagogical Education (1996–2002); professor at Baltic High School of Human Sciences in Koszalin (1997–2002); professor at Polonia University in Czestochowa (2002–2012); professor at Drohobych State Pedagogical University of Ivan Franko (since 2000), head of the Department of Theory and Practice of Translation (2003–2010), head of Germanic Languages and Translation Studies Department (since 2010). Over 1000 scientific articles have been published (1970–2021) on issues in literature studies and criticism in newspapers, periodical publications, thematic collections, monographic publications, including in Polish. Membership in associations and organisations: Member of the National Union of Journalists of Ukraine (1980), Member of the National Writers’ Union of Ukraine (2008), Member of the Academy of Sciences of the Higher School of Ukraine in Kyiv (2008), Head of the Commission for Cooperation with Polonia Scientific Societies in Ukraine, USA, European Union and Baltic Countries (2010). Prior awards: state award “Honours in Education in Ukraine” (1996), Honorary Distinction “Deserved for Koszalin Voivodeship” (1998), Award of the Ministry of Education and Science of Ukraine “For outstanding learning achievements” (2009), award of the National Academy of Pedagogical Sciences of Ukraine “K.D. Ushynski” (2011), award of the Academy of Higher School of Ukraine “Yaroslav Mudry” (2011), Honoured Scientist and Technician of Ukraine (2017).
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Kienberger, Martina. "Nuevas voces para el recuerdo – Literarisches Übersetzen als interdisziplinäres Projekt." mAGAzin Revista intercultural e interdisciplinar, no. 26 (2018): 6–12. http://dx.doi.org/10.12795/magazin.2018.01.
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Literary translation presents an interesting challenge for both students of German and translation studies. This article shows how the transfer of literary texts from one language to another can be used in different courses, pursuing different objectives (language analysis, literary didactics, etc.) and how it creates an occasion for interdisciplinary project-related work. Based on the project Nuevas voces para el recuerdo, in which students of German philology and translation in Salamanca made their versions of the poem wien: heldenplatz by Ernst Jandl, the objectives, working methods and products of the cross-faculty translation work are presented.
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Petrova, E. I., and T. E. Tokareva. "Speech Behavior of German Philology Professors (Based on Texts of Academic Discourse)." Bulletin of Chelyabinsk State University, no. 12 (2020): 81–88. http://dx.doi.org/10.47475/1994-2796-2020-11210.
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Jaewon Ahn. "The German Philology in Far East Asia in the Early 20th Century." Journal of Greco-Roman Studies 56, no. 1 (March 2017): 119–66. http://dx.doi.org/10.23933/jgrs.2017.56.1.119.
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Kulina, I. "EVOLUTIONARY DEVELOPMENT OF THE GERMAN LANGUAGE AND ITS DIALECTS." Writings in Romance-Germanic Philology, no. 2(49) (January 16, 2023): 69–83. http://dx.doi.org/10.18524/2307-4604.2022.2(49).268197.
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The article is devoted to the evolutionary development of the German language and its dialects (Bavarian and Swabian — Alemannic). The relevance of the topic is determined by the fact that, despite the dominance of the Standardsprache on the territory of modern Germany, local dialects are also sufficiently widespread in it, which have recently gained more and more prestige, especially among young people. The purpose of this study is to analyze the linguistic features of southern German dialects (Bavarian and Swabian — Alemannic) and to identify their genetic links with the modern German language — Standarddeutsch / Standardsprache. Texts (artistic and newspaper) in the specified dialects and identical in Standarddeutsch, dialect maps (atlases) of the German language, ancient and modern dictionaries served as research material. The work uses descriptive and comparative-historical methods. The object of research is German southern dialects (Bavarian and Swabian — Alemannic). The subject of the study is the linguistic characteristics of southern German dialects and their connection with the modern German language. Using the example of the development of German dialects (Bavarian and Swabian-Alemannic) and their interaction with Standarddeutsch, it can be argued that the German language, based on the laws of linguistic synergy, is a complex open information system that is constantly developing, but at the same time preserves information about its former states, and the combination of past and present knowledge provides an opportunity to identify the future development prospects of the system. The results of the study make it possible to predict further changes in the modern German language at all its levels (phonetic, lexical, grammatical), taking into account various dialectological features that are introduced into the German language system. The obtained data on the evolutionary development of the German language and its dialects (Bavarian and Swabian — Alemannic) is of certain importance for the study and teaching of «History of the German Language», «Introduction to Germanic Philology», dialectology, as well as a practical course of the German language.
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Kossarik, M. A. "The treatise on the history of spanish by B. de Aldrete (1606) as the first textbook of romance philology." Philology at MGIMO 6, no. 4 (December 28, 2020): 135–45. http://dx.doi.org/10.24833/2410-2423-2020-4-24-135-145.
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The paper analyses the role of B. de Aldrete’s treatise “Del Origen y principio de la lengua castellana o romance que oi se usa en España” (1606) in the development of Romance philology. The XVII-century author writes about the most important aspects of internal and external history of Spanish, such as: pre-Romance Spain and substratum languages; Roman conquest and romanization; Hispanic Latin; German conquests of Spain; Arabic conquest and the Reconquista; formation of kingdoms in the north and state-building processes; sociolinguistic situation in Spain; the role of Spanish in the New World; changes from Latin to Spanish in phonetics and morphology; sources of Spanish lexis; early written texts; territorial, social, functional variation of Spanish. Apart from the aspects of Spanish philology, B. de Aldrete pays attention to the formation and functioning of Pyrenean languages: Catalan, Galician, and Portuguese. However, B. de Aldrete does not limit himself to examining Ibero-Romance languages. Many aspects of the history of Spanish are shown against a wider, Romance background, bearing in mind the earlier tradition (the Antiquity, in the first place). He also confronts Spanish with other Romance languages and Latin. The analysis of the first treatise on the history of Spanish makes one reconsider B. de Aldrete’s contribution to the development of language description models and the bases of Romance philology. The treatise sets up a model of Romance philology as a full-fledged philological discipline.
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Taborek, Janusz. "Wörterbuchbenutzung von polnischen Germanistikstudierenden." Lexicographica 34, no. 2018 (January 28, 2019): 207–22. http://dx.doi.org/10.1515/lex-2018-0010.
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AbstractIn this paper we present the results of a survey conducted among students of German Philology at Adam Mickiewicz University in Poznań in the years 2015–2017. The target group was composed of first-semester students from whom we collected data about their lexicographical competence at the start of the program. The results contain some interesting findings, e.g. students prefer online dictionaries, but the number of students using print dictionaries is comparable and we have also observed the rising number of students who use smartphone applications. The aim of the survey is to provide information for university instructors who teach German as a foreign language (DaF) and lexicography.