To see the other types of publications on this topic, follow the link: Gernan language.
Journal articles on the topic 'Gernan language'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Gernan language.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
STOEHR, ANTJE, TITIA BENDERS, JANET G. VAN HELL, and PAULA FIKKERT. "Heritage language exposure impacts voice onset time of Dutch–German simultaneous bilingual preschoolers." Bilingualism: Language and Cognition 21, no. 3 (June 22, 2017): 598–617. http://dx.doi.org/10.1017/s1366728917000116.
Full textAbstract:
This study assesses the effects of age and language exposure on VOT production in 29 simultaneous bilingual children aged 3;7 to 5;11 who speak German as a heritage language in the Netherlands. Dutch and German have a binary voicing contrast, but the contrast is implemented with different VOT values in the two languages. The results suggest that bilingual children produce ‘voiced’ plosives similarly in their two languages, and these productions are not monolingual-like in either language. Bidirectional cross-linguistic influence between Dutch and German can explain these results. Yet, the bilinguals seemingly have two autonomous categories for Dutch and German ‘voiceless’ plosives. In German, the bilinguals’ aspiration is not monolingual-like, but bilinguals with more heritage language exposure produce more target-like aspiration. Importantly, the amount of exposure to German has no effect on the majority language's ‘voiceless’ category. This implies that more heritage language exposure is associated with more language-specific voicing systems.
2
Zabarjad, Kakhorova. "The Role Of Language Competence In The German Language." American Journal of Social Science and Education Innovations 02, no. 12 (December 31, 2020): 404–6. http://dx.doi.org/10.37547/tajssei/volume02issue12-69.
Full text
3
Heinemann, Alisha M. B., and Lisa Vogt. "„Berufsschule auch ist nicht so wie Deutschkurs …“ – Der Lernort Berufsschule aus der Sicht von jugendlichen Geflüchteten." Sprache im Beruf 4, no. 1 (2021): 70. http://dx.doi.org/10.25162/sprib-2021-0004.
Full text
4
Antonenko, W. I., and O. O. Pavlychko. "PHRASEOLOGICAL PARALLELS OF GERMAN AND UKRAINIAN LANGUAGES." Linguistic and Conceptual Views of the World, no. 66 (2) (2019): 9–16. http://dx.doi.org/10.17721/2520-6397.2019.2.01.
Full textAbstract:
The article focuses on issues associated with German and Ukrainian comparative phraseology. It provides comparative analyses of phraseological units in the German language with respect to their equivalents in the Ukraine language. The importance of phraseology is examined when forming communicative competencies in multicultural educational processes. Practically oriented research of contrastive phraseology includes three aspects: compilation of bilingual (multilingual) dictionaries (lexicography), translation and teaching of a foreign language. In this article we consider the phraseological parallels of the German and Ukrainian languages, focusing on the third aspect, namely the study of phraseology as one of the components of the study of a foreign language. In the study of the material of the German and Ukrainian languages in terms of their comparison (translation), the following groups of phraseological units can be distinguished: phraseological units with phraseological equivalents in German and Ukrainian languages – full equivalents that coincide in meaning, lexical composition, figurativeness, grammatical structure and stylistic coloring. In such units, the lexical and grammatical meaning fully coincide. Phraseological units with partial phraseological equivalents in the German and Ukrainian languages. The third group includes the phraseological units of the German language, which have no phraseological equivalents in the Ukrainian language. The transfer of the value of similar phraseological units is carried out in the following ways: Literal translation. This applies primarily to idioms denoting realities and which are absent in other languages. Descriptive translation. The phraseological meaning is transmitted using ordinary words or phrases of a non-phrasal nature. In a descriptive translation, phraseological units lose their figurativeness, and only the general phraseological meaning (that is, the figurative meaning) is transmitted. The analysis showed that most of the phraseological units of the German and Ukrainian languages are either equivalent, partially equivalent, or similar language units. The second most productive group of phraseological units refers to language units that are not equivalent in both languages. Comparison of the studied units of both languages belongs to the most important problems of general lexicography and phraseography. When studying the phraseology of a foreign language, a very important role is played by the native language. It is advisable to build on comparative (contrastive) phraseology. Comparison of German and Ukrainian phraseological units makes it possible to investigate the inter-lingual and foreign-language aspects of the phraseology of these languages. The knowledge gained in comparative phraseology is necessary in translation, as well as in teaching German.
5
Dannerer, Monika. "The university as a terrain for hidden language conflicts? German, English and the silence beyond them." Sociolinguistica 34, no. 1 (November 25, 2020): 131–54. http://dx.doi.org/10.1515/soci-2020-0009.
Full textAbstract:
AbstractIn this paper, language policy (LP) at the University of Salzburg (Austria), a mid-size seemingly monolingual university, serves as an example to analyse (potential) language conflicts at the institutional level considering the roles played by German, English and ‘immigrant’ languages at the university. Language management, beliefs, and (reported) language use by different stakeholders in higher education (administrators, academic and administrative staff and students) are contrasted, also taking into consideration different linguistic backgrounds (German as L1, German as L2 and German as a foreign language). This offers an overall perspective on institutional LP that is still group sensitive, one that reveals two different hidden language conflicts: the non-addressed conflict between the two most important and visible languages at the university by far, German and English, as well as the neglected and negated conflict between German and the hidden “immigrant” languages. A consistent ‘internationalisation at home’ strategy would address these hidden conflicts and show backwash effects on ideas of language use in education as well as in society in general.
6
Junker, Dörte A., and Ida J. Stockman. "Expressive Vocabulary of German-English Bilingual Toddlers." American Journal of Speech-Language Pathology 11, no. 4 (November 2002): 381–94. http://dx.doi.org/10.1044/1058-0360(2002/042).
Full textAbstract:
This study investigated whether young children learning two languages simultaneously are inherently weaker language learners than their monolingual counterparts. Two questions were examined: (a) whether simultaneous language learning at an early age slows down the language learning process for both languages (bilingualism deficit hypothesis) and (b) whether young children use a unitary language system containing features of both languages, preventing them from separating the languages (unitary language system hypothesis). To test these hypotheses, vocabulary skills of 10 German-English bilingual toddlers were compared with those of monolingual German- and English-speaking peers around 24 months of age using Rescorla's (1989) Language Development Survey. This vocabulary checklist, based on parental report, was used in its original English and in a German translated version. Findings revealed that bilingual toddlers were not inferior in conceptual vocabulary size and verb diversity when words in both languages were pooled. Given that nearly half of the bilingual conceptual vocabulary (43%) was associated with lexical forms in both languages, it is inferred that language separation is possible at age 2. Findings from this study contribute to the growing body of evidence that early simultaneous acquisition of more that one language is not an inherent disadvantage for the child. These findings suggest further that some existing instruments may be useful for assessing the early vocabulary of German-English bilingual toddlers.
7
Guzmán Pitarch, Josep Roderic. "The effect of L4 on translation students’ L1/L2 writing scripts." Language Value 14, no. 1 (July 27, 2021): 1–32. http://dx.doi.org/10.6035/languagev.5804.
Full textAbstract:
The aim of this study was to determine whether learning how to use certain microparametric aspects – adverbial pronouns – in L4 (French) had an effect on students’ L1/L2 (Catalan) writing scripts. The study was conducted on 427 learners who had Catalan as their L1 or L2, English as an L3, and were studying a translation degree at University. The students were divided into two groups according to whether they were studying French or German as their L4. Altogether 1620 texts produced over four academic years were reviewed. Although both French and Catalan, unlike German, have similar adverbial pronouns, the results of the analysis show that there is no statistically significant difference in the use of adverbial pronouns between the German group and the French group. However, there is some evidence of a more intense use of these pronouns among the Catalan learners in the French group.
8
COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.
Full textAbstract:
The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.
9
Yelizaryeva, M. A., and I. V. Alexandrova. "Comparative Approach in Teaching German as the Second and Czech as the First Foreign Language: the Case of Prepositional Government of Verbs." Philology at MGIMO 7, no. 1 (April 4, 2021): 130–39. http://dx.doi.org/10.24833/2410-2423-2021-1-25-130-139.
Full textAbstract:
The article focuses on the comparative approach in teaching German as the second foreign language simultaneously with Czech as the first foreign language at the Russian State University for the Humanities. The bachelor program “Slavistics and Central European studies: languages, culture and literature of the Czech Republic and Austria” at the RSUH has some unique features: from the first year of this program students learn simultaneously two foreign languages: Czech as the first foreign language and German as the second one, therefore, they often make mistakes in German due to the influence of their mother tongue, Russian, as well as English, learned at school, and Czech. If the teacher of German has a good command of the Czech language, he or she can use some similarities between German and Czech that have appeared due to their long-term language contact and convergent evolution. The prepositional government of some Czech and German verbs is one of these similarities that distinguish them from the Russian language. And many mistakes are made by students in their target languages due to the verbal government of Russian. But with that said this language transfer could be avoided or reduced if we show that plenty of German and Czech verbs have analogous verb government. In order to check this statement, we have made a set of exercises (substitution drill and translation “Czech – German”, “German – Czech”, “Russian – Czech, German”), which contained four couples of German and Czech verbs with prepositional government. The testing of these exercises on seven second-year-students of the RSUH has shown that such exercises could help students to focus on Czech-German grammatical similarities and reduce the influence of the Russian language.
10
CONRAD, MARKUS, CARLOS J. ÁLVAREZ, OLIVIA AFONSO, and ARTHUR M. JACOBS. "Sublexical modulation of simultaneous language activation in bilingual visual word recognition: The role of syllabic units." Bilingualism: Language and Cognition 18, no. 4 (November 18, 2014): 696–712. http://dx.doi.org/10.1017/s1366728914000443.
Full textAbstract:
We addressed the question of whether syllabic units of the presented language would activate words containing these syllables in the nonpresented language. In two lexical decision experiments using Spanish and German words presented to two groups of late Spanish–German and German–Spanish bilinguals and to two monolingual control groups, target words’ syllable-frequency in the nonpresented language was manipulated. Inhibitory effects of syllable-frequency in the nonpresented language were found only when Spanish–German bilinguals read German L2 words– suggesting that L2 sublexical syllabic units activated L1 syllabic neighbors’ representations that would interfere with L2 target processing. On the contrary, no inhibitory effects but rather a facilitation tendency due to syllable-frequency from the nonpresented German language was obtained for both groups of bilinguals reading Spanish words. This dissociation concerning the spread of activation from sublexical units to lexical representations from bilinguals’ two languages is discussed in terms of structural differences between the two languages.
11
Maripova, Khurshidakhon. "SEMANTIC-SIGMATIC ETYMOLOGY OF SOME GERMAN PHRASEOLOGISMS AND THEIR REPRESENTATION IN RUSSIAN AND UZBEK LANGUAGES." INTERNATIONAL JOURNAL OF WORD ART 5, no. 3 (May 30, 2020): 35–39. http://dx.doi.org/10.26739/2181-9297-2020-5-6.
Full textAbstract:
This article considered the interpretation of some German phraseological units in Russian and Uzbek languages. The article was written not only for teachers of the German language, but also for the general public, directly interested in cultural history, etymological and semantic aspects of the German language, in order to compare these aspects with the corresponding counterparts of their native language. Therefore, the article simplifies the logical content of phraseological units and explains the expression of some words and phrases using synonyms or phraseological units available in Russian and Uzbek languages
12
Sadouki, Fatiha. "Examples of cross-linguistic influence in learning German as a foreign language." EduLingua 6, no. 1 (2020): 61–83. http://dx.doi.org/10.14232/edulingua.2020.1.4.
Full textAbstract:
The present study sheds light on cross-linguistic influence and language transfer in third or additional language learning and explores the factors affecting the learning of third or additional language in a multilingual context. It aims at investigating the extent to which the typologically more similar language influences the language being learned. This study was carried out with the participation of 30 third-year students in the foreign languages stream at Al-Kawakibi Secondary School-Touggourt in Algeria. The participants had Arabic as L1, French as L2, English as L3 and they were learning L4 German. The instruments included two translation tasks and a paragraph writing in German, in addition to a questionnaire about learners' self-rated language proficiency of their non-native languages. The findings show that students tend to translate into the language which is typologically more similar to German, in this case English, that influences learning L4 German the most.
13
Lorenz, Eliane, Richard J. Bonnie, Kathrin Feindt, Sharareh Rahbari, and Peter Siemund. "Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: Evidence from pronominal object placement in ditransitive clauses." International Journal of Bilingualism 23, no. 6 (August 13, 2018): 1410–30. http://dx.doi.org/10.1177/1367006918791296.
Full textAbstract:
Aims and objectives: The main objective of this study is to find evidence for the Linguistic Proximity Model, which allows for facilitative and non-facilitative cross-linguistic influence (CLI) from all previously known languages in third language (L3) acquisition. We target CLI in L3 English based on bilingual heritage speakers (Russian-German and Turkish-German) in comparison with second language acquisition of monolingual German speakers. Methodology: We examine the outcome of an English word order test. The participants produced sentences based on randomly ordered words. The focus of this study is the placement of direct and indirect pronominal objects with varying ditransitive verbs. Data analysis: 195 students in school years 7 and 9, separated into three language groups, participated in the study: German monolinguals ( nG7 = 47; nG9 = 64), Russian-German bilinguals ( nR7 = 19; nR9 = 30) and Turkish-German bilinguals ( nT7 = 19; nT9 = 16). The placement of pronominal objects in the sentence task is compared to results from equivalent word order tests in English, German, Russian and Turkish that were repeated with native speakers. Findings: We find some support for the Linguistic Proximity Model because the outcome shows that facilitative and non-facilitative CLI is possible from both the heritage language and the majority language. Determining factors are the background languages, the age of the participants and frequency. However, the majority language, German, displays the strongest influence of both background languages due to its dominant status. Originality: This study provides further support for the Linguistic Proximity Model, by using a sentence completion task with unbalanced bilingual heritage speakers. Significance/implications: We provide evidence for showing that both facilitative and non-facilitative influence from all previously known languages of bilingual heritage speakers is possible and verifiable. We therefore add to the field of L3 acquisition and the discussion about current models of CLI.
14
YAPRAK, ZEYNEP, FATMA HAYTA, and HALİL İBRAHİM YAPRAK. "ALMAN DİLİ VE İNGİLİZ DİLİ BÖLÜMÜ ÖĞRETMEN ADAYLARININ DİL VE KELİME ÖĞRENME STRATEJİLERİNİ KULLLANIMLARININ KARŞILAŞTIRILMASI." E-Journal of New World Sciences Academy 8, no. 4 (October 30, 2013): 349–62. http://dx.doi.org/10.12739/nwsa.2013.8.4.4c0173.
Full text
15
Kovac, Mirjana M., and Ana Mrsic. "Students’Attitudes towards Foreign Languages." Journal of Educational and Developmental Psychology 7, no. 2 (October 24, 2017): 124. http://dx.doi.org/10.5539/jedp.v7n2p124.
Full textAbstract:
This paper analyses similarities and differences in attitudes and beliefs towards learning the German and the Italian language. The testing tool used for evaluating the attitudes is a questionnaire composed in accordance with the questionnaires used for examining attitudes towards foreign languages. The obtained results indicate that the students of both languages highly agree with the statement that the knowledge of foreign languages leads to a better social status, more successful socialisation and benefit in one’s professional career. In addition, they highly agree with the statement that the teaching materials are miscellaneous, but would nevertheless want the materials to include more elements of the domicile culture. Furthermore, the results also indicate a high level of confidence in speaking both languages and a substantial level of awareness regarding the need to speak both languages. The analysis confirmed a significant difference between the learners of Italian and German; the learners of German perceive the language as more difficult than Italian. However, such subjective evaluation does not have an adverse effect on the attitudes towards the German language.
16
KORDIĆ, Ljubica, and Borislav MARUŠIĆ. "FUNKTIONSVERBGEFÜGE (FVG) ALS MERKMAL DER DEUTSCHEN RECHTSUND VERWALTUNGSSPRACHE." Comparative Legilinguistics 29 (March 15, 2017): 9–30. http://dx.doi.org/10.14746/cl.2017.29.01.
Full textAbstract:
Back in the 18thcentury, structures with phrasal verbs (FVG) were determined as a featureof German technical language. These constructs are still present in the language of law. Although the administrative language is considered a part of the legal language, there are discursive differences between specific(sub)languages in the field of law. One can speak of the discourses of justice, of criminal law, of international law, etc. It is the language of administrative law that citizens as lay people are most often confronted with, and it is often criticized as "a bureaucracy language", or "the paper style". The aim of this paper is to examine the structures with phrasal verbs frequently occurring in the language of German administrative law and compare them with those in German criminal procedure law. First partofthecorpusisbuiltbyphrasalverbstructuresexcerptedfromfollowing German laws: Verwaltungsverfahrensgesetz, Verwaltungsvollstreckungsgesetz, Verwaltungskostengesetz. In order to explore potential discursive differences between specific languages in the field of law, the collected examples are compared with the most frequent phrasal verb structures of the German criminal procedure law. For that purpose, the Criminal Procedure Code (StPO) of 1987 (last amended in 2015) is used as the second part of the researched corpus. In the concluding part of the paper, the authors draw conclusions based on the analysis carried out. The results of this study can be of assistance to law students in mastering German legal terminology, to all linguists dealing with German language of law and especially to all translators and interpreters from the German and into the German language.
17
KAUFMANN, EMILY, IRENE MITTELBERG, IRING KOCH, and ANDREA M. PHILIPP. "Modality effects in language switching: Evidence for a bimodal advantage." Bilingualism: Language and Cognition 21, no. 2 (January 16, 2017): 243–50. http://dx.doi.org/10.1017/s136672891600122x.
Full textAbstract:
In language switching, it is assumed that in order to produce a response in one language, the other language must be inhibited. In unimodal (spoken-spoken) language switching, the fact that the languages share the same primary output channel (the mouth) means that only one language can be produced at a time. In bimodal (spoken-signed) language switching, however, it is possible to produce both languages simultaneously. In our study, we examined modality effects in language switching using multilingual subjects (speaking German, English, and German Sign Language). Focusing on German vocal responses, since they are directly compatible across conditions, we found shorter reaction times, lower error rates, and smaller switch costs in bimodal vs. unimodal switching. This result suggests that there are different inhibitory mechanisms at work in unimodal and bimodal language switching. We propose that lexical inhibition is involved in unimodal switching, whereas output channel inhibition is involved in bimodal switching.
18
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.
Full textAbstract:
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.
19
Hinc, Jolanta. "Englisch als Interferenzquelle bei der Aneignung der Wortstellung des Deutschen." Glottodidactica. An International Journal of Applied Linguistics 36 (November 5, 2018): 143–54. http://dx.doi.org/10.14746/gl.2010.36.12.
Full textAbstract:
The paper deals with the issue of the interaction of languages in a multilingual person. First, it is related to an error analysis of the word order in German which investigates the influence of English as the first foreign language with the bounded word order on German as the second foreign language with the relative bounded word order in the group of Polish high school students. Afterwards, the basic structures of German, English and Polish word order are compared to show the topological relationship between the languages.
20
Queen, Robin M. "Bilingual intonation patterns: Evidence of language change from Turkish-German bilingual children." Language in Society 30, no. 1 (January 2001): 55–80. http://dx.doi.org/10.1017/s0047404501001038.
Full textAbstract:
This article discusses Turkish-German bilingual children's intonation patterns as they relate to processes of contact-induced language change. Bilingual speakers use two distinct rises in both Turkish and German. One rise (L*HH%) resembles a characteristic German rise, while the other (L%H%) resembles a characteristic Turkish rise. The rises pattern pragmatically in ways that are non-normative for both Turkish and German. Although this pattern is not clearly attributable to language interference (either borrowing or shift-induced language change), it is certainly the result of language contact. Fusion is proposed to account for the two-way influence between the two languages.
21
Lindgren, Josefin, and Ute Bohnacker. "Vocabulary development in closely-related languages." Linguistic Approaches to Bilingualism 10, no. 5 (January 25, 2019): 587–622. http://dx.doi.org/10.1075/lab.18041.lin.
Full textAbstract:
Abstract This paper investigates vocabulary comprehension and production in 46 bilingual Swedish-German children age 4–6 growing up in Sweden. Using a newly developed tool, the Cross-linguistic Lexical Task (CLT, Haman, Łuniewska & Pomiechowska 2015), the children’s receptive and expressive vocabulary knowledge of nouns and verbs is assessed in both their languages, compared to each other and over age. Performance on test items of different word types (nouns/verbs; cognates/non-cognates) is also explored. There are clear vocabulary gains with age for the majority language Swedish, but not for the minority (home) language German. Overall vocabulary scores are higher in Swedish than in German, but this difference only concerns verbs, not nouns. Cognate facilitation occurs both ways in these closely-related languages, but is stronger in the minority language German. We suggest that what at first sight looks like a noun advantage on the German CLT is largely an effect of Swedish/German cognate status.
22
Morciniec, Norbert. "Althochdeutsche Dialekte – Neuhochdeutsche Dialekte. Terminologische Probleme bei Beschreibungen älterer Sprachzustände." Studia Germanica Posnaniensia, no. 38 (June 25, 2018): 123–28. http://dx.doi.org/10.14746/sgp.2017.38.10.
Full textAbstract:
In the history of the German language of the period between 750–1050, the term “Old High German dialects” is used to characterize the Franconian, Bavarian and Alemannic languages, in which the records from this period are written. The author of the article analyses the meaning of the term in question and explains why the languages of those records have been called “dialects” (despite the fact that the common language, whose dialects they might have been, did not exist at that time yet), and on what grounds they have been called “German” dialects (though the German nationality did not exist at that time either).
23
Dalton-Puffer, Christiane, Klaus-Börge Boeckmann, and Barbara Hinger. "Research in language teaching and learning in Austria (2011–2017)." Language Teaching 52, no. 02 (April 2019): 201–30. http://dx.doi.org/10.1017/s026144481900003x.
Full textAbstract:
AbstractThis overview of seven years of research on language learning and teaching in Austria reflects a period of steady growth for the language teaching and learning research community, a development due to a national policy agenda aiming for a stronger research base in teacher education. The target languages of the teaching and learning processes investigated are primarily German, English, French, Italian, Spanish as well as several Slavic languages, reflecting the geographical, sociolinguistic and language policy situation of this increasingly multilingual country. This multilingualism means there are clearly many more first languages (L1s) than only German involved in the learning situations investigated. While all the studies reviewed here illustrate research driven by a combination of local and global concerns in connection with different theoretical frameworks, some specific clusters of research interest emerge. These are: societal and individual multilingualism, language education policy, language teacher education, language(s) in other subjects, early language learning, language acquisition and learning, literature and culture, testing and standardisation, digital media, and teaching materials.
24
Slaba, Oksana, Yaroslava Padalko, Olena Vasylenko, and Larysa Parfenova. "Functional Aspects of Interlingual Borrowings: Current Challenges." Arab World English Journal 12, no. 2 (June 15, 2021): 318–29. http://dx.doi.org/10.24093/awej/vol12no2.22.
Full textAbstract:
A particular status of the English language as the language of international communication and connections between the nearly related English and German languages resulted in the emergence of many interlingual borrowings in the Modern English and German language vocabularies. The paper aims to consider the functioning of borrowings (loanwords) in the English and German languages. To reach the aim of the research and to carry out the tasks assigned, the following methods were used: a descriptive method, the method of correlation, componential analysis and, comparative semantic analysis. The paper focuses on linguistic and extralinguistic factors of the German and English interaction. Special attention is paid to clarifying the notion of borrowing in modern linguistic science. The word-formative calques and half-calques (hybrids), which differ from ordinary lexical borrowings by using partially borrowed lexical material, are identified in addition to direct lexical borrowings in the language subsystem under study. The paper demonstrates the significant influence of English borrowings on the structural-semantic qualities of German words, on various semantic changes, as well as on the participation of loanwords in the lexico-semantic variation: synonymy, polysemy, homonymy, and antonymy. The results of the research can also be used in the teaching and learning of both languages, in the course of lexicology or linguistics.
25
Sabourin, Laura, and Laurie A. Stowe. "Second language processing: when are first and second languages processed similarly?" Second Language Research 24, no. 3 (July 2008): 397–430. http://dx.doi.org/10.1177/0267658308090186.
Full textAbstract:
In this article we investigate the effects of first language (L1) on second language (L2) neural processing for two grammatical constructions (verbal domain dependency and grammatical gender), focusing on the event-related potential P600 effect, which has been found in both L1 and L2 processing. Native Dutch speakers showed a P600 effect for both constructions tested. However, in L2 Dutch (with German or a Romance language as L1) a P600 effect only occurred if L1 and L2 were similar. German speakers show a P600 effect to both constructions. Romance speakers only show a P600 effect within the verbal domain. We interpret these findings as showing that with similar rule-governed processing routines in L1 and L2 (verbal domain processing for both German and Romance speakers), similar neural processing is possible in L1 and L2. However, lexically-driven constructions that are not the same in L1 and L2 (grammatical gender for Romance speakers) do not result in similar neural processing in L1 and L2 as measured by the P600 effect.
26
Walter, Harry. "Good seeds land on fertile soil: On the equivalence of vocabulary and phraseology." Vestnik of Saint Petersburg University. Language and Literature 17, no. 3 (2020): 388–97. http://dx.doi.org/10.21638/spbu09.2020.302.
Full textAbstract:
The article is devoted to the problem of equivalence/inequivalence of words and phrases. This problem is still very acute for modern phraseological science and especially for phraseographic allotage practice. The original language for the analysis is modern German and the historical aspect of the German language. Four phraseological units are described both semantically and by the degree of their equivalence / nonequivalence in the Russian language. The first (German: Unkraut vergeht nicht — lit. ‘Weeds do not leave; weed grass does not die’) has practically no exact equivalents in the Russian language, the plot of the second (German: Wenn du aufisst, wird morgen [wieder] schönes Wetter — lit. ‘If you reach the end, tomorrow (again) will be nice weather’ — A call to the child to eat food on a plate to the end) continues the line of nonequivalent German phraseology, in other languages it is impossible to find phrases with the same figurative basis. The third unit (German: zu etwas kommen wiе die Jungfrau zum Kind — lit. ‘Get something like a virgin a child’) reflects the biblical story, which in this form does not exist in Russian, and in other languages we also do not see a similar motif of the image of a virgin in the above sense. The last (auf fruchtbaren Boden fallen — lit. ‘to fall on fertile soil’) is devoted to the biblical expression, which is fully equivalent in German and Russian. Due to the biblical origin of the expression, it is known in many languages.
27
De Knop, Sabine, and Julien Perrez. "Conceptual metaphors as a tool for the efficient teaching of Dutch and German posture verbs." Review of Cognitive Linguistics 12, no. 1 (April 23, 2014): 1–29. http://dx.doi.org/10.1075/rcl.12.1.01kno.
Full textAbstract:
The article deals with the typological differences between the Romance language French and the Germanic languages German and Dutch for the linguistic expressions of posture and location. It describes how these typological differences can be problematic for French-speaking learners of German and Dutch. The main difference between both types of languages is that posture and location tend to be encoded by posture verbs in Germanic languages and by very general verbs in Romance languages (Talmy 2000). After a detailed description of the semantic networks of the German and Dutch posture verbs, the paper takes a critical look at how these expressions are dealt with in teaching manuals. It further presents strategies for the efficient teaching of posture verbs to foreign language learners. These strategies are among others awareness-raising exercises about the compulsory use of posture verbs in Germanic languages and the description of conceptual metaphors in different languages. These pedagogical avenues for the efficient teaching of the Dutch and German posture verbs constitute a first step towards the elaboration of an experimental set-up aiming at verifying them.
28
Beck, G. "“INDICATION – QUALIFICATION – FRUSTRATION?”: TEACHING “GERMAN FOR HEALTHCARE PROFESSIONS”." Медична освіта, no. 2 (June 3, 2020): 167–72. http://dx.doi.org/10.11603/me.2414-5998.2020.2.11169.
Full textAbstract:
To meet the high demand for qualified staff within the German healthcare system, nurses are recruited from abroad. For taking up a nursing job, they must, among other things, pass a language test to demonstrate German language skills at the B2-level of the Common European Frame of Reference for Languages (CEFR). The preparation for the test takes place in vocational language training courses, usually entitled “German for healthcare professions”, taught by teachers of German as a Foreign/Second Language (GFL/GSL). Teaching these courses, however, means to be confronted with considerable difficulties due to the lack of an adequate background in nursing and medicine. Based on my own experiences, this article addresses some of these challenges for teachers, yet also attempts to outline ensuing consequences for the training of future teachers in these Languages for Specific Purposes (LSP) courses for the medical professions. I argue that already during the course of study an intensified and demand-orientated language teacher training is pivotal with a more closely interlinked interdisciplinary cooperation with medicine departments and professional nursing.
29
Alexander, S., N. Agustinus, and O. Widya. "German Language for Beginners Applications Based on Mobile Android." International Journal of Machine Learning and Computing 6, no. 6 (December 2016): 267–71. http://dx.doi.org/10.18178/ijmlc.2016.6.6.609.
Full text
30
Cases Berbel, Elke, and Paola Nieto García. "Ejercicios de activación en clases de traducción inversa." mAGAzin Revista intercultural e interdisciplinar, no. 28 (2020): 35–44. http://dx.doi.org/10.12795/magazin.2020.i28.03.
Full textAbstract:
En muchas ocasiones no se presta suficiente atención a la realidad de la traducción inversa en el mercado profesional de la traducción. A la luz de esta situación, nuestra investigación recoge datos sobre el mercado de la traducción inversa en general y de la traducción hacia el alemán en España en particular. Tras la recopilación de estos datos queda patente la necesidad de la asignatura de traducción inversa en los planes de estudio españoles. Además, como docentes universitarios, debemos ofrecer a nuestros discentes herramientas para poder enfrentarse a esta combinación sin temor ni ansiedad. Para ello proponemos una serie de ejercicios de activación que, en principio, se usan únicamente en clases de alemán para extranjeros, pero que, adaptados a las necesidades de los estudiantes de traducción, les permiten ser conscientes de sus debilidades y, de esta manera, corregir las lagunas gramaticales y estructurales que pudieran presentar. Nuestro objetivo es abrir una puerta a la didactización de la asignatura de traducción inversa, a la vez que dar seguridad y motivación a los discentes. Tras la puesta en práctica de estos ejercicios en dos asignaturas de traducción inversa en centros distintos, vemos resultados positivos que demuestran que estos ejercicios se vuelven básicos para la activación del alemán y de las estrategias de traducción en nuestros aprendientes
31
Vërçani, Brunilda, and Enkela Bezati. "Literary Texts in Teaching German as a Foreign Language." European Journal of Education 2, no. 3 (September 25, 2019): 7. http://dx.doi.org/10.26417/ejed.v2i3.p7-10.
Full textAbstract:
For years into the teaching of foreign languages, the main focus has been the communication in real situations with the aim of comprehension and using of language abilities. But the teaching of foreign language, in our case the german language, cannot be understood on only one function: the communication in real situations. Learning foreign languages means that the learner have to know the history, the culture and the spirit of a nation. A way to achive that, is the literary text inclusion on the foreign language learning whose functions are more than mentioned. Literary texts can motivate the learners to arouse their curiousity and interest. This help them to understand the culture of the foreign country and to stimulate their abilities to make comparisons. The use of literary text, into the teaching of foreign languages in based on several steps, that are related to the phase before, during and after textanalysing. An important role play the criteria of the text selection, principles, learning objectives and working methods with literary text into the teaching of foreign languages.
32
Stolberg, Doris. "Historical sociolinguistics in colonial New Guinea: The Rhenish mission society in the Astrolabe Bay." Journal of Historical Sociolinguistics 3, no. 1 (April 1, 2017): 55–92. http://dx.doi.org/10.1515/jhsl-2017-0003.
Full textAbstract:
AbstractThe Rhenish Mission Society, a German Protestant mission, was active in a small part of northern New Guinea, the Astrolabe Bay, between 1887 and 1932. Up until 1914, this region was under German colonial rule. The German dominance was also reflected in rules on language use in official contexts such as schools and administration.Missionaries were strongly affected by such rules as their most important tool in mission work was language. In addition, they were also responsible for school education as most schools in the German colonial areas in the Pacific were mission-run. Thus, mission societies had to make decisions about what languages to use, considering their own needs, their ideological convictions, and the colonial government’s requirements. These considerations were framed by the complex setting of New Guinea’s language wealth where several hundred languages were, and still are, spoken.This paper investigates a small set of original documents from the Rhenish Mission Society to trace what steps were taken and what considerations played a major role in the process of agreeing on a suitable means of communication with the people the missionaries wanted to reach, thereby touching upon topics such as language attitudes, language policies and politics, practical considerations of language learning and language spread, and colonial actions impacting local language ecologies.
33
BIANCHI, GIULIA. "Gender in Italian–German bilinguals: A comparison with German L2 learners of Italian." Bilingualism: Language and Cognition 16, no. 3 (February 10, 2012): 538–57. http://dx.doi.org/10.1017/s1366728911000745.
Full textAbstract:
This study compares mastery of gender assignment and agreement in Italian by adult Italian–German bilinguals who have acquired two languages simultaneously (2L1), and by adult German highly proficient second language learners (L2ers) of Italian. Our data show that incompleteness in bilingual acquisition and in second language (L2) acquisition primarily affects gender assignment: the categorization of nouns and the interpretable gender feature are subject to vulnerability in the two modalities of acquisition. Overall, mastery of morpho-syntax (i.e., gender agreement) was nearly native-like for both groups of speakers, suggesting that uninterpretable features are unlikely to be subject to vulnerability in the heritage language of adult bilingual speakers and can be acquired in adult L2 acquisition. Deviances from the target in gender assignment and, to a lesser extent, in gender agreement are attributed to both language-internal (i.e., language) and language-external factors (i.e., amount of input).
34
Lobanovskaya, E. V., and S. V. Muratova. "Morphological Characteristics of English Borrowings in the German Language in the Globalization Era." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 525–32. http://dx.doi.org/10.21603/2078-8975-2020-22-2-525-532.
Full textAbstract:
The article reveals the role of a foreign language / languages in the context of linguistic globalization and multiculturalism. The research featured the current attitude of German society to foreign languages and cultures. The authors believe that there is no contradiction between the modern multilingualism requirements and the promotion of German in the European community as a wholesome and stable language. As borders between languages become transparent, the development of linguistic consciousness acquires a special role. The research objective was to identify the motives behind borrowing that result from the needs of modern European community. The authors also explained the cases of incomplete or impossible assimilation of borrowings in German. They revealed some characteristics of English borrowings in German. For instance, hyphenation refers to the spelling of nouns borrowed from English. English verbs acquire German forms of weak verbs and their conjugation endings. Most borrowed nouns proved to have an unstable grammatical gender, while some of them are likened to German nouns and receive inflections. The syntagmatics of English adjectives is determined by English phonetics. The authors believe that the study of linguistic globalization will be useful to those interested in the development of European languages.
35
Kużelewska, Elżbieta. "Language Policy in Switzerland." Studies in Logic, Grammar and Rhetoric 45, no. 1 (June 1, 2016): 125–40. http://dx.doi.org/10.1515/slgr-2016-0020.
Full textAbstract:
Abstract Switzerland is often referred to as a success story for handling its linguistic and cultural diversity. Traditionally four languages have been spoken in relatively homogeneous territories: German, French, Italian and Rhaeto- Romanic (Romansh). The first three have been national languages since the foundation of the Confederation in 1848; the fourth became a national language in 1938. In effect, The Law on Languages, in effect since 2010, has regulated the use and promotion of languages and enhanced the status of Romansh as one of the official languages since 2010. While Swiss language policy is determined at the federal level, it is in the actual practice a matter for cantonal implementation. Article 70 of the Swiss Federal Constitution, titled “Languages”, enshrines the principle of multilingualism. A recent project to create legislation to implement multilingualism across the cantons, however, has failed. Thus Switzerland remains de jure quadrilingual, but de facto bilingual at best, with only a handful of cantons recognizing more than one official language (Newman, 2006: 2). Cantonal borders are not based on language: the French-German language border runs across cantons during most of its course from north to south, and such is also the case for Italian.
36
SAKOVETS, Svetlana Aleksandrovna, Sofya Vladimirovna KUDRYASHOVA, and Marina Georgievna KALININA. "ASPECTS OF TEACHING TRANSLATION IN THE FIELD OF PROFESSIONAL COMMUNICATION (ON THE MATERIAL OF LEGAL TEXTS IN GERMAN AND SPANISH)." Tambov University Review. Series: Humanities, no. 177 (2018): 16–29. http://dx.doi.org/10.20310/1810-0201-2018-23-177-16-29.
Full textAbstract:
We analyze methods of teaching foreign legal vocabulary, legal texts translation that are important for the student translation skills development as well as to compare the linguistic and national cultural specifics of German, Spanish and Russian legal texts. The research material is jurisprudence area in German and Spanish and national legal systems since specialized translation requires preliminary (background) knowledge to understand a legal text properly. The students of the legal Spanish/German language must have the language competence allowing to make a translation close to the original text. The research material is the criminal and civil codes of Germany and Spain, dictionaries of legal German and Spanish languages, publications of periodicals, linguistic scientific articles and monographs. The need of study the methods of teaching foreign legal language and translating legal texts is quite evident on the universal contemporary background of the dynamic development of cross-cultural communication. The specifics of the German and Spanish legal languages, their structural and semantic features, functioning and methods of translating the legal texts are not studied thoroughly. This makes our study highly relevant to present works. In the given research we used descriptive and comparative methods, the method of lexicographic selection developed in the analysis of German verbs of possession as well as the interpretative analysis of legal German and Spanish languages.
37
Westergaard, Marit, and Tanja Kupisch. "Stable and vulnerable domains in Germanic heritage languages." Oslo Studies in Language 11, no. 2 (January 22, 2021): 503–26. http://dx.doi.org/10.5617/osla.8515.
Full textAbstract:
This paper provides an overview of Germanic languages as heritage languages, i.e. languages acquired naturalistically by children in parts of the world where these languages are not the majority language. Summarizing research on different types of heritage speakers of Danish, German, Icelandic, Norwegian, and Swedish, we identify certain stable and vulnerable domains. We focus on the so far best studied areas, word order and grammatical gender, adding evidence from other lesser studied domains, such as definiteness and phonology. We propose that in addition to the linguistic make-up of the phenomena in question, the size of the heritage community and, relatedly, opportunities to use the language need to be taken into account. The latter may explain, for example, why moribund varieties of German and the Scandinavian languages in North America appear to be less stable than the language of second-generation heritage speakers in Europe.
38
Selviana, Yulia, Misnah Mannahali, and Ambo Dalle. "HUBUNGAN ANTARA PENGUASAAN KOSAKATA DENGAN KEMAMPUAN MENYIMAK BAHASA JERMAN SISWA KELAS XI BAHASA." Interference: Journal of Language, Literature, and Linguistics 1, no. 2 (August 12, 2020): 148. http://dx.doi.org/10.26858/interference.v1i2.14859.
Full textAbstract:
Abstract. Correlation between Vocabulary Mastery with listening ability in German language Class XI students SMAN 13 Bone. Thesis. Faculty of Languages and Literature. State University of Makassar.This study aims to obtain data and information about the relationship between vocabulary mastery and te ability to listen to German in class XI language at SMA 13 Bone.This research is descriptive research.The population of this study was all studens of class XI Languages totaling one Class with 28 students. The sample of this study was 28 students of class XI language selected through total sampling techniques.Research data was collected through a written test, and analyzed using product moment correlation.The results of this study indicate that there is a significant link between mastery of vocabulary with the listening ability of German language class XI student SMA Negeri 13 Bone Rh = (0.574) >Rt = (0.374) with a significant level of 5%.
39
Felser, Claudia, and Seçkin Arslan. "Inappropriate Choice of Definites in Turkish Heritage Speakers of German." Heritage Language Journal 16, no. 1 (April 30, 2019): 22–43. http://dx.doi.org/10.46538/hlj.16.1.2.
Full textAbstract:
The appropriate use of (in-)definites can be notoriously difficult for language learners to acquire, suggesting that this linguistic domain is particularly prone to instability in language acquisition. The current study investigates whether heritage speakers also have difficulties in this domain. We report the results from a questionnaire study investigating heritage speakers’ sensitivity to contextual cues to the appropriate use of (in-)definites both in their native language (Turkish) and in their second, societally dominant language (German). The results show that Turkish heritage speakers over-use definite noun phrases in contexts that normally require an indefinite noun phrase in both Turkish and German, in comparison to non-bilingual Turkish and German-speaking controls. This indicates that sensitivity to pragmatic constraints on the use of (in-)definites is reduced in languages that were acquired under conditions that differ from those of typical monolingually raised speakers, regardless of the age at which these languages were acquired or how definiteness is expressed morphosyntactically. Instead, our heritage speakers’ daily use of Turkish proved to be the strongest predictor for their performance. Together, our findings indicate divergent attainment in both of our heritage speakers’ languages, with pragmatic constraints on the use of (in-) definites being weakened in both Turkish and German.
40
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.
Full textAbstract:
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
41
Sharma, Abhimanyu. "Migration, Language Policies, and Language Rights in Luxembourg." Acta Universitatis Sapientiae, European and Regional Studies 13, no. 1 (December 1, 2018): 87–104. http://dx.doi.org/10.2478/auseur-2018-0006.
Full textAbstract:
Abstract This paper deals with the state of language rights in Luxembourg in the light of immigration and the multilingualism associated with it. Although Luxembourg might appear to be an ideal case of multilingualism with three official languages (Luxembourgish, French, and German), the reality is very different because its language policies are marked by a hierarchy: while Luxembourgish has the symbolic dominance as the ‘national language’, French is the preferred language in the workplace and administration. The situation has become complex due to the steady influx of immigrants since the 1970s. Currently, more than 40 per cent of Luxembourg’s population consists of foreigners, and this has changed the linguistic situation in the sense that Portuguese has become one of the most widely spoken languages in Luxembourg, although it does not enjoy any legal safeguards. Taking account of this multilingual scenario, this paper examines the rights of different linguistic communities in Luxembourg. On the one hand, there is the need to protect Luxembourgish, which is the majority language in Luxembourg but a minority language when compared to other national languages of Europe, while, on the other hand, the needs of its Portuguesespeaking community also have to be taken into account since the use of German as the medium of instruction at primary level disadvantages them. Finally, the paper will also consider the role and the future of the other two main languages (French and German).
42
Raswan, Raswan. "الترجمة معناها وتاريخها." Buletin Al-Turas 19, no. 2 (January 23, 2018): 327–44. http://dx.doi.org/10.15408/bat.v19i2.3724.
Full textAbstract:
Abstrak Terjemahan adalah fakta kebutuhan kemanusiaan, karena manusia berbicara dalam bahasa yang berbeda antar masyarakat dan Negara yang berbeda. Tenerjemah juga dilakukan untuk memenuhi kebutuhan interaksi antara masyarakat dari berbagai negara dalam bahasa. Demikian juga bahwa manusia diberikan naluri cinta il mu pengetahun, senang mengkritik dan mencintai ilmu yang berkembang di berbagai penjuru dunia dan untuk menguasaiilmu tersebut maka manusia mau tidak mau harus menguasai bahasa yang digunakan oleh bangsa yang ilmu tersebut berkembang di bangsa tersebut. Terjemah juga merupakan factor utama penentu kemajuan sebuah bangsa dan mayoritas Negara maju di di dunia adalah Negara yang memperhatikan gerakan terjemah di negaranya. Dan terjemah menurut sejarah diawali dengan gerakan terjemah ke dalam bahasa Yunan, gerkan terjemah ke dalam bahasa Suryani, gerakan terjemah ke dalam bahasa Arab di masa khulafau ar-rasyidin (Muawiyyah dan Abbasyiyyah), gerakan terjemah ke dalam bahasa latin, gerakan terjemah ke dalam bahasa Eropa modern, gerakan terjemah modern ke dalam bahasa Arab dan bahasa-bahasa lain di dunia dari bahasa Inggris sebagai bahasa yang penuturnya sedang mengalami kemajun. ---Abstract Translation is the fact humanitarian needs, because people speaking in different languages between communities and different countries. Translations also done to meet the needs of interaction between people from different countries in the language. Similarly, given that the human instinct is love the knowledge, pleasure and love to criticize science developed in various parts of the world and to the human master science inevitably have to master the language used by the nation's science progresses in the nation. Translations are also a major factor determining the progress of a nation and the majority of developed countries in the world is the State that the movement of translation in the country. And translation in history begins with the movement of translation into the language of Yunan, movement translations into Syriac, translation movement into Arabic in the khulafau ar-Rashidun (Muawiyyah and Abbasyiyyah), move into a Latin translation, translation into the language movement modern Europe, modern translation movement into Arabic and other languages in the world of English as the language of the speakers was having to progress.
43
Czech Rogoyska, Agnieszka, and Magdalena Zboch. "Anglicisms in Online German Newspapers and Magazines. A Quantitative and Qualitative Analysis of Articles in ‘Die Welt’, ‘Der Spiegel’, and ‘Der Stern’ in February 2016." Social Communication 2, no. 1 (July 1, 2016): 25–58. http://dx.doi.org/10.1515/sc-2016-0004.
Full textAbstract:
Abstract Needless to say, words originating in English largely influence other languages. As postulated by Plümer [2000, p. 28], since the nineteenth century English has become the main donor language for German and due to the ongoing influx of Anglicisms used in German both in Fachsprache, i.e. German for specific purposes and on a daily basis, lexical interference between the two languages increases. Some linguists oppose the excessive use of words originating in English postulating that as a consequence, German may become a peripheral language, whereas others posit that it indicates openness to world and language development. The study focuses on the application of Anglicisms in German newspapers in February 2016. The corpus encompasses 90 articles in online versions of three newspapers, viz. Die Welt, Der Spiegel and Der Stern, structured into three categories, be it Beauty, Politics, and IT. Every category covered thirty parallel topics, in order to arrive at a succinct yet comprehensive summary of the total ratio of Anglicisms. The article was divided into four main categories, i.e. theoretical framework, quantitative analysis, qualitative analysis, and concluding remarks.
44
Schuhmann, Katharina S. "Cross-linguistic perceptual learning in advanced second language listeners." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 31. http://dx.doi.org/10.3765/plsa.v1i0.3731.
Full textAbstract:
An issue of long-standing interest is whether phones, which correspond to each other phonologically but differ phonetically across two languages, are distinct in the minds of bilinguals and second language learners. Here, we ask whether listeners maintain separate representations for phonetically highly similar phonemes common to two languages even though this might seem inefficient. One way to address this question is to induce a change in the representation of phonemes in one language, and to test whether the other language is also affected. We carried out two perceptual learning studies, one with intermediate to advanced L1 English learners of German and one with intermediate to advanced L1 German learners of English, to probe the relationship between listeners’ representations for the /f-s/ contrast in English and in German. We found cross-linguistic perceptual learning effects extending from English to German in both studies, though the effect sizes for perceptual learning in English and German differed. Based on these findings, we propose that phonetically highly similar phonemes common to listeners’ L1 and L2 have separate yet interconnected mental representations for speech perception.
45
Sulpizio, Simone, Fabio Fasoli, Raquel Antonio, Friederike Eyssel, Maria Paola Paladino, and Charlotte Diehl. "Auditory Gaydar: Perception of Sexual Orientation Based on Female Voice." Language and Speech 63, no. 1 (February 17, 2019): 184–206. http://dx.doi.org/10.1177/0023830919828201.
Full textAbstract:
We investigated auditory gaydar (i.e., the ability to recognize sexual orientation) in female speakers, addressing three related issues: whether auditory gaydar is (1) accurate, (2) language-dependent (i.e., occurs only in some languages, but not in others), and (3) ingroup-specific (i.e., occurs only when listeners judge speakers of their own language, but not when they judge foreign language speakers). In three experiments, we asked Italian, Portuguese, and German participants (total N = 466) to listen to voices of Italian, Portuguese, and German women, and to rate their sexual orientation. Our results showed that auditory gaydar was not accurate; listeners were not able to identify speakers’ sexual orientation correctly. The same pattern emerged consistently across all three languages and when listeners rated foreign-language speakers.
46
Simonsen, Irene. "Collocations in Academic Language in German and Danish." Kalbotyra 73 (December 28, 2020): 150–75. http://dx.doi.org/10.15388/kalbotyra.2020.8.
Full textAbstract:
This study compares the collocational use of the different word forms of five roots of academic language in German and Danish, considered essential for the realization of obligatory moves in the academic abstract, namely *analy*, *untersuch*/*undersøg*, *method*/*metod*, *theor*/*teor* and *empiri*. The aim of the comparison is to uncover differences and similarities in the expert norm of the two languages in order to gain insights that may help to inform the teaching of German-speaking students who must learn written standard Danish as part of their studies in Denmark. The study places special emphasis on the topic of variation, since variation reflects interculturally different uses of language specifically and is a major theme in academic language in general. The frequency and distribution of the five roots as verb, noun and adjective are compared in the collocations: noun + verb, verb + noun, adjective + noun in a study of two corpora of 100 dissertation abstracts from each of the two languages (approx.145.000 tokens), using the Word Sketch function of the corpus tool Sketch Engine. The LogDice measure has been used to identify the collocations, and variation is operationalized as the type-token ratio, computed for each syntactic relation. The results show general differences between the two languages. The use of different collocations with word forms from the five word families is greater in academic language in German than in Danish, despite a very similar distribution of the collocations in the languages and despite higher frequencies in Danish. The collocational use of the words in Danish therefore seems to be less varied and more restricted than in academic language in German.
47
Zoirov, Alisher. "TAXIS RELATIONS IN THE GERMAN LANGUAGE AND THEIR UZBEK EQUIVALENTS." INTERNATIONAL JOURNAL OF WORD ART 6, no. 3 (June 30, 2020): 98–105. http://dx.doi.org/10.26739/2181-9297-2020-6-14.
Full textAbstract:
The article explores the cognitive properties of language tools expressing taxis relations in German and their equivalents in the Uzbek language. Representing the linguistic reflection of reality in time, we are aware of the degree of richness of this linguistic sign. Taxis relationships in the German language can form various cognitive structures and is of particular importance for research. Peculiarities of such cognitive structures are more and more revealed when comparing languages.
48
Usman, Misnawaty, Alimuddin Mahmud, Muhammad Asfah Rahman, and Darman Manda. "The Effectiveness of Meaningful Approach in Enhancing Students’ Speaking Skill at German Language Study Program, Faculty of Languages and Literature, State University of Makassar." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 291. http://dx.doi.org/10.17507/jltr.0802.10.
Full textAbstract:
This study aims at determining the effectiveness of meaningfulness approach in enhancing students’ speaking skill at German Language Study Program, Faculty of Languages and Literature, State University of Makassar. This study used a Pre - Experimental Design, and applied one group pre-test - post-test design. The population was the fifth semester student years 2011-2012 at the German language education study program with the total sample was 64 students by using total sampling method. Inferential statistics analysis in form of t-test was used to test research hypothesis. The result of this study showed that t = 4,09 is higher than t- table (t table = 1,999) at the significance level 0.05 or 4 , 09 ≥ 1,999 . The result showed that the meaningfulness approach was effective in enhancing students’ speaking skill at German Language Study Program, Faculty of Languages and Literature, State University of Makassar.
49
Božinović, Nikolina, and Barbara Perić. "The role of typology and formal similarity in third language acquisition (German and Spanish)." Strani jezici 50, no. 1 (2021): 9–30. http://dx.doi.org/10.22210/strjez/50-1/1.
Full textAbstract:
The focus of this study is the role of previously acquired languages in the acquisition of a third language (L3). It is focused on cross-linguistic influences (CLI) in German/Spanish third lan- guage acquisition (TLA) by learners with Croatian first language (L1) and English second language (L2). Participants in this study were third-year undergraduate students at Roch- ester Institute of Technology’s subsidiary in Croatia (RIT Croatia). All the participants had exclusively Croatian as L1, English as L2, and were learning German and Spanish as L3 at the time of the study. The present study investigates the relationship between language typology and formal similarity and transfer/error production, since many studies have demonstrated that typology plays a determining role in cross-linguistic transfer (Cenoz, Hufeisen & Jess- ner 2001; Hammarberg 2001; Rothman 2010). There are various areas of similarity and dis- similarity between Croatian, English, German, and Spanish. A significant portion of English vocabulary comes from Romance and Latinate sources. Due to these facts, we argue that the strongest L2 (English) influence will be found in the area of lexicon. On the other hand, Cro- atian, German, and Spanish are more similar in the area of morphology, due to the fact that these languages have a higher degree of inflection than English. Accordingly, we argue that the strongest L1 (Croatian) influence will be found in the area of morphology. The results of this research confirmed our initial hypothesis that the type of transfer episodes observed may be related to language typology and formal similarity between specific features of languages. Similarities at the level of lexis and grammar between L2 English and L3 German and Spanish can influence the acquisition process of German and Spanish.
50
Bramo, Elvis, and Salian Cullhaj. "The Classical Languages and Their Actual Contribution - The Case of German and Greek." European Journal of Language and Literature 6, no. 1 (December 1, 2016): 111. http://dx.doi.org/10.26417/ejls.v6i1.p111-114.
Full textAbstract:
In our research on lexical and linguistic interference from one language to another, the case of the Greek language contact with German has drawn our attention. Greek, as one of the most widespread classic languages in the world, came through the Latin channel to convey her words, mostly science (eg mechanics) and the arts (eg aesthetics) in German-speaking countries.