Relevant bibliographies by topics / Sehen (The German word)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Sehen (The German word)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Sehen (The German word)"

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Sukhomlyn, Valentyna. "Stable word-combinations with a verbal component as the expressive means of subjective modality in german publicistic writing: the pragmatic aspect." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu. Serìâ: Fìlologìâ 13, no. 22 (2020): 244–50. http://dx.doi.org/10.34079/2226-3055-2020-13-22-244-250.

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The paper is devoted to the study of stable word-combinations with a verbal component, which are seen in the context as the expressive means of subjective modality. German online texts on political, social and sports topics were analyzed in this research. In this paper the functional approach is applied to the study of the above-mentioned linguistic phenomenon. It was proved that stable word-combinations with a verbal component indicate features of phraseological unities and phraseological combinations and are quite common in German publicistic texts. The word-combinations are identified differently: the expression of subjective modality as subjective modality has different markers, splitting into deontic (markers: necessary, possibly, accidently), epistemic (markers: proved, disproved, not resolved), aletic (markers: obligatory, prohibited, allowed), axiological (markers: good, bad, neutral). In the texts under consideration, stable word-combinations with a verbal component can be seen as lexical-syntactic units that enhance the expression of axiological modality as all analyzed examples have good, bad, and neutral markers in the context. Stable word-combinations with a verbal component are linguistic expressions of the force of figurative thinking (German Bildkraft), which has two components: visibility (German Bildhaftigkeit) and imagery / colourfulness (German Bildlichkeit). Visibility, to which stable word-combinations with a verbal component apply, is related to the direct meaning of all semantically relevant words and collocations. Therefore, the wider the semantic space of such words and collocations is, the higher degree of visibility and depth of meaning of such lexical and lexical-stylistic units can be observed, because each individual meaning element defines our understanding of the topic that is described, makes this description more detailed and complements our imagination. Stable word-combinations with a verbal component constitute a complementary element expressing subjective modality that reinforces the influence on the addressee. As the means of expressing subjective modality, these lexical-syntactic units can only be considered together with other lexical units in a context.
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Münte, Thomas F., Mike Matzke, and Sönke Johannes. "Brain Activity Associated with Syntactic Incongruencies in Words and Pseudo-Words." Journal of Cognitive Neuroscience 9, no. 3 (May 1997): 318–29. http://dx.doi.org/10.1162/jocn.1997.9.3.318.

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Event-related brain potentials (EMS) were recorded while normal German subjects read either simple declarative sen- tences made up from real German words, or sentences that contained German pseudo-words instead of nouns and verbs. The verb (pseudo-verb) of the sentences disagreed in number with the subject noun (pseudo-noun) in 50% of the sentences. The subjects had the task either to read the sentences for an interspersed memory test (memory condition, pseudeword sentences only) or to make a syntactic judgment after each real-word/pseudo-word sentence. While in the real-word condition a late and widespread positivity resembling the previously described syntactic positive shift was found for the disagreeing verbs, a negativity with an onset latency of about 300 msec was seen for the disagreeing pseudo-verbs. In the pseudo-word conditions no positivity followed the initial negativity. This dissociation of negative and positive waves occurring in response to morphosyntactic mismatches by the pseudo/real-word manipulation suggests that the positive shift is a concomitant of a recomputation routine initiated to account for the number incongruency. This routine is based upon the semantics of the sentence and therefore is not observed in the pseudo-word conditions. The earlier negativity, on the other hand, appears to be a more direct index of morphosyntactic incongruency.
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Nugent-Folan, Georgina. "‘Ill buttoned’ : Comparing the representation of objects in Samuel Beckett's Ill Seen Ill Said and Gertrude Stein's Tender Buttons." Journal of Beckett Studies 22, no. 1 (April 2013): 54–82. http://dx.doi.org/10.3366/jobs.2013.0058.

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This article argues for a reconsideration of Gertrude Stein's influence on the development of Samuel Beckett's aesthetics of language, together with the overall comparability of their work. The article will demonstrate that when read through the context of Beckett's observations on Stein in the 1937 German letter, their respective approaches towards the same operation, namely the logographic representation of a word in other words, is highly comparable. The article forwards Stein's Tender Buttons as a text that can be considered highly compatible with Beckett's observations on Stein in the German letter and argues for a reconsideration of the avenues through which Beckett may have encountered Stein's work, specifically in relation to the magazine transition. The article subsequently compares Stein's representation of objects in Tender Buttons (published in transition 14), with excerpts from Beckett's Murphy and Watt, followed by an extended analysis of Ill Seen Ill Said.
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Ignatova, E. M. "GENDER-BASED WORD DERIVATION: FEMININE VARIATIONS OF OCCUPATION TITLES AS SEEN BY MGIMO STUDENTS (EXPERIMENTAL STUDY)." Philology at MGIMO 20, no. 4 (December 20, 2019): 40–49. http://dx.doi.org/10.24833/2410-2423-2019-4-20-40-49.

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The article represents the results of an experimental study conducted in the autumn of 2018 in Moscow State Institute of International Relations (MGIMO University), which embraced 107 undergraduate and master degree students, studying German as the main foreign language. The study was aimed to bring out conservative and inventive trends in forming feminine gender markings (“feminatives”). An additional aim was to prove the anticipation that the morphological norms of the studied language (German) and foreign language cultural norms can transfer themselves onto the language of a student who is a Russian native speaker. For the study the method of a two-stage survey was chosen, the results of which were further processed utilizing IBM SPSS statistical software package. In the first stage the surveyed students were asked to build a feminine form for 60 denominations of professions or occupations given in a masculine form; in the second stage the surveyed were offered the list of variants to appraise through the prism of the language norm. The results obtained show that the forms belonging to the grammatical norm of the Russian language were statistically dominant. The anticipation that the norms of a studied language (German) can interfere with the speech culture of Russian native speakers was proven only partially. Occasional creative forms found in the survey replies reflect the balance existing between conservative and inventive linguistic trends.
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Hall, T. Alan. "The analysis of Westphalian German Spirantization." Diachronica 31, no. 2 (August 5, 2014): 223–66. http://dx.doi.org/10.1075/dia.31.2.03hal.

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Westphalian German Spirantization refers to the change from an original prevocalic long vowel to the corresponding short vowel plus fricative (i.e. [ɣ]). For example, the [ɪɣ] sequence in the Westphalian word [klɪɣə] “bran” derived historically from [iː]. The present article offers a new treatment for the historical shift from [iː] to [ɪɣ] — as well as similar ones involving other vowels — which breaks the process down into five separate changes. It is argued that each of these changes modified non-linear representations involving syllables, moras and segmental features. A crucial component of the proposed analysis is that each of the five changes is seen as a repair to a constraint.
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Dimpel, Friedrich Michael, Katharina Zeppezauer-Wachauer, and Daniel Schlager. "Der Streit um die Birne. Autorschafts-Attributionstest mit Burrows’ Delta und dessen Optimierung für Kurztexte am Beispiel der ‚Halben Birne‘ des Konrad von Würzburg." Das Mittelalter 24, no. 1 (July 11, 2019): 71–90. http://dx.doi.org/10.1515/mial-2019-0006.

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Abstract Short epics in Middle High German are a challenge for author attribution procedures as they involve dealing with short texts, incomplete normalisation, and generic tests. Firstly, the paper discusses optimisation methods using basic form and grammar tags extracted from the ‘Mittelhochdeutsche Begriffsdatenbank’ (Middle High German Conceptual Database). As part of this, an evaluation test with normalised Middle High German texts is carried out where 20 texts with known authorship are used as ‘guessing texts’ and a further 19 works of the same authors as ‘comparison texts’. The use of grammar tags or basic forms, instead of inflected word forms leads to a deterioration of the recognition rate and the combination of basic forms or grammar tags with word forms leads to a slight improvement. Secondly, the authorship of the ‘Halbe Birne’ will be investigated with eight texts by Konrad von Würzburg, as well as a comparative corpus of 14 tales (German ‘Mären’) and seven novels. This leads to a direct calculation of which words can be specifically ascribed to Konrad von Würzburg. This method is first evaluated by determining the distinctive words on four Konrad texts; a control test on four other Konrad texts shows that a preferred use of the distinctive words leads to a significant increase in the recognition rate. Then, a Konrad-specific vocabulary is determined on the basis of eight Konrad texts. Using these distinctive words it can finally be shown that Konrad can be attributed with some certainty as the author of the ‘Halbe Birne’.
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Rajput, Nikhil Kumar, Bhavya Ahuja, and Manoj Kumar Riyal. "Alphabet usage pattern, word lengths, and sparsity in seven Indo-European languages." Digital Scholarship in the Humanities 35, no. 4 (October 26, 2019): 727–36. http://dx.doi.org/10.1093/llc/fqz076.

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Abstract An empirical study on about 1.7 million dictionary words from seven languages viz. English, French, Dutch, Spanish, Italian, Hindi, and German has been conducted. Three intriguing characteristic features have been analyzed. First, the alphabet usage pattern in a language was determined which can be used to give an idea on how alphabets have been employed. For instance, the alphabet ‘e’ is highly used in English, while ‘q’ is least used. Second, the average and range of word lengths in the languages were computed and seen to vary from 1 to 37. Average word lengths were computed in the range (6.665–11.14). For comparison, word lengths have been fitted using Gaussian distribution. Third, a new measure was derived; which we termed ‘Language Sparsity’; computed as one minus ratio of number of words of a particular length already existing to the total number of possible words that can be formed. Sparsity hence gives a measure of the scope of fruition in languages. Two such measures have been defined: a weighted and a nonweighted sparsity. Nonweighted sparsity was found to be minimum (0.877) for English and maximum (0.982) for Dutch. The results obtained can play a significant role in propagating the synergy of language evolution.
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Kuroda, Susumu. "Morphologische Reanalyse: Verbbildung durch -en/-igen im Alt- und Mittelhochdeutschen." Studia Germanica Posnaniensia, no. 38 (June 25, 2018): 109–21. http://dx.doi.org/10.14746/sgp.2017.38.09.

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The German suffixes -en/-igen serve to build a verb out of a noun or an adjective as in Arbeit ‚work’ – arbeiten ‚to work’, reif ‚ripe’ – reifen ‚to ripen’, Pein ‚torment’ – peinigen ‚to torment’, rein ‚pure’ – reinigen ‚to clean’. In many cases, however, this is only possible with a preverb, as langsam ‚slow’ – *langsamen – verlangsamen ‚to slow down’, Brille ‚spectacle’ – *brillen – bebrillen ‚to bespectacle’. By using the notion of unification developed in Construction Morphology, verbs such as verlangsamen or bebrillen above can be accounted for as a direct derivation from a noun or an adjective if one assumes the existence of a ‚unified’ word formation pattern [P-[[N/A]-en]V] as a fusion of [[N/A]-en]V and P-[V]. Since the Middle High German period, the use of -igen as a functionally equivalent to -en can be seen increasingly. This suffix is also characterizable as a unification of two conversion patterns, one with the adjectivizing suffix -ig and the other with the verbalizing -en. This process should be called ‚morphological reanalysis’ for the adjectivizing function of -ig is invalidated here. The development of ‚unified’ word-formation-patterns [P-[[N/A]-en]V] as well as the pattern with -igen can be ascertained first in Middle High German.
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Lehmann, Christian. "Roots, stems and word classes." Parts of Speech: Descriptive tools, theoretical constructs 32, no. 3 (September 3, 2008): 546–67. http://dx.doi.org/10.1075/sl.32.3.04leh.

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The assignment of a linguistic sign to a word class is an operation that must be seen as part of the overall transformation of extralinguistic substance into linguistic form. In this, it is comparable to such processes as the transitivization of a verbal base, which further specifies a relatively rough categorization. Languages differ both in the extent to which they structure the material by purely grammatical criteria and in the level at which they do this. The root and the stem are the lowest levels at which a linguistic sign can be categorized in terms of language-specific structure. Further categorization is then achieved at the level of the syntagm. An empirical investigation comparing the categorization of roots and stems in a sample of six languages (English, German, Latin, Spanish, Yucatec Maya, Mandarin Chinese) turns up far-reaching differences. These differences in the amount of categorization that languages apply to linguistic signs at the most basic levels throw into doubt any thesis claiming universal categoriality or acategoriality for roots. Such a static view must be replaced by a dynamic one which asks for the role of categorization in linguistic activity. At the same time, these differences raise the issue of the amount of structure — or of grammar — that is necessary for a human language.1
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Kuße, Holger. "The linguistic landscape of the coronavirus crisis in foreign language didactics by using the example of German." SHS Web of Conferences 99 (2021): 01001. http://dx.doi.org/10.1051/shsconf/20219901001.

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The coronavirus crisis has changed not only the practice of language teaching in higher education, but also the languages themselves; the crisis is strongly reflected in language. This can be seen in neologisms, new word formations and in the linguistic landscape in general. All these phenomena should be creatively included in foreign language didactics. Using examples from German the paper deals with several tasks and exercises concerning the language of the corona crises, i.e. word formation, word play, forms of politeness and the communication of values.
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Dissertations / Theses on the topic "Sehen (The German word)"

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Hietalahti, L. (Lotta). "Die Verwendung literarischer Texte im Fremdsprachenunterricht:Wie sehen Fremdsprachenlehrer die Rolle von Literatur als Teil des Unterrichts?" Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201806282604.

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In dieser Pro-Gradu-Arbeit wird die Verwendung literarischer Texte im finnischen Fremdsprachenunterricht untersucht. Im Mittelpunkt der Arbeit stehen die Meinungen einiger Fremdsprachenlehrer zur Literatur als Lehrmaterial. Mit dem Begriff Literatur ist ausschließlich die schöne Literatur gemeint, während die Fachliteratur in dieser Arbeit nicht behandelt wird. Der Theorieteil der Arbeit ist dreiteilig: Zuerst werden der Begriff und der Bereich Literatur erörtert. Danach werden die finnischen Rahmenlehrpläne vorgestellt und in Hinsicht auf die Verwendung der Literatur analysiert. Hier zeigt sich, dass die Rahmenlehrpläne die Literaturverwendung nicht fordern und dass der Begriff Literatur in den Grundlagen für Fremdsprachen nicht erwähnt wird. Im dritten Teil werden die Vorteile der Literatur gezeigt, wobei sprachliche, kulturelle und weitere Aspekte berücksichtigt werden. Unter den weiteren Aspekten wird vor allem der motivierende Faktor der Literatur betrachtet. Auch die Auswahl der im Unterricht zu behandelnden Texte wird erörtert. Nach dem Theorieteil werden die Durchführung der Forschung, die Pilotforschung, das Forschungsmaterial und die früheren Forschungen zum Thema vorgestellt. Im Herbst 2017 wurde eine Pilotforschung über das Thema Literatur im Fremdsprachenunterricht durchgeführt. Das Forschungsmaterial wurde anhand eines schriftlichen Fragebogens gesammelt. Für die Pilotforschung wurden vier Fremd- und vier Muttersprachenlehrer befragt. Die Untersuchung zeigte, dass die Rolle der Literatur im finnischen Fremdsprachenunterricht gering ist. Die Pilotforschung hat aber nicht nur Antworten gegeben, sondern viele neue Fragen gestellt, die in dieser Pro-Gradu-Arbeit beantwortet werden. Das Forschungsmaterial dieser vorliegenden Arbeit besteht aus vier Einzelinterviews, die im Frühling 2018 geführt wurden. Die Interviewten sind Fremdsprachenlehrer, die Deutsch und weitere Fremdsprachen unterrichten. Sie arbeiten in verschiedenen Schulen und auf verschiedenen Schulstufen. Die Antworten der befragten Lehrer wurden mithilfe der qualitativen Inhaltsanalyse untersucht. Der Kern der Analyse lag am Vergleich: die Antworten wurden sowohl miteinander als auch mit den Ergebnissen der Pilotforschung verglichen. Die Ergebnisse der Forschung sind den Ergebnissen der Pilotforschung ähnlich. Die Lehrer halten die Literatur für nützlich, aber auch für so problematisch, dass die Literatur kaum verwendet wird. Als die größten Herausforderungen haben sie die ungenügenden Sprachkenntnisse der Lerner und den Zeitmangel genannt. Die Antworten zeigen auch, dass die Lehrer sich nicht völlig bewusst sind, was für Vorteile die Literatur in den Unterricht mitbringen kann. Um die Verwendung der Literatur zu fördern, sollte zuerst die Bewusstheit der Lehrer über das Potenzial der Literatur erweitert werden, indem die Literaturverwendung schon in der Lehrerausbildung und in den Rahmenlehrplänen behandelt werden würde. Literatur bietet viele Möglichkeiten für den Fremdsprachenunterricht. Wie die Forschung zeigt, werden trotz positiver Einstellungen gegenüber der Verwendung von Literatur im Fremdsprachenunterricht diese Möglichkeiten nicht vollständig ausgenutzt. Das Ziel dieser vorliegenden Arbeit ist, das Potenzial der Literatur aufzuzeigen und damit die Verwendung der Literatur im finnischen Fremdsprachenunterricht zu fördern
Tarkastelen maisterintutkielmassani kaunokirjallisuuden käyttöä vieraiden kielten opetuksessa. Tutkielmassani viittaan kaunokirjallisuuteen lyhyesti termillä kirjallisuus. Vaikka tietokirjallisuudella on eittämättä paikkansa kieltenoppimisessa, ei tietokirjallisuus ole osa tämän työn tutkimusaihetta. Tutkielman teoriapohja on kolmiosainen. Ensimmäiseksi tarkastelun kohteena on kirjallisuuden kenttä: Mitä kirjallisuus tarkoittaa? Miten kirjallisuutta voidaan jaotella? Millainen suhde kirjallisuudella on kieleen ja kulttuuriin? Toisessa osassa tarkastelen nykyisten opetussuunnitelmien sisältöjä kirjallisuuden näkökulmasta. Kolmannessa osassa esittelen kirjallisuuden tarjoamia mahdollisuuksia kieltenopetuksen kannalta. Oppimisvaikutukset on jaettu kielellisiin, kulttuurisiin ja muihin aspekteihin, joista jälkimmäisessä kategoriassa etenkin kirjallisuus motivaattorina on keskeisessä asemassa. Teoriaosan jälkeen esittelen tutkimukseni lähtökohdat sekä toteutustavat. Syksyllä 2017 tein pilottitutkimuksen kirjallisuuden ja kieltenopetuksen suhteesta: keräsin tutkimusmateriaalia kirjallisella kyselylomakkeella, ja kyselyyn vastasi neljä vieraiden kielten ja neljä äidinkielenopettajaa. Tutkimus osoitti, että kirjallisuuden rooli suomalaisessa vieraiden kielten opetuksessa on vähäinen. Vaikka tuolloin tekemäni tutkimus antoi vastauksia moniin kysymyksiin, herätti se samalla liudan uusia kysymyksiä, joihin pyrin maisterintutkielmassani vastaamaan. Maisterintutkielmani aineisto koostuu neljästä yksilöhaastattelusta, jotka on toteutettu keväällä 2018. Haastattelujen informantit ovat vieraiden kielten opettajia. Heitä yhdistää saksanopettajuus, jonka lisäksi jokainen heistä opettaa myös ainakin yhtä muuta vierasta kieltä. Informantit työskentelevät eri kouluilla ja eri kouluasteilla, minkä seurauksena heidän kokemuksensa opettamisesta ovat erilaisia. Analysoin tutkimusaineistoni laadullisen sisällönanalyysin menetelmällä. Analyysin lähtökohta on vertailu: vertaan informanttien vastauksia sekä toisiinsa että aiemmin pilottitutkimuksessa keräämääni aineistoon. Tutkimukseni osoittaa, ettei kirjallisuudella juuri ole sijaa suomalaisessa vieraiden kielten opetuksessa. Haastattelemani informantit ovat kaikki hyvin kiinnostuneita kirjallisuudesta. He myös pitävät kirjallisuutta hyödyllisenä kieltenoppimisen kannalta. Vastauksista paljastuu kuitenkin, että kirjallisuutta käytetään opetuksessa vähän. Suurimmiksi ongelmiksi opettajat kertoivat oppilaiden kielitaidon puutteellisuuden sekä ainaisen kiireen niin oppitunneilla kuin opetusta suunniteltaessa. Informanttien vastauksista käy ilmi, että kirjallisuus nähdään varsin yksiulotteisena: kirjallisuuden käyttö muuttuu ajankohtaiseksi vasta, kun oppijan kielitaito on riittävällä tasolla. Osa vastaajista oli lisäksi sitä mieltä, ettei tuota tasoa kouluaikana välttämättä ehditä saavuttaa kuin englannin opetuksessa. Tekemäni tutkimuksen pohjalta voidaan todeta, että kirjallisuuden käytön tiellä on ennen kaikkea opettajien puutteellinen tietämys kirjallisuuden mahdollisuuksista. Informantit kertoivat, ettei kirjallisuutta käsitelty opettajankoulutuksessa. Myöskään opetussuunnitelmat eivät suoraan ota kantaa kirjallisuuden käyttöön. Jos kirjallisuuden hyötyjä tuotaisiin esiin jo opettajankoulutuksessa ja opetussuunnitelmissa, voitaisiin tilanteeseen vaikuttaa. Samalla myös käsitystä kirjallisuudesta voitaisiin laajentaa: kirjallisuus sopii jokaiselle, ikään ja kielitasoon katsomatta. Kirjallisuus ainoana lähteenä ei ole oikotie oppimistuloksiin. Sen sijaan kirjallisuus on loistava tapa täydentää muita, jo käytössä olevia oppimateriaaleja. Tutkimukseni tavoite on omalta osaltaan edistää kirjallisuuden käyttöä nostamalla esiin sitä valtavaa potentiaalia, joka on suomalaisessa kieltenopetuksessa jäänyt taka-alalle
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Jeep, John M. "Alliterating word-pairs in old high german /." Bochum : N. Brockmeyer, 1995. http://catalogue.bnf.fr/ark:/12148/cb375299457.

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Heister, Julian, and Reinhold Kliegl. "Comparing word frequencies from different German text corpora." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6234/.

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Inhalt: Introduction Developments in creating corpora dlexDB, subtitles, and tabloid newspapers Rating corpus emotionality Current study Method Materials Corpora Results Type-token ratio Validity: Effects of task difficulty Emotionality of a corpus Validity: Effects of emotionality Discussion Outlook References
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Knoll, Sonja. "Word order within infinitival complements in Swiss-German." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61299.

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This thesis studies word order variations in Swiss-German sentences that contain infinitival complements. Such sentences exhibit interesting word order. Verbs can be in different orders and the objects selected by these verbs can be in different positions relative to them. The aim of this thesis is to give a general account of these word order facts based solely on structural properties of the complements in the underlying structure. In particular, it is claimed that Swiss-German verbs that take infinitival complements do not all select the same type of complements. Some verbs (like modals, perception verbs and causatives) select VPs, others (like raising verbs) select IPs and others (like control verbs) select IPs or CPs. Mechanisms such as extraposition, verb raising and proliticization then apply to different structures in order for the sentence to satisfy T-linking. Extraposition applies to IPs and CPs, verb raising to IPs and VPs and procliticization to verbs that are sister to VPs.
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Winchatz, Michaela R. "Social meanings in talk : an ethnographic analysis of the German pronouns Du and Sie /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/8256.

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Schulzek, Daniel [Verfasser]. "A Frame Approach to German Nominal Word Formation / Daniel Schulzek." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2019. http://d-nb.info/1201159261/34.

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Klein, Jonathan Edward. "At Zero Hour: The Government of Karl Dönitz, with Reflections as Seen in German Literature." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143489731.

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Schröter, Pauline [Verfasser]. "The Development of Visual Word Recognition in German Bilinguals / Pauline Schröter." Berlin : Freie Universität Berlin, 2016. http://d-nb.info/1115722468/34.

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Solin, Doreen (Doreen Frances). "Germanic verb order : the case for INFL-second." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60097.

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Within the framework of Government-Binding Theory, this thesis argues that the Germanic languages, including German and related languages, should be analyzed as having INFL-second underlying work order. Contrary to traditional generative treatments of the so-called "verb-second" (V2) phenomenon, it is claimed here, in light of certain subtle asymmetries, that the final target site of the moved verb is INFL (I$ sp0)$ in sentences with pre-verbal subjects and COMP (C$ sp0)$ in those with pre-verbal non-subjects.
It is further maintained that an analysis, as modified and extended in the thesis, in which verb movement is triggered by the Empty Category Principle (ECP) is superior, on both conceptual and empirical grounds, to other theories advanced by generativists to date. A wide variety of clause types in the modern Germanic languages, including in particular German V2 complements and Icelandic infinitival complements, are examined, the final chapter being devoted to a proposal concerning German "parentheticals".
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Mealing, Cathy. "German noun compounds and their role in text cohesion." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64084.

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Books on the topic "Sehen (The German word)"

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Die deutschen Verben des Sehens: Eine semantische Analyse. Göppingen: Kümmerle, 1985.

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Langemark, Helene. Ich kann das Licht noch sehen: Ein Erlebnisbericht aus der Neumark 1945/46. Husum: Husum Druck- und Verlagsgesellschaft, 1987.

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3

Droste, Wiglaf. Sieger sehen anders aus. Hamburg: Nautilus, 1994.

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Mergenthaler, Volker. Sehen schreiben, schreiben sehen: Literatur und visuelle Wahrnehmung im Zusammenspiel. Tübingen: Niemeyer, 2002.

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Kirchner, Ernst Ludwig. Ernst Ludwig Kirchner: Erstes Sehen : das Werk im Berliner Kupferstichkabinett : Kupferstichkabinett, Staatliche Museen zu Berlin. München: Prestel, 2004.

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Bilder, Geschichten: Schriftsteller sehen Malerei. München: Luchterhand, 2006.

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Über Deutschland schreiben: Schriftsteller sehen ihren Staat. München: C.H. Beck, 1992.

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Julian, Heynen, and Staatliche Kunsthalle Karlsruhe, eds. Miroslaw Balka: Wir sehen dich. Karlsruhe: Staatliche Kunsthalle Karlsruhe, 2010.

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Herbert, Wiesner, and Ernest Wichner. Franz Hessel: Nur was uns anschaut, sehen wir : Ausstellungsbuch. Berlin: Literaturhaus Berlin, 1998.

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Bertuleit, Sigrid, 1957- editor, author, ed. Künstler sehen Bayern - Bayern lässt staunen. Schweinfurt: Museum Georg Schäfer, 2013.

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Book chapters on the topic "Sehen (The German word)"

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Rach, Ruth. "Was Gibt es Dort Alles zu Sehen?" In German — Coursebook, 221–30. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-85900-9_23.

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Fehringer, Carol. "Word order." In German Grammar in Context, 181–91. Third edition. | New York, NY : Routledge, 2019. | Series: Languages in context: Routledge, 2019. http://dx.doi.org/10.4324/9780429197475-26.

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Fehringer, Carol. "Word formation." In German Grammar in Context, 192–201. Third edition. | New York, NY : Routledge, 2019. | Series: Languages in context: Routledge, 2019. http://dx.doi.org/10.4324/9780429197475-27.

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Künzl-Snodgrass, Annemarie, and Silke Mentchen. "Word order." In Speed Up Your German, 70–97. New York: Routledge, 2017. | Series: Speed up your language skills: Routledge, 2017. http://dx.doi.org/10.4324/9781315736778-5.

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Durrell, Martin. "Word formation." In Hammer’s German Grammar and Usage, 528–52. 7th ed. Seventh edition. | Abingdon, Oxon; New York: Routledge, 2021. | Series: Routledge reference grammars: Routledge, 2021. http://dx.doi.org/10.4324/9780429054556-20.

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Durrell, Martin. "Word order." In Hammer’s German Grammar and Usage, 498–527. 7th ed. Seventh edition. | Abingdon, Oxon; New York: Routledge, 2021. | Series: Routledge reference grammars: Routledge, 2021. http://dx.doi.org/10.4324/9780429054556-19.

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von Weizsäcker, Carl Christian, and Hagen M. Krämer. "Appendix: Two Faces of Public Debt." In Saving and Investment in the Twenty-First Century, 321–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75031-2_14.

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AbstractFirstly, Germany has a highly developed welfare state. Secondly, the free exchange of goods, all across Europe and indeed all around the world, is a key element of the German economic system. Thirdly, to the acclaim of voters, German policy is committed to the goal of price stability. Is the debt brake compatible with these three guiding principles of German economic policy? I doubt it. In the German discussion, public debt is only seen in a negative light—wrongly, as I will show.
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Gaeta, Livio. "On decategorization and its relevance in German." In Word Classes, 227–42. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/cilt.332.12gae.

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Hauenschild, Christa. "GPSG and German Word Order." In Natural Language Parsing and Linguistic Theories, 411–31. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-1337-0_14.

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Lüdeling, Anke, Tanja Schmid, and Sawwas Kiokpasoglou. "Neoclassical word formation in German." In Yearbook of Morphology, 253–83. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-3726-5_10.

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Conference papers on the topic "Sehen (The German word)"

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Procopio, Luigi, Edoardo Barba, Federico Martelli, and Roberto Navigli. "MultiMirror: Neural Cross-lingual Word Alignment for Multilingual Word Sense Disambiguation." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/539.

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Word Sense Disambiguation (WSD), i.e., the task of assigning senses to words in context, has seen a surge of interest with the advent of neural models and a considerable increase in performance up to 80% F1 in English. However, when considering other languages, the availability of training data is limited, which hampers scaling WSD to many languages. To address this issue, we put forward MultiMirror, a sense projection approach for multilingual WSD based on a novel neural discriminative model for word alignment: given as input a pair of parallel sentences, our model -- trained with a low number of instances -- is capable of jointly aligning, at the same time, all source and target tokens with each other, surpassing its competitors across several language combinations. We demonstrate that projecting senses from English by leveraging the alignments produced by our model leads a simple mBERT-powered classifier to achieve a new state of the art on established WSD datasets in French, German, Italian, Spanish and Japanese. We release our software and all our datasets at https://github.com/SapienzaNLP/multimirror.
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Gerdes, Kim, and Sylvain Kahane. "Word order in German." In the 39th Annual Meeting. Morristown, NJ, USA: Association for Computational Linguistics, 2001. http://dx.doi.org/10.3115/1073012.1073041.

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Franz, Isabelle, Markus Bader, Frank Domahs, and Gerrit Kentner. "Influences of rhythm on word order in German." In 10th International Conference on Speech Prosody 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-79.

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Takhtarova, Svetlana. "Communicative Style Of German-Speaking Switzerland." In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.162.

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Yu, Jenny, Robert Mailhammer, and Anne Cutler. "Vocabulary structure affects word recognition: Evidence from German listeners." In 10th International Conference on Speech Prosody 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-97.

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Wolska, M., and S. Wilske. "German subordinate clause word order in dialogue-based CALL." In 2010 International Multiconference on Computer Science and Information Technology (IMCSIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/imcsit.2010.5679620.

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Schlechtweg, Dominik, Stefanie Eckmann, Enrico Santus, Sabine Schulte im Walde, and Daniel Hole. "German in Flux: Detecting Metaphoric Change via Word Entropy." In Proceedings of the 21st Conference on Computational Natural Language Learning (CoNLL 2017). Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/k17-1036.

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Weller-Di Marco, Marion, and Alexander Fraser. "Modeling Word Formation in English–German Neural Machine Translation." In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.389.

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Schneider, Katrin, and Bernd Möbius. "Word stress correlates in spontaneous child-directed speech in German." In Interspeech 2007. ISCA: ISCA, 2007. http://dx.doi.org/10.21437/interspeech.2007-24.

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Aznacheeva, Elena. "Edification And Persuasion In The German Catholic Religious Discourse." In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.108.

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Reports on the topic "Sehen (The German word)"

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Antwine, Clyde. Mystik und Pietismus in der deutschen Sprache, unter besonderer Berücksichtigung des Wortes "Gelassenheit" (Mysticism and Pietism in the German Language with Special Emphasis upon the Word "Gelassenheit"). Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2583.

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Thompson, Joseph. How WASH Programming has Adapted to the COVID-19 Pandemic. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/slh.2021.001.

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Since first appearing at the end of 2019, the novel coronavirus disease (COVID-19) has spread at a pace and scale not seen before. On 11 March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. A rapid response was called for, and actors across the globe worked quickly to develop sets of preventative measures to contain the disease. One mode of transmission identified early on in the crisis was via surfaces and objects (fomites) (Howard et al. 2020). To combat this, hand hygiene was put forward as a key preventative measure and heralded as ‘the first line of defence against the disease’ (World Bank 2020). What followed was an unprecedented global focus on handwashing with soap. Health messages on how germs spread, the critical times at which hands should be washed, and methods for correct handwashing were shared (Centers for Disease Control and Prevention 2020). Political leaders around the world promoted handwashing and urged people to adopt the practice to protect against the coronavirus. The primary and secondary impacts of COVID-19 have affected people and industries in a variety of different ways. For the WASH sector, the centring of handwashing in the pandemic response has led to a sudden spike in hygiene activity. This SLH Rapid Topic Review takes stock of some of the cross-cutting challenges the sector has been facing during this period and explores the adaptations that have been made in response. It then looks forwards, thinking through what lies ahead for the sector, and considers the learning priorities for the next steps.
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