Dissertations / Theses: '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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Eisenhuth, Heike [Verfasser]. "Production and Perception of Word Boundary Markers in German Speech / Heike Eisenhuth." Konstanz : Bibliothek der Universität Konstanz, 2015. http://d-nb.info/1105384853/34.

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Clark, Frazer Stephen. "Zeitgeist and zerrbild : word, image and idea in German satire, 1800-48." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251440.

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Grimm, Angela. "The development of word-prosodic structure in child German : simplex words and compounds." Phd thesis, Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2010/4319/.

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Die Dissertation untersucht die Entwicklung der prosodischen Struktur von Simplizia und Komposita im Deutschen. Ausgewertet werden langzeitlich erhobene Produktionsdaten von vier monolingualen Kindern im Alter von 12 bis 26 Monaten. Es werden vier Entwicklungsstufen angenommen, in denen jedoch keine einheitlichen Outputs produziert werden. Die Asymmetrien zwischen den verschiedenen Wörtern werden systematisch auf die Struktur des Zielwortes zurückgeführt. In einer optimalitätstheoretischen Analyse wird gezeigt, dass sich die Entwicklungsstufen aus der Umordnung von Constraints ergeben und dass dasselbe Ranking die Variation zwischen den Worttypen zu einer bestimmten Entwicklungsstufe vorhersagt.
The thesis investigates the development of the word-prosodic structure in child German. The database consists of longitudinal production data of four monolingal children aged between 12 and 26 months. It is argued in the thesis that the children pass through four developmental stages which are characterized by non-uniform outputs. The asymmetries in the output pattern are attributed to the proosdic shape of the target word. The thesis provides an optimality-theoretic analysis showing that a single ranking of constraints accounts for the variation in the output at a given stage.

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Kuchenbecker, Kristin. "Exploring word and strategy knowledge of high school students in a German classroom." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2550.

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Vocabulary learning strategies and word knowledge are two central factors in learning a foreign language. Researchers have acknowledged the vital role of vocabulary in second language acquisition. This particular study is trying to fill a void by looking at high-school aged learners, by looking at beginning learners of German and by looking at the expression of word knowledge and strategy use qualitatively. The research methodology for this study is qualitative and exploratory in nature. The participants of this study are 29 high-school students, who participated in a vocabulary review game and filled out exit slips following the game. Of these students, 13 participated in a follow-up interview in which the prompts from the review game were discussed and analyzed. The study revealed beginning learners of German use a variety of learning strategies. Students preferred semantic context over linguistic and social context. They were also able to describe vocabulary items in the target language German, without major breakdowns in communication. Students tried to avoid the use of the German articles and confused grammatical terminology at times. Overall, students knew high frequency vocabulary and how to use it.

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Marimon, Tarter Mireia [Verfasser], Barbara [Akademischer Betreuer] Höhle, and Thierry [Akademischer Betreuer] Nazzi. "Word segmentation in German-learning infants and German-speaking adults : prosodic and statistical cues / Mireia Marimon Tarter ; Barbara Höhle, Thierry Nazzi." Potsdam : Universität Potsdam, 2019. http://d-nb.info/1218405260/34.

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Rawein, Carina. "Exploring the Compositionality of German Particle Verbs." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-340848.

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In this thesis we explore the compositionality of particle verbs using distributional similarity and pre-trained word embeddings. We investigate the compositionality of 100 pairs of particle verbs with their base verbs. The ranking of our findings are compared to a ranking of human ratings on compositionality. In our distributional approach we use features such as context window size, content words, and only use particle verbs with one word sense. We then compare the distributional approach to a ranking done with pre-trained word embeddings. While none of the results are statistically significant, it is shown that word embeddings are not automatically superior to the more traditional distributional approach.

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Johnson, Cheryl I. "The stroop color word task as a predictor of proficiency in English speakers learning German." Honors in the Major Thesis, University of Central Florida, 2003. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/318.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology

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Hinduja, Archana. "An investigation of German word order for the purposes of a CALL sentence composition tool." Thesis, University of Manchester, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681491.

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Heidt, Todd W. "Modernity in Word and Image: Narrative Literature and Film in Weimar Germany." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1265989144.

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Adamson, Brent Matthew. "Naturalistic versus formal foreign language learning : an analysis of upper-division German students' oral proficiency in nominal inflection and word order /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Beyermann, Sandra [Verfasser], Martina [Gutachter] Penke, and Alfred [Gutachter] Schabmann. "Sound-spelling units in German word identification. A developmental perspective / Sandra Beyermann ; Gutachter: Martina Penke, Alfred Schabmann." Köln : Universitäts- und Stadtbibliothek Köln, 2016. http://d-nb.info/1154929566/34.

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Knaus, Johannes [Verfasser], and Richard [Akademischer Betreuer] Wiese. "Looking at feet. A neurolinguistic and constraint-based analysis of German word stress / Johannes Knaus. Betreuer: Richard Wiese." Marburg : Philipps-Universität Marburg, 2016. http://d-nb.info/1113183756/34.

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Zarrouki, Karen M. (Karen Marie) Carleton University Dissertation German. "On word-formation : linguistic structure of compound nouns in late 20th century German vocabulary and its didactic use." Ottawa, 1990.

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Bartlett, William Jonathan Osborne. "A critical edition of the Athis und Prophilias fragments with introduction, commentary, rhyme- and word-lists." Thesis, University of Oxford, 1985. http://ora.ox.ac.uk/objects/uuid:cbaee0d7-ed4d-4554-b62b-76ce77249c16.

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The introduction contains separate studies of the manuscripts, their orthographies, the rhymes, metre and treatment of source material. Both the orthographic studies and the rhyme—grammar reveal Athis to be a CG poem with no real evidence of Rhenish provenance. The metrical studies, dealing with vowel collision and units of one and three syllables, show how the Athis poet pursued various legitimate rhythmic options in his attempt to introduce variation to the tedium of regular alternation. The most positive results emerge from the comparison of Athis with its OF source, the Roman d'Athis. The dependence of the German text on the OF poem can be proved through misunderstandings of lines and part—lines of the Rd'A enshrined in proper names in the German text. By far the most important aspect of the German poet's adaptation is his sense of history. Ancient Rome and Athens are presented in an entirely different way in the German text. In particular, the large scale descriptions of ceremonies and major events are scenically developed under the influence of medieval historiographic ideas. Further supplementary source material is provided by a Pseudo—Ovidian treatment of Pyramus and Thisbe and a number of medieval military and judicial customs associated with Roman models. In general Athis is shown to be indebted to a medieval German self—awareness of Romanitas.

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Winkler, Steffi [Verfasser], and Christine [Akademischer Betreuer] Dimroth. "New perspectives on teachability : the acquisition of German (S)OV word order in classroom contexts / Steffi Winkler ; Betreuer: Christine Dimroth." Münster : Universitäts- und Landesbibliothek Münster, 2021. http://d-nb.info/1226854133/34.

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Ott, Susan, de Vijver Ruben van, and Barbara Höhle. "The effect of phonotactic constraints in German-speaking children with delayed phonological acquisition : evidence from production of word-initial consonant clusters." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2008/1631/.

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In this study the effect of phonotactic constraints concerning word-initial consonant clusters in children with delayed phonological acquisition was explored. Twelve German-speaking children took part (mean age 5;1). The spontaneous speech of all children was characterized by the regular appearance of the error patterns fronting, e.g., Kuh (cow) → /tu:/, or stopping, e.g., Schaf (sheep) → /ta:f/, which were inappropriate for their chronological age. The children were asked to produce words (picture naming task, word repetition task) with initial consonant clusters, in which the application of the error patterns would violate phonotactic sequence constraints. For instance, if fronting would apply in /kl-/, e.g., Kleid (dress), it would be realized as the phontactically illegal consonant cluster /tl-/. The results indicate that phonotactic constraints affect word production in children with delayed phonological developments. Surprisingly, we found that children with fronting produced the critical consonants correctly significantly more often in word-initial consonant clusters than in words in which they appeared as singleton onsets. In addition, the results provide evidence for a similar developmental trajectory of acquisition in children with typical development and in children with delayed phonological acquisition. Keywords: Children with delayed phonological acquisition, phonotactic constraints, word-initial consonant clusters, fronting, stopping.

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Landthaler, Jörg [Verfasser], Florian [Akademischer Betreuer] Matthes, Kevin D. [Gutachter] Ashley, and Florian [Gutachter] Matthes. "Improving Semantic Search in the German Legal Domain with Word Embeddings / Jörg Landthaler ; Gutachter: Kevin D. Ashley, Florian Matthes ; Betreuer: Florian Matthes." München : Universitätsbibliothek der TU München, 2020. http://d-nb.info/1216242410/34.

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Landthaler, Jörg Verfasser], Florian [Akademischer Betreuer] Matthes, Kevin D. [Gutachter] [Ashley, and Florian [Gutachter] Matthes. "Improving Semantic Search in the German Legal Domain with Word Embeddings / Jörg Landthaler ; Gutachter: Kevin D. Ashley, Florian Matthes ; Betreuer: Florian Matthes." München : Universitätsbibliothek der TU München, 2020. http://d-nb.info/1216242410/34.

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Landthaler, Jörg Verfasser], Florian [Akademischer Betreuer] [Matthes, Kevin D. [Gutachter] Ashley, and Florian [Gutachter] Matthes. "Improving Semantic Search in the German Legal Domain with Word Embeddings / Jörg Landthaler ; Gutachter: Kevin D. Ashley, Florian Matthes ; Betreuer: Florian Matthes." München : Universitätsbibliothek der TU München, 2020. http://nbn-resolving.de/urn:nbn:de:bvb:91-diss-20200605-1521744-1-5.

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Dillström, Sibylle. "Motiviertheit in der Wortbildung entlehnter Einheiten : Eine deskriptive Studie von Personenbezeichnungen mit Fremdsuffixen im Deutschen vom 16. bis zum 20. Jahrhundert." Doctoral thesis, Uppsala University, Department of German, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-390.

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This thesis looks from a historical perspective at the morphological-semantic motivation of words denoting persons with foreign suffixes that have been borrowed into and also formed in German, whereby, among other things, the role of motivation in relation to the borrowing and retention of lexical items is elucidated.

In a theoretical section peculiarities and problems in the word formation of loan items are discussed, and motivation is defined as a synchronous-semantic category. In the analysis words denoting persons that have seven different foreign suffixes, deriving principally from Latin, are examined with material primarily from dictionaries.

The study shows that especially for the frequent suffixes in German there is a consistently large proportion of motivated words. It is generally the case that the words are motivated on their first appearance in the material, and changes in their motivation are on the whole infrequent. The analysis further proves that motivated formations often disappear from the material, and words are mostly retained after the loss of their motivation.

The reason that the words for the most part are motivated in German when borrowed, is that suffixed words denoting persons are generally closely related in their semantic structure to another word in the original or donor language. In German, a relatively large proportion of motivated formations for one suffix does not always correlate with high frequency or with high productivity of the suffix. Furthermore, many of the words examined do not belong to the common vocabulary, which restricts their motivation from a socio-linguistic point of view and can to some extent contribute to their disappearance.

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Höhle, Barbara, de Vijver Ruben van, and Jürgen Weissenborn. "Word processing at 19 months and its relation to language performance at 30 months : a retrospective analysis of data from German learning children." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2008/1630/.

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Recent research has shown that the early lexical representations children establish in their second year of life already seem to be phonologically detailed enough to allow differentiation from very similar forms. In contrast to these findings children with specific language impairment show problems in discriminating phonologically similar word forms up to school age. In our study we investigated the question whether there would be differences in the processing of phonological details in normally developing and in children with low language performance in the second year of life. This was done by a retrospective study in which in the processing of phonological details was tested by a preferential looking experiment when the children were 19 months old. At the age of 30 months children were tested with a standardized German test of language comprehension and production (SETK2). The preferential looking data at 19 months revealed an opposite reaction pattern for the two groups: while the children scoring normally in the SETK2 increase their fixations of a pictured object only when it was named with the correct word, children with later low language performance did so only when presented with a phonologically slightly deviant mispronunciation. We suggest that this pattern does not point to a specific deficit in processing phonological information in these children but might be related to an instability of early phonological representations, and/or a generalized problem of information processing as compared to typically developing children.

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Brandby, Cöster Margareta. "Att uppfatta allt mänskligt : underströmmar av luthersk livsförståelse i Selma Lagerlöfs författarskap. Swedish text with a German summery." Doctoral thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5587.

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This thesis categorises some characteristic features in the 20th century Lutheran theology, in order to create a picture of the Lutheran theology and Lutheran pre-understanding of life which leave its marks on Selma Lagerlöf as well as on other contemporary expressions of faith and worldviews. Four Lutheran figures of thought are examined as undercurrents in the discourse of the writings of Selma Lagerlöf. They are a) The understanding of Word and Faith, which includes the understanding of justification by faith. b) Faith in God as Creator and in his providence. c) The doctrine of vocatio and God's two regiments. d) The theology of the Cross that emphasises the descent of God and God's taking part in the human life. This investigation has shown that the epic of Lagerlöf can be read in terms of Lutheran theology. The religious roots of Selma Lagerlöf are often described as ”a nothing” - a traditional background, a friendly non-doctrinal piety, and so forth. But this inconspicuous and unconscious religious background has a content, namely the Lutheran faith in the culture and society in which she grew up. Some of the great novels such as The story of Gösta Berlings saga, Jerusalem and The wonderful adventures of Nils and some stories, sagas and legends are investigated. The study shows how the Lutheran understanding of life is expressed in these texts and their interpretation of the reality.

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Fischer, Andreas. "Prosodic organization in the babbling of German-learning infants between the age of six and twelve months." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät II, 2009. http://dx.doi.org/10.18452/15931.

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Die vorliegende Arbeit befasst sich mit der Fragestellung, wie die Wortbetonung in der kanonischen Lallenphase organisiert ist. Diese Entwicklungsphase tritt für gewöhnlich in der zweiten Hälfte des ersten Lebensjahres auf, wenn Kleinkinder erstmalig phonetisch wohlgeformte Silben äußern. Dabei gibt es jedoch noch keine klare Beziehung zwischen Wortbedeutung und bestimmten Sprachlauten. Die Einzelsilben werden allerdings schon zu größeren wortartigen Einheiten zusammengefügt und erscheinen in betonten wie unbetonten Positionen. Es wurden Sprachdaten von sieben deutschlernenden Kindern im Alter zwischen 0;5 und 1;0 gesammelt. Die phonetisch wohlgeformten Lalläußerungen wurden einer Reihe von perzeptiven und akustischen Analysen unterzogen, um der Frage nach einer bereits vorhandenen prosodischen Organisation der Wortbetonung nachzugehen. Die Äußerungen der Probanden werden anschließend mit einem theoretischen Parametermodell verglichen. Hierbei wird untersucht, ob Lalläußerungen eher sprachliche Universalien vorweisen oder doch eher durch ihre sprachliche Umgebung beinflusst sind. Dazu wird eigens eine Reanalyse des Betonungssystems des Deutschen vorgenommen. Die Ergebnisse zeigen, dass eine leichte Tendenz hin zum trochäischen Betonungsmuster in Zweisilbern zu erkennen ist. Diese Tendenz lässt sich allerdings nur mit zwei der fünf Analysemethoden der vorliegenden Arbeit nachweisen. Bei Mehrsilbern scheint die Lage der hauptbetonten Silbe durch keine Analysemethode vorhersagbar zu sein. Es kann dennoch festgestellt werden, dass Silben vom Typus CVV in signifikanter Weise Betonung auf sich ziehen. Diese Ergebnisse lassen den Schluss zu, dass die Parameter der Betonungszuweisung während des kanonischen Lallens noch nicht zur Gänze gesetzt sind. Nur diejenigen für Fußform und Quantitätssensitivität erscheinen so konfiguriert, dass ein Einfluß der Umgebungssprache, des Deutschen, erkennbar wird.
The current work addresses the question, how word stress is organised during the developmental stage of Canonical Babbling, which usually emerges in the second half of the first year of life. In this period infants begin to utter phonetically well-formed syllables, although there is no clear relationship between meaning and single speech sounds. However, syllables are combined to form larger word-like units containing prominent and less prominent syllables. Data was gathered from seven German-learning infants aged between 0;5 and 1;0. The phonetically well-formed babbling vocalizations were subject to perceptual and acoustical analyses, in order to find out whether there is already a prosodic organization of word stress. The subjects'' utterances are then compared to a theoretical parametric framework. It will be examined, whether babbling vocalizations are more universal or rather influenced by the ambient language. Therefore a reanalysis of the German system of word stress will be undertaken. Results indicate that there is a weak tendency towards the trochaic stress pattern in disyllabic babbles. This tendency is, however, only predictable in two of the five analysis parameters used in this study. In polysyllabic vocalizations, the location of main stress appears not to be predictable by any analysis. It can nevertheless be stated that CVV syllables tend to attract stress significantly. These results point to the fact, that the parameters of word stress assignment are not yet completely set during Canonical Babbling. Instead, only those for foot shape and quantity-sensitivity appear to be set in a fashion reflecting an influence of the subjects'' ambient language, German.

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Leischner, Franziska. "The influence of visual emotional input properties on the acquisition of verb meanings in 24-month-old German learning children." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät II, 2017. http://dx.doi.org/10.18452/17701.

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Vorangegangene Untersuchungen zeigen, dass emotionale Inputeigenschaften (extrinsische Eigenschaften) das Erlernen neuer Wortbedeutungen bei Kindern befördern. Diese Eigenschaften sind nicht Teil des Referenten, auf den sich ein zu erlernendes Wort bezieht, z.B. der +/-fröhliche Gesichtsausdruck eines Sprechers, der ein unbekanntes Objekt mittels eines neuen Wortes benennt. Die vorliegende Studie konzentriert sich auf zwei bisher unbeachtete Fragen: a) Lassen sich ähnliche Einflüsse finden, wenn die emotionale Inputeigenschaft Teil des Referenten eines zu erlernenden Wortes ist (intrinsische Eigenschaften), z.B. der +/-fröhliche Gesichtsausdruck eines Akteurs in einer durch ein Verb benannten Handlung? b) Beeinflussen diese Eigenschaften die Bedeutung eines neuen Wortes, indem die emotionale Information mitbestimmt, wie das Wort in späteren Kontexten interpretiert wird? Die Ergebnisse zeigen, dass sich im Einklang mit Studien zu extrinsischen Inputeigenschaften die intrinsischen Eigenschaften ebenfalls förderlich auf das Erlernen neuer Wörter bei Kindern auswirken. Darüber hinaus legt die Studie nahe, dass die Wahrnehmung emotionaler Information während des Wortlernens individueller Variabilität unterliegt. Diese beeinflusst wiederum, wie Kinder die Bedeutung des neuen Wortes konstruieren und interpretieren. Verschiedene Faktoren wie Sprachkompetenz, Aufmerksamkeitssteuerung und soziale Kognition werden diskutiert, die individuelle Unterschiede in der Wahrnehmung emotionaler Information beim Wortlernen hervorrufen könnten.
Previous research shows that emotional properties of the input (extrinsic properties) enhance children’s learning of novel words. These properties are not features of the referent a novel word is referring to, e.g. the +/-happy intonation or facial expression of a speaker, who is referring to an object or event by using a novel word. With respect to this finding, the present study focuses on two unnoticed questions: a) Are similar influences found when the emotional properties are features of the referent of the word to be acquired (intrinsic properties), e.g. the +/-happy facial expression of an actor in an event that is labeled by a novel verb? b) Do these properties influence the meaning of a novel word, in that the emotional information constrains how the word is interpreted in later contexts? The results indicate that in line with studies on extrinsic emotional properties children’s learning of novel words is enhanced by intrinsic emotional properties. Furthermore, the study suggests that children’s perception of emotional information while learning a novel word is subject to individual variability, which affects how children construct and interpret the meaning of the novel word. Different factors such as language competence, attentional control and social cognition are discussed for inducing individual differences in emotion perception while word learning.

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Tully-Needler, Kelly Lynn. "Last Word in Art Shades: The Textual State of James Joyce's Ulysses." Thesis, Connect to resource online, 2007. http://hdl.handle.net/1805/1605.

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Thesis (M.A.)--Indiana University, 2007.
Title from screen (viewed on March 6, 2008). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ken Davis, Jonathan R. Eller, William F. Touponce. Includes vitae. Includes bibliographical references (leaves 214-228).

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Olsson, Dan. "„Davon sagen die Herren kein Wort“ : Zum pädagogischen, grammatischen und dialektologischen Schaffen Max Wilhelm Götzingers (1799–1856)." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-20547.

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The aim of this thesis is to comprehensively describe and evaluate the linguistic work of the German grammarian and teacher Max Wilhelm Götzinger (1799–1856). Götzinger‘s work has been little considered in linguistics and historiography of linguistics apart from some articles mainly on his grammatical theory. The first editions of Anfangsgründe (1825) and Die Deutsche Sprachlehre für Schulen (1827), which up to now have been considered to be lost, could be retrieved and used for this study. Aspects of Götzinger‘s didactics and grammar can still today be re-garded as modern. In many respects his didactic ideas were opposed to the methods of teaching inspired by rationalist grammar and prevailing in the schools of his time. His own method is inductive and the aim of teach-ing was mainly to make pupils familiar with the structure of the German language. Götzinger‘s grammatical system was inspired by his experience as a teacher. The logical judgement and the subject-predicate concepts were replaced by a verb centred concept of syntax and Götzinger‘s system of word classes began with the verb instead of the noun. He did not regard correct thinking, which was the main purpose of rationalist grammar, but communication as the basic aim of the teaching of grammar. His notion of the verb as the centre of the clause has basic features in common with modern dependency theories introduced by Lucien Tesnière. Götzinger performed pioneering work in the field of dialectology and he is understood be the first to include a comprehensive description of the dialects of the German speaking countries Even if there also are good reasons to criticise many aspects of his work, e.g. indistinct terminology, inconsistency in sticking to his theory, and subjectivity in the description of the dialects, Götzinger‘s achieve-ment as to the state of the art of his time and also with regard to modern linguistics must be considered remarkable.

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Liebel, Dorothea. "Tageslichtfreude und Buchstabenangst : Zu Harry Martinsons dichterischen Wortbildungen als Übersetzungsproblematik." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-18459.

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The style of the Swedish writer Harry Martinson is characterised by a large number of conspicuous and creative word-formation units, which have a special function in his writing. One single word might summarise and denominate an experiance or a complex emotion, sometimes using an exact description, sometimes using a metaphor. The content and the novelty of such nonce forms catch the reader´s or listener´s attention, achieving the intended effect: to make the reader understand what Martinson wants to convey. The present study is an analysis of the neologisms used in two of Martinson´s semiautobiographical novels and their German translations. The object of the study is twofold: firstly to show that the great variety of nonce words-formations as well as their semantics provide the special stylistic markers of the texts, and secondly to draw more general conclusions about the effect of target languages regarding the form, content and function of the units in the texts, as well as their effect on the reader, the concept of equivalence is central. Correspondences and deviations are analysed applying a model specifically designed for the purpose and based in relevant theories. The results illustrate both the various problems a translator must seek to solve and the consequences that simplifications, omissions, and paraphrases might have on the meaning and effect of the text.

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Silva, Renato Ferreira da. "O acento primário em alemão e sua aquisição por falantes de português brasileiro." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-12012016-142738/.

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O objetivo deste trabalho é analisar a aquisição do acento primário do alemão por falantes do Português Brasileiro (PB). Essa análise baseia-se, no campo da aquisição, no modelo gerativista dos Princípios e Parâmetros (Chomsky 1981), bem como na fonologia lexical (Kiparsky 1982, Mohanan 1982, 1985) e na fonologia prosódica (Nespor e Vogel [2007] (1986), Vogel (2009)) como teorias fonológicas. O arcabouço teórico para a análise do acento primário na língua alemã é fornecido pela teoria de acento de Wiese (1995), que preconiza a existência de regras de acento primário em compostos (AB) e não-compostos, como também padrões marcados com atribuição de acento definido lexicalmente (palavras proparoxítonas e oxítonas, compostos do tipo ABC). Além das regras propostas por Wiese (1995), postulo uma regra para a acentuação de compostos do tipo marcado ABC. Para o PB assumo a teoria de acento de Lee (1995,1997). A comparação da atribuição do acento primário em ambas as línguas permitiu-me estabelecer, com base na teoria paramétrica de Hayes (1995), semelhanças e diferenças paramétricas para o acento primário, as quais serviram de base para a tese defendida neste trabalho. Além disso, acrescento um princípio com valores paramétricos não-binários: o Domínio de aplicação da Restrição da Janela de Três Sílabas, cuja reparametrização apresenta-se como indispensável para a aquisição de regras de acentuação primária do alemão por falantes de PB como L2. Enquanto no PB essa restrição é válida para qualquer palavra fonológica (), em alemão, apenas as palavras não-compostas submetem-se a tal restrição. Ademais, propõem-se aqui 9 níveis hierárquicos, os quais constituem uma sequência para a aquisição das regras de atribuição do acento primário no contexto aqui estudado. Um estudo de caso, baseado no modelo pseudo-longitudinal, fornece subsídios para a presente pesquisa. Seis informantes com níveis de proficiência A2, B2 e C2 (segundo a classificação do Quadro Comum Europeu de Referência para Línguas) foram submetidos a um teste de leitura de cinquenta palavras selecionadas de acordo com seu padrão acentual e a posição da sílaba que contém o acento primário. Resultados apontam para um papel importante da L1 na constituição da interlíngua e para o fato de que a refixação de parâmetros, ainda que primordial na aquisição, não é o único fator operante nesse processo. A análise dos dados sinaliza, ainda, que estágios de aquisição do acento primário do alemão por falantes de PB não refletem necessariamente o nível de proficiência de cada indivíduo na língua-alvo.
This study aims at analysing the acquisition of primary stress in German by speakers of Brazilian Portuguese (BP). In terms of acquisition, this analysis is based on the generative model from Principles and Parameters (Chomsky 1981), as well as on the Lexical Phonology (Kiparsky 1982, Monahan 1982, 1985) and Prosodic Phonology (Nespor and Vogel [2007] (1986), Vogel (2009)) as phonological theories. The theoretical framework for the analysis of the primary stress in German is given by Wieses (1995) stress theory which states the existence of primary stress rules in compounds (AB) and non-compounds, as well as marked patterns with stress being lexically defined (words stressed in the third and last syllables, ABC compounds). In addition to the rules proposed by Wiese (1995), I have determined one for the stress of compounds marked as ABC). For BP, I have used the theory of accent by Lee (1995, 1997). The comparison between the attributions of primary stress in both languages has allowed me to establish, according to Hayes (1995) parametric theory, parametric similarities and differences for primary stress, which serve as basis for the thesis I defend in this study. Furthermore, I propose the addition of one principle with non-binary parametric values: the Domain of the Application of the Three-Syllable-Window Restriction, whose reparametrization is essential for speakers of BP acquiring the rules of primary stress of German as L2. Whereas in BP this restriction is valid for any phonological word, in German only the non-compound words are subject to such restriction. Moreover, 9 hierarchical levels are proposed here and they establish a sequence for the acquisition of the primary stress acquisition attribution rules. A case study, based on the pseudo-longitudinal model, provides this research with invaluable aids. Six informants with levels of proficiency A2, B2 and C2 (according to the Common European Framework for Languages) were submitted to a test in which they read fifty words, selected according to their stress patterns and position of the syllable containing the primary stress. Results show that L1 has an important role in the constitution of the interlanguage. They also state that the resetting of parameters is not the only operating factor in this process, even though it is essential in the acquisition. Data analysis indicates that the stages of primary stress acquisition of German by speakers of BP do not necessarily reflect the proficiency level of each individual in the target language.

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Hansch, Alexandra Y. "Germanic Properties in the Left Periphery of Old French: V-to-C-Movement, XP-fronting, Stylistic Fronting and Verb-Initial Clauses." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31183.

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The present dissertation is a comparative investigation between the Germanic-like structural phenomena found in the left periphery of Old French (OF) clauses and the syntactic phenomena found in the left periphery of Old High German (OHG). The goal of this thesis is to provide evidence that only a synchronic analysis can explain the presence of Germanic-like structures in OF syntax. The reason for this lies in the similarities between the V2 properties found in OF and OHG. The two languages show V2 properties such as V-to-C movement and XP fronting, but also properties which are not found in Modern V2 languages such as a frequent V1 and V3 word order. The corpus I use consists of four OF texts from the 12th and 13th century which correspond to the late OF period. They are composed in different OF dialects from the northern part of France. The poetic texts chosen for this study are Le voyage de Saint-Brandan and Gormont et Isembart. The prose texts are Le Roman de Tristan en prose and Les Miracles de Saint Louis. I coded these OF documents according to certain criteria: main clause type, embedded clause type, finite verb position, first element preceding the finite verb, etc. The results indicate that OF can be considered a true V2-language that shares a certain amount of properties with OHG, namely V-to-C movement, XP fronting, Stylistic Fronting as well as verb-initial clauses. This thesis illustrates that the OF dialects closer situated to the Germanic language border show a higher frequency in Germanic-like syntactic phenomena than the dialects situated further away. A difference between poems and prose texts concerning the presence and intensity of certain syntactic phenomena can also be observed.

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Pontén, Josefine. "Das Wort kenne ich! : Eine Frequenzanalyse von Vokabeln in zwei DaF-Lehrwerken für das Niveau A2." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89698.

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This two-part study investigates the word frequency of a total of 1296 vocabularies presented in the textbooks Digilär Tyska 3 and Lieber Deutsch 3 2.0, which correspond to the language proficiency level A2. The aim of the study was to investigate to what extent the designated vocabulary in the two textbooks represents the most frequent words in the German language. To determine this, the study was divided into two parts: In the first part, a quantitative study was conducted to answer the following research question: To what extent does the vocabulary in two German textbooks used in Swedish upper secondary schools represent the most frequent words in the German language? The chapter vocabularies were compared to the corpus-based frequency dictionary A Frequency Dictionary of German which lists the 4034 most frequent words in the German language. This study showed that both textbooks provided a high coverage of high frequency words with a percentage of 78% and 73%. Additionally, the vocabularies belonging to the vocabulary excerises in Digilär Tyska 3 were investigated and the result showed that 62% of these words had a low frequency and were not included in the frequency dictionary. Due to this low frequency coverage in the vocabulary exercises a need for a second part of the study was identified to investigate whether this vocabulary, despite its low frequency would still be important for the students to learn. Therefore, a second study with the following two research questions was conducted: Which themes do the low frequent words belong to? To what extent would each word separately in a low frequent composition come across as high frequent?The analyses in the second part of this study showed that the most dominating themes among the low frequency words were describing words, animals, hobbies and other. Consequently, it was argued that these themes could be relevant to address the students’ varying interests. Furthermore, the frequency analysis of the low frequency compositions showed that 13.8 % of the low frequency words could be seen as high frequent when the frequency of each word within a composition was taken into account. Based on these results, it was argued that students learning German with the help of these textbooks would encounter many high frequency words. However, it was stressed that frequency alone cannot be the only deciding factor when identifying the adequate vocabulary for language learners. Motivational aspects such as incorporating vocabulary belonging to themes that students have an interest in would be another important factor that needs to be taken into account when choosing vocabulary. Furthermore, it was argued that teachers should incorporate strategies for German word composition to increase their students’ vocabulary range.

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Raag, Nicolaus Janos. "Substantivkomposita und Sinngebung im Kontext frühmittelalterlicher Wissensvermittlung : Eine kulturanalytisch-linguistische Untersuchung zur Wortbildung bei Notker III." Doctoral thesis, Uppsala universitet, Tyska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297081.

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This thesis approaches the question of how nominal compounds as linguistic means contribute to the construction of cultural meaning within the framework of knowledge transfer in the medieval monastic school. The starting point for the study is the semiotic definition of culture, which sees culture as shared models for perceiving, relating and interpreting among members of a social group. Language is seen as the place where cultural meaning is constructed and manifests itself in significant patterns, i.e., patterns of language usage that have meaning due to the fact that they are patterns. The central objective of this study is to reveal such patterns in nominal compounds drawn from Old High German (or rather bilingual hybrid) adaptations of Latin school texts translated, or adapted by Notker III (Labeo). Focus is placed on newly formed compounds, as well as compounds that differ distinctively from their Latin models. Methodologically this study combines the morphosemantic analysis of nominal compounds with a hermeneutic approach interpreting compounds in their textual and cultural context. Three significant patterns were established: (1) explication of implied meaning, (2) summary of complex expressions, and (3) explanatory translation. The first pattern can be observed in cases where the power of compounds to give additional information was utilised, e.g., in order to ensure a certain interpretation of a metaphorical expression. The second pattern demonstrates the capacity of compounds to refer to more complex concepts, expressing underlying syntactic constructions in a more memorisable manner. Finally, recourse was taken to explanatory translation in order to make the concept easier to understand. The three patterns are not necessarily the only patterns used by Notker III (Labeo); rather they are to be seen as an exemplification of the potential of nominal compounds for meaning construction.

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Weiland, Caroline. "Kavata flickor och känsliga pojkar : Zur Übersetzung schwedischer Kollokationen ins Deutsche am Beispiel von zwei Sachtexten über schwedische Kinderliteratur." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-37004.

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This essay deals with translation changes and problems that occur when translating collocations, i.e. sequences of words that are usually combined such as work hard, from Swedish to German. Being an essential part of our communication, collocations are common both in everyday-life and in technical terminology. This qualitative research deals with collocations in scientific texts about children’s literature and aims to increase attention on collocations in the translation process. The term collocation as used here refers to the concept of hierarchical relations between the lexemes of a collocation by the German linguist F. J. Hausmann (1984), distinguishing between bases and collocators. It proved itself useful in the translation process and showed that the translator must pay special attention to the collocator in order to find the equivalent expression in the target language. In doing so he/she is not at all obliged to translate a collocation with the respective target collocation. In fact due to stylistic reasons collocations were replaced by individual lexemes or paraphrases. Referring to Hausmann’s terminology and the studies of Baker (1992) this essay highlights the importance of considering collocations as translation units, i.e. not translating the lexemes of a collocation separately. Furthermore the assumption was disproved that translation errors, e.g. interferences and semantic deficits, are mainly caused when translating collocations to a foreign language. Even translators translating into their mother tongue have to examine collocations carefully to avoid errors that can result in doubts about the quality of the whole translation.

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Frandsen, Martina. "Rechercheintensive Werbemittelerstellung und sozialversicherungspflichtige Onlinemarketingagenturen : Eine deutsch-schwedische Übersetzungsanalyse von Substantiv- und Adjektivkomposita." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89569.

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Compounds, i.e. combining two lexical morphemes, are used for various reasons, e.g. naming, reduction of letters and words, drawing attention and producing expressive and humorous effects, etc. Compounding is not a unique concept to the German language, but is regarded as one of its characteristic features. As the stylistic norms differ from language to language, it renders the task of translating compounds challenging. There are various translation strategies for translating compounds, the tendencies of which are explored in this study. The analysis is based on a Swedish translation of Kühn’s (2016) Das Handbuch für digitale Nomaden and focuses on noun and adjective compounds, as they are the most frequent compounds in German. Concerning noun compounds, the study shows a tendency towards translation strategies, which are close to the source text material in form and meaning, whereas translations of adjective compounds tend to use strategies, which are similar in meaning, but not in form, e.g. a paraphrase. On this basis, it is concluded that even though German and Swedish share linguistic similarities, they differ when it comes to stylistic norms, as German is considered more nominal, whereas Swedish has a more verbal mode of expression.

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Wheaton, Patrick. "Loan word assimilation in the German language a historical approach /." 2007. http://purl.galileo.usg.edu/uga%5Fetd/wheaton%5Fpatrick%5Fa%5F200705%5Fma.

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Grimm, Angela [Verfasser]. "The development of word-prosodic structure in child German : simplex words and compounds / Angela Grimm." 2007. http://d-nb.info/1005950725/34.

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Campbell, Michael Toy. "Triumph of the word the German struggle to maintain Spanish neutrality during the First World War /." 1989. http://catalog.hathitrust.org/api/volumes/oclc/21586093.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1989.
Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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Reichert, Tetyana. "An Analysis of Peer Activities to Inform Foreign Language Learning: Word Searches, Voice, and the Use of Non-Target Languages." Thesis, 2010. http://hdl.handle.net/10012/5591.

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This empirical study investigates language use and collaborative learning in informal non-classroom settings by learners of German as a Foreign Language (GFL). I examine learner interactions resulting from a language course requirement for which small groups of students composed a role-play to be performed in front of the class. Bridging the two research traditions of activity theory and the socio-interactionist approach, my research starts with an analytical focus on speech events as they are embedded in an object-oriented educational activity. The activities are further analyzed using a conversation analytic (CA) approach within the socio-interactionist framework by focusing on the ways participants construct knowledge of the second language (L2) through word searches and the re-use of word search solutions. I also examine the role of voice when participants speak German, and the role of non-target languages in L2 learning. The video-recorded peer-to-peer interactions are the substantial part of the dataset for analysis. The data also include questionnaires, class observations and interviews, stimulated interviews, and in-class presentations that further inform the analysis. The data were gathered during the Fall 2007 semester with learners from two beginners courses of GFL. Two groups of three and two students, respectively, were chosen for closer analysis from among 31 students and 9 instructors participating in the study. This research found that students’ past individual and group histories serve as resources for the formation of the German role-play which becomes an analytical achievement based on shared understanding of the object at all phases of its construction, including the storyline and the formulation of the text in L2. Learners engage each other in learning, simultaneously displaying different kinds of expertise linked to task instructions, the circumstances of the context, speakers' biographies, and learning histories. The artifacts (e.g. textbook and dictionary) serve to support the authoritative knowledge when negotiating different types of expertises. Similarities in dealing with language problems could be observed in that participants learned lexical items by solving language problems, whereby the solution-word becomes a resource for further learning to produce the same item in different types of talk. Also, voices show up as the social facets of the construction of the knowledge in L2. Speaking voices gave learners the opportunity to practice varieties of vernacular German and to negotiate their discursive identities in the new language. Non-target languages provided cognitive support in solving problems with L2, serve social functions such as interpersonal work and expression of public self-image, and proved to be an essential tool enabling participants to work in the pursuit of the object of the activity as a collective achievement.

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Toerien, Willem Andre. "The role of music, performing artists and composers in German-controlled concentration camps and ghettos during Word War II." Diss., 1993. http://hdl.handle.net/2263/28284.

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Chin, Yu-Shu, and 秦于舒. "The methods of teaching word formation in German as Foreign Language: Prefix verbs exercises in textbooks "Themen aktuell" and "Lagune"." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/96976969236170795351.

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碩士
中國文化大學
德國語文學系
98
Vocabulary is an important element of communication and plays an important role in foreign language teaching. The verb in German is an important field, too. According to morphological theory, the new word can be derived from the old word. German verbs create numerous new prefix verbs in the same way. If the learner knows the rules well, their vocabulary might increase quickly. Therefore, this thesis is to research, how the principles of word formation helps the vocabulary learning. This thesis first introduces the theory of word formation, and then focuses on prefix verbs. Word formation in the learning process is still involved in other aspects of linguistics such as vocabulary, syntax and semantics. With the basis knowledge of word formation, this thesis discusses methods of teaching foreign language focusing on the principles of word formation. On the theory of word formation and word formation exercises, this thesis analyzes the prefix verbs in the textbooks “Themen aktuell” and “Lagune”. In addition to the distribution of prefix verbs in the textbooks, the form of exercises given to students is paid special attention in this thesis. According to the purpose and form of the exercises, this thesis arranges all the exercises in order and divides the exercises into six types. First the character and function of the exercises is discussed. Then the planning of exercises in textbooks is surveyed; to check whether the textbooks provide ample opportunity for the learner. This is also verifies that the training materials give the learner sufficient knowledge of prefix verbs. All together, this thesis discusses the didactical problems in the two earlier referenced textbooks for teaching prefix verbs. Also, the thesis contains several suggestions for teaching word formation in German as a foreign language.

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Eckes, Matthias Johannes. "Empirical investigation of the impact of online Word of Mouth on customer based brand equity in the German product market." Master's thesis, 2016. http://hdl.handle.net/10400.14/20725.

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For companies, intangible assets like their brands are gaining importance. Consequently, it is crucial for marketers and for academia to understand how to build and nourish strong brands. Brands deliver value to the company and are a signal of differentiation in the customer’s mind. The brand equity residing in the mind of a customer can define the strength of a brand. In addition, previous research indicates that word of mouth (WOM) is a strong influencer on the customer’s perception in any purchase situation. Hence, this study was a step forward and brings the concepts of customer-based brand equity (CBBE) and WOM together. Therefore, a model was developed that captures the effects of manipulated WOM on the CBBE, representing the strength of a brand. Further, the researcher was interested if the effects of positive or negative WOM are moderated by the knowledge level of the customer. Using a longitudinal study design, a sample of 36 participants was exposed to either positive or negative WOM. The results of the repeated CBBE measures indicate that negative WOM has a negative impact on CBBE. Additionally, results show that novice customers are with the magnitude and number of effects stronger affected by negative WOM than brand experts. An influence of positive WOM on the CBBE could not be found. The study allows two distinct implications to protect and build a strong brand. First, an increase of the knowledge level of customers via brand education. Second, leverage on social media to encourage customer feedback.
Para as empresas, os ativos intangíveis, assim como as suas marcas, estão a ganhar importância. Por conseguinte, é crucial para os comerciantes e para a academia compreender como construir e nutrir marcas fortes. As marcas geram valor para a empresa e são um sinal de diferenciação na mente do cliente. O valor adicional atribuído à marca e que está presente na mente do cliente pode definir o poder da mesma. Além disso, pesquisas anteriores indicam que a word of mouth (WOM) é um forte influenciador na perceção do cliente em qualquer situação de compra. Assim, este estudo foi um passo em frente e traz os conceitos de customer-based brand equity (CBBE) e WOM juntos. Por conseguinte, foi desenvolvido um modelo que capta os efeitos da WOM manipulado no CBBE. Além disso, o investigador estava interessado em verificar se os efeitos da WOM positiva ou negativa são moderados de acordo com o nível do conhecimento do cliente. Utilizando um desenho de estudo longitudinal, uma amostra de 36 participantes foi exposta a uma WOM positiva ou negativa. Os resultados repetidos das medidas CBBE indicam que uma WOM negativa tem um impacto negativo sobre o CBBE. Uma influência da WOM positiva no CBBE não foi encontrada. O estudo permite duas implicações distintas para proteger e construir uma marca forte. Em primeiro lugar, um aumento do nível de conhecimento dos clientes através da educação na marca. Em segundo lugar, a influência dos meios de comunicação social para incentivar o feedback do cliente.

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Dissertations / Theses on the topic 'Sehen (The German word)'

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