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Literatura académica sobre el tema "Gernan language"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 16 de febrero de 2022

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Artículos de revistas sobre el tema "Gernan language"

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STOEHR, ANTJE, TITIA BENDERS, JANET G. VAN HELL y PAULA FIKKERT. "Heritage language exposure impacts voice onset time of Dutch–German simultaneous bilingual preschoolers". Bilingualism: Language and Cognition 21, n.º 3 (22 de junio de 2017): 598–617. http://dx.doi.org/10.1017/s1366728917000116.

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This study assesses the effects of age and language exposure on VOT production in 29 simultaneous bilingual children aged 3;7 to 5;11 who speak German as a heritage language in the Netherlands. Dutch and German have a binary voicing contrast, but the contrast is implemented with different VOT values in the two languages. The results suggest that bilingual children produce ‘voiced’ plosives similarly in their two languages, and these productions are not monolingual-like in either language. Bidirectional cross-linguistic influence between Dutch and German can explain these results. Yet, the bilinguals seemingly have two autonomous categories for Dutch and German ‘voiceless’ plosives. In German, the bilinguals’ aspiration is not monolingual-like, but bilinguals with more heritage language exposure produce more target-like aspiration. Importantly, the amount of exposure to German has no effect on the majority language's ‘voiceless’ category. This implies that more heritage language exposure is associated with more language-specific voicing systems.

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Zabarjad, Kakhorova. "The Role Of Language Competence In The German Language". American Journal of Social Science and Education Innovations 02, n.º 12 (31 de diciembre de 2020): 404–6. http://dx.doi.org/10.37547/tajssei/volume02issue12-69.

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Heinemann, Alisha M. B. y Lisa Vogt. "„Berufsschule auch ist nicht so wie Deutschkurs …“ – Der Lernort Berufsschule aus der Sicht von jugendlichen Geflüchteten". Sprache im Beruf 4, n.º 1 (2021): 70. http://dx.doi.org/10.25162/sprib-2021-0004.

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4

Antonenko, W. I. y O. O. Pavlychko. "PHRASEOLOGICAL PARALLELS OF GERMAN AND UKRAINIAN LANGUAGES". Linguistic and Conceptual Views of the World, n.º 66 (2) (2019): 9–16. http://dx.doi.org/10.17721/2520-6397.2019.2.01.

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The article focuses on issues associated with German and Ukrainian comparative phraseology. It provides comparative analyses of phraseological units in the German language with respect to their equivalents in the Ukraine language. The importance of phraseology is examined when forming communicative competencies in multicultural educational processes. Practically oriented research of contrastive phraseology includes three aspects: compilation of bilingual (multilingual) dictionaries (lexicography), translation and teaching of a foreign language. In this article we consider the phraseological parallels of the German and Ukrainian languages, focusing on the third aspect, namely the study of phraseology as one of the components of the study of a foreign language. In the study of the material of the German and Ukrainian languages in terms of their comparison (translation), the following groups of phraseological units can be distinguished: phraseological units with phraseological equivalents in German and Ukrainian languages – full equivalents that coincide in meaning, lexical composition, figurativeness, grammatical structure and stylistic coloring. In such units, the lexical and grammatical meaning fully coincide. Phraseological units with partial phraseological equivalents in the German and Ukrainian languages. The third group includes the phraseological units of the German language, which have no phraseological equivalents in the Ukrainian language. The transfer of the value of similar phraseological units is carried out in the following ways: Literal translation. This applies primarily to idioms denoting realities and which are absent in other languages. Descriptive translation. The phraseological meaning is transmitted using ordinary words or phrases of a non-phrasal nature. In a descriptive translation, phraseological units lose their figurativeness, and only the general phraseological meaning (that is, the figurative meaning) is transmitted. The analysis showed that most of the phraseological units of the German and Ukrainian languages are either equivalent, partially equivalent, or similar language units. The second most productive group of phraseological units refers to language units that are not equivalent in both languages. Comparison of the studied units of both languages belongs to the most important problems of general lexicography and phraseography. When studying the phraseology of a foreign language, a very important role is played by the native language. It is advisable to build on comparative (contrastive) phraseology. Comparison of German and Ukrainian phraseological units makes it possible to investigate the inter-lingual and foreign-language aspects of the phraseology of these languages. The knowledge gained in comparative phraseology is necessary in translation, as well as in teaching German.

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Dannerer, Monika. "The university as a terrain for hidden language conflicts? German, English and the silence beyond them". Sociolinguistica 34, n.º 1 (25 de noviembre de 2020): 131–54. http://dx.doi.org/10.1515/soci-2020-0009.

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AbstractIn this paper, language policy (LP) at the University of Salzburg (Austria), a mid-size seemingly monolingual university, serves as an example to analyse (potential) language conflicts at the institutional level considering the roles played by German, English and ‘immigrant’ languages at the university. Language management, beliefs, and (reported) language use by different stakeholders in higher education (administrators, academic and administrative staff and students) are contrasted, also taking into consideration different linguistic backgrounds (German as L1, German as L2 and German as a foreign language). This offers an overall perspective on institutional LP that is still group sensitive, one that reveals two different hidden language conflicts: the non-addressed conflict between the two most important and visible languages at the university by far, German and English, as well as the neglected and negated conflict between German and the hidden “immigrant” languages. A consistent ‘internationalisation at home’ strategy would address these hidden conflicts and show backwash effects on ideas of language use in education as well as in society in general.

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Junker, Dörte A. y Ida J. Stockman. "Expressive Vocabulary of German-English Bilingual Toddlers". American Journal of Speech-Language Pathology 11, n.º 4 (noviembre de 2002): 381–94. http://dx.doi.org/10.1044/1058-0360(2002/042).

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This study investigated whether young children learning two languages simultaneously are inherently weaker language learners than their monolingual counterparts. Two questions were examined: (a) whether simultaneous language learning at an early age slows down the language learning process for both languages (bilingualism deficit hypothesis) and (b) whether young children use a unitary language system containing features of both languages, preventing them from separating the languages (unitary language system hypothesis). To test these hypotheses, vocabulary skills of 10 German-English bilingual toddlers were compared with those of monolingual German- and English-speaking peers around 24 months of age using Rescorla's (1989) Language Development Survey. This vocabulary checklist, based on parental report, was used in its original English and in a German translated version. Findings revealed that bilingual toddlers were not inferior in conceptual vocabulary size and verb diversity when words in both languages were pooled. Given that nearly half of the bilingual conceptual vocabulary (43%) was associated with lexical forms in both languages, it is inferred that language separation is possible at age 2. Findings from this study contribute to the growing body of evidence that early simultaneous acquisition of more that one language is not an inherent disadvantage for the child. These findings suggest further that some existing instruments may be useful for assessing the early vocabulary of German-English bilingual toddlers.

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Guzmán Pitarch, Josep Roderic. "The effect of L4 on translation students’ L1/L2 writing scripts". Language Value 14, n.º 1 (27 de julio de 2021): 1–32. http://dx.doi.org/10.6035/languagev.5804.

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The aim of this study was to determine whether learning how to use certain microparametric aspects – adverbial pronouns – in L4 (French) had an effect on students’ L1/L2 (Catalan) writing scripts. The study was conducted on 427 learners who had Catalan as their L1 or L2, English as an L3, and were studying a translation degree at University. The students were divided into two groups according to whether they were studying French or German as their L4. Altogether 1620 texts produced over four academic years were reviewed. Although both French and Catalan, unlike German, have similar adverbial pronouns, the results of the analysis show that there is no statistically significant difference in the use of adverbial pronouns between the German group and the French group. However, there is some evidence of a more intense use of these pronouns among the Catalan learners in the French group.

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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING". Journal of Education Culture and Society 6, n.º 1 (5 de enero de 2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.

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The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc. The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.

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Yelizaryeva, M. A. y I. V. Alexandrova. "Comparative Approach in Teaching German as the Second and Czech as the First Foreign Language: the Case of Prepositional Government of Verbs". Philology at MGIMO 7, n.º 1 (4 de abril de 2021): 130–39. http://dx.doi.org/10.24833/2410-2423-2021-1-25-130-139.

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The article focuses on the comparative approach in teaching German as the second foreign language simultaneously with Czech as the first foreign language at the Russian State University for the Humanities. The bachelor program “Slavistics and Central European studies: languages, culture and literature of the Czech Republic and Austria” at the RSUH has some unique features: from the first year of this program students learn simultaneously two foreign languages: Czech as the first foreign language and German as the second one, therefore, they often make mistakes in German due to the influence of their mother tongue, Russian, as well as English, learned at school, and Czech. If the teacher of German has a good command of the Czech language, he or she can use some similarities between German and Czech that have appeared due to their long-term language contact and convergent evolution. The prepositional government of some Czech and German verbs is one of these similarities that distinguish them from the Russian language. And many mistakes are made by students in their target languages due to the verbal government of Russian. But with that said this language transfer could be avoided or reduced if we show that plenty of German and Czech verbs have analogous verb government. In order to check this statement, we have made a set of exercises (substitution drill and translation “Czech – German”, “German – Czech”, “Russian – Czech, German”), which contained four couples of German and Czech verbs with prepositional government. The testing of these exercises on seven second-year-students of the RSUH has shown that such exercises could help students to focus on Czech-German grammatical similarities and reduce the influence of the Russian language.

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CONRAD, MARKUS, CARLOS J. ÁLVAREZ, OLIVIA AFONSO y ARTHUR M. JACOBS. "Sublexical modulation of simultaneous language activation in bilingual visual word recognition: The role of syllabic units". Bilingualism: Language and Cognition 18, n.º 4 (18 de noviembre de 2014): 696–712. http://dx.doi.org/10.1017/s1366728914000443.

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We addressed the question of whether syllabic units of the presented language would activate words containing these syllables in the nonpresented language. In two lexical decision experiments using Spanish and German words presented to two groups of late Spanish–German and German–Spanish bilinguals and to two monolingual control groups, target words’ syllable-frequency in the nonpresented language was manipulated. Inhibitory effects of syllable-frequency in the nonpresented language were found only when Spanish–German bilinguals read German L2 words– suggesting that L2 sublexical syllabic units activated L1 syllabic neighbors’ representations that would interfere with L2 target processing. On the contrary, no inhibitory effects but rather a facilitation tendency due to syllable-frequency from the nonpresented German language was obtained for both groups of bilinguals reading Spanish words. This dissociation concerning the spread of activation from sublexical units to lexical representations from bilinguals’ two languages is discussed in terms of structural differences between the two languages.

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Tesis sobre el tema "Gernan language"

1

Somerholter, Kerstin Evelyn. "Language contact and shift in the Soviet German speech community /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/fullcit?p9947394.

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Schanze, Livia Sophie. "Language and immigration in Germany : the role of German language in recent immigration debates". Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/344779/.

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All nations with significant dimensions of immigration and ethnic minorities are facing policy tensions stemming from two contradicting fundamental constitutional principles. The establishment and preservation of nationhood seems to require cultural homogeneity and associated integration of the population living on a specified territory. However, the aim of integration is challenged by the principle of recognising and safeguarding cultural identities of minorities and immigrants. One of central debates concerns language policy. This country study concerns the recent relation of language policy and immigration policy in Germany. It is based on the analysis of public discourses circling around the legislative process and the subsequent application and amendment of the foreigners’ statute of 1997 and the immigration statute of 2004 including the Green card initiative (2000) and the debate about restrictive policies after the Madrid bombing (2004). It also contains a case study of the controversies on the German-only policy on the playground of a multi-ethnic school in Wedding, a district of Berlin. Recent media coverage shows that this example, picked in 2006, has since achieved a paradigmatic quality. The thesis outlines and applies aspects of critical discourse analysis for the interpretation of selected relevant texts, mainly contained in national quality newspapers. The case study is also based on interviews and use of correspondence addressed to the school.

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3

Voss, Annemarie. "John Milton's Paradise lost in Germany : reception and German-language criticism". Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762991.

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This survey focuses on German-language studies of John Milton's Paradise Lost, based on a bibliography of more than 140 German-language publications dating from 1651 to the present. Its purpose is to describe and evaluate these studies and to make their arguments accessible to readers who have difficulties locating, obtaining, and/or reading these texts.Chapters 1-4 give an account of Milton's reception in Germany and Switzerland. Topics discussed include the evaluation of Milton as poet and man, the influence of Milton's Paradise Lost on the development of German literature (Klopstock's Messias), early Milton studies, German translations of Milton's Paradise Lost, the teaching of Milton's works in Germany, and the evaluation of the poem for the present generation. Chapters 5 to 10 survey twentieth-century German-language criticism of Paradise Lost. Topics include the literary tradition; the drama plans; structure and style; cosmology and theology; and interpretations of the fall.Outstanding twentieth-century German studies include Hiibener's analysis of stylistic tension (1913); Bastian's analysis of the problem of temptation (1930); Wickert's examination of Milton's drama plans (1955); Grun's interpretation of the fall (1956); MoritzSiebeck's structural and aesthetic justification of the last two books of Paradise Lost (1963); Spevack-Husmann's examination of the relevance of the medieval tradition of allegorical and typological myth interpretation for Milton's mythological comparisons (1963); Markus's study of the parenthesis as rhetorical means of psychological influence (1965); Hagenbuchle's analysis of the fall(1969); Maier's examination of contrast and parallel as structural elements (1974); Slogsnat's exploration of the dramatical structure and tragic nature (1978); Schrey's account of Milton's reception in Germany (1980); and Klein's study of astronomy and anthropocentric in Milton's attitude towards science (1986). These studies deserve to be better known by the English-speaking scholarly community for their different points of view and their good understanding of Milton's art.Milton's Paradise Lost is still appreciated in Germany and continues to have many readers.
Department of English

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4

Kruesemann, Heike. "Language learning motivation and the discursive representations of German, the Germans, and Germany in UK school settings and the press". Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/77934/.

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Language learning in UK secondary schools is in sharp decline. Of the three most commonly taught languages, French, Spanish, and German, German uptake is dropping at the fastest rate. Societal attitudes towards languages and the target language communities of speakers are commonly blamed for the decline, however, few previous studies have investigated this area via empirical evidence. The current study explores the relationship between motivation for German learning in adolescent language learners in England, and the representations of German, the Germans, and Germany in private and public UK discourses. Through a mixed methods, cross-sectional research design, private grassroots discourses in a school setting and public discourses in the national press are examined to gain an insight into how beliefs and attitudes around German are constructed and conceptualised, and results are related to the factors that underlie learner attitudes, motivation for German learning and language uptake decisions. The study’s theoretical framework draws on a range of key concepts from second language (L2)-specific and mainstream psychological motivation theories, such as Gardner’s socio-educational model, as well as on aspects of cognitive-situated and self-based models. Main participants were 506 13 to 16-year-old German learners from a range of four secondary schools at the time they were asked to decide whether to continue or drop German. Further respondents included four German teachers and four head teachers from the participating schools. For the school settings strand, learner data were collected via focus groups and a questionnaire combining items which generated quantitative (such as motivation mean scores) as well as qualitative (such as metaphor) data; teacher and head teacher data were collected via interviews. For the public discourse strand, a specialised corpus of 40,000 UK national newspaper articles around German, the Germans, and Germany was compiled, and explored using discourse analysis techniques. Four research questions investigated the motivational dimensions relating to learners’ choices to continue or discontinue with the study of German, how German is represented in discourses of key players in school settings, how German is represented in newspaper discourses in the press, and the relationship between public and private discourses around German, the Germans, and Germany in the UK. Contrary to what is commonly thought about motivation for language learning, results suggest that adolescent learners in England are motivated to continue German not by instrumental rationales, but rather by their enjoyment of the classroom learning situation, and by a sense of personal relevance. The growing elitification in language learning in the UK manifests in the study’s data, in that a higher socio-economic background is associated with continuing German, more conducive attitudes, a higher sense of personal relevance, and a view of language learning as a worthwhile process which requires effort and persistence. In press discourses, German is mainly represented in terms of politics and war, Germans mainly in terms of war, and Germany mainly in relation to other countries and football. The wider discourses in the press are reproduced in a reciprocal relationship with private discourses in the school setting. The study contributes to knowledge by presenting new insights into the motivation of adolescent German learners in the UK, and by validating elements of pre-existing motivation models, such as self-determination and self-worth theory. Furthermore, through its novel design of bringing together private and public discourse domains, it provides empirical evidence for previously unsubstantiated claims of links between the representation of target language speakers and communities in the mass media, and language learner motivation at English secondary schools.

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5

Felbick, Dieter. "Schlagwörter der Nachkriegszeit 1945-1949". Berlin : W. de Gruyter, 2003. http://catalogue.bnf.fr/ark:/12148/cb39981960d.

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Benes, Kveta E. "German linguistic nationhood, 1806-66 : philology, cultural translation, and historical identity in preunification Germany /". Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/10455.

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Fuchs, Carolin. "Computer-mediated negotiation across borders : German-American collaboration in language teacher education /". Frankfurt am Main ; New York : Peter Lang, 2006. http://www.loc.gov/catdir/toc/fy0608/2006040841.html.

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Staffan, Kenneth E. "An intelligent tutoring system for the German language /". Online version of thesis, 1993. http://hdl.handle.net/1850/11732.

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Reindl, Donald F. "Language contact: German and Slovenian". Bochum Brockmeyer, 2005. http://d-nb.info/990069427/04.

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Annas, Rolf. "Zur Darstellung Sudafrikas in der uberregionalen presse der Bundesrepublik Deutschland. Eine textwissenschaftliche Untersuchung". Thesis, Stellenbosch : Stellenbosch University, 1986. http://hdl.handle.net/10019.1/49304.

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Libros sobre el tema "Gernan language"

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Textsorten und ihre Merkmale im Kommunikationsbereich Kraftfahrzeugtechnik: Empirische Untersuchungen zur Frequenz und Distribution textueller Merkmale am Beispiel des Automobils. Berlin: Weidler Buchverlag, 2012.

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Boase-Beier, Jean. The German Language. New York: John Wiley & Sons, Ltd., 2007.

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Boase-Beier, Jean y Ken Lodge, eds. The German Language. Oxford, UK: Blackwell Publishing Ltd, 2003. http://dx.doi.org/10.1002/9780470773499.

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Johnson, Sally A. Exploring the German language. 2^a ed. Cambridge, N.Y: Cambridge University Press, 2008.

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Exploring the German language. London: Arnold, 1998.

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Natalie, Braber, ed. Exploring the German language. 2^a ed. Cambridge, N.Y: Cambridge University Press, 2008.

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7

Pettit, Richard. Living language plus: German. New York: Crown Publishers, 1990.

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Koplyakova, Ekaterina y Yuriy Maksimov. German: Management in tourism. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/968121.

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As a result of the work on this textbook, students will get acquainted with the main language tools. The texts and the system of exercises are aimed at preparing highly qualified specialists for such types of speech activity as reading, speaking, listening and writing in German. Most of the exercises are of a communicative nature. In the tutorial there are keys to individual exercises, before which a sign is indicated . The subject of the lessons takes into account the requirements of the discipline "Foreign language" for bachelors of non-linguistic universities. It meets the modern requirements of domestic and foreign methods and psychology of teaching foreign languages in non-linguistic universities. It is intended for bachelors of non-linguistic universities who study German as a second foreign language in the context of a competence-based approach.

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Neather, E. J. Mastering German 2: German language and culture. Basingstoke: Macmillan, 1989.

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Godin, Seth. Show me language books: German. Kansas City: Andrews and McMeel, 1990.

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Capítulos de libros sobre el tema "Gernan language"

1

Schroeder, Manfred R. "The German Language". En Acoustics, Information, and Communication, 423–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05660-9_23.

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Rehm, Georg y Hans Uszkoreit. "Languages at Risk: a Challenge for Language Technology". En The German Language in the Digital Age, 42–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27166-3_7.

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Stevenson, Patrick, Kristine Horner, Nils Langer y Gertrud Reershemius. "Mediated language". En The German-Speaking World, 91–101. Second edition. | New York : Routledge, 2018. | Series: Routledge language in society: Routledge, 2017. http://dx.doi.org/10.4324/9781315718026-8.

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Hawkins, John A. "German". En The World's Major Languages, 87–111. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2018] | “First edition published by Croom Helm 1987.”: Routledge, 2018. http://dx.doi.org/10.4324/9781315644936-5.

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Blackshire-Belay, Carol A. "Foreign Workers’ German". En Creole Language Library, 431. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/cll.11.43bla.

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Bußmann, Hadumod y Marlis Hellinger. "German. Engendering female visibility in German". En Gender Across Languages, 141–74. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/impact.11.10bus.

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Stevenson, Patrick, Kristine Horner, Nils Langer y Gertrud Reershemius. "Language and education". En The German-Speaking World, 134–45. Second edition. | New York : Routledge, 2018. | Series: Routledge language in society: Routledge, 2017. http://dx.doi.org/10.4324/9781315718026-11.

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Stevenson, Patrick, Kristine Horner, Nils Langer y Gertrud Reershemius. "Language and citizenship". En The German-Speaking World, 146–56. Second edition. | New York : Routledge, 2018. | Series: Routledge language in society: Routledge, 2017. http://dx.doi.org/10.4324/9781315718026-12.

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Eybl, Franz M. "Language and Literature, German". En Encyclopedia of Sciences and Religions, 1135–39. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1408.

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Huffines, Marion Lois. "Pennsylvania German". En Focus on Language and Ethnicity, 9. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.fishfest2.03huf.

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Actas de conferencias sobre el tema "Gernan language"

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Krompák, Edina. "Diglossia and Local Identity: Swiss German in the Linguistic Landscape of Kleinbasel". En GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.7-2.

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The city of Basel is situated in the German-speaking part of Switzerland, in the geographic triangle of three countries: France, Germany and Switzerland. Everyday urban life is characterised by the presence of Standard German and Swiss German as well as diverse migrant languages. Swiss German is ‘an umbrella term for several Alemannic dialects’ (Stepkowska 2012, 202) which differ from Standard German in terms of phonetics, semantics, lexis, and grammar and has no standard written form. Swiss German is predominantly used in oral forms, and Standard German in written communication. Furthermore, an amalgamation of bilingualism and diglossia (Stepkowska 2012, 208) distinguishes the specific linguistic situation, which indicates amongst other things the high prestige of Swiss German in everyday life. To explore the visibility and vitality of Swiss German in the public display of written language, we examined the linguistic landscape of a superdiverse neighbourhood of Basel, and investigated language power and the story beyond the sign – ‘stories about the cultural, historical, political and social backgrounds of a certain space’ (Blommaert 2013, 41). Our exploration was guided by the question: How do linguistic artefacts – such as official, commercial, and private signs – represent the diglossic situation and the relation between language and identity in Kleinbasel? Based on a longitudinal ethnographic study, a corpus was compiled comprising 300 digital images of written artefacts in Kleinbasel. Participant observation and focus group discussions about particular images were conducted and analysed using grounded theory (Charmaz 2006) and visual ethnography (Pink 2006). In our paper, we focus on signs in Swiss German and focus group discussions on these images. Initial analyses have produced two surprising findings; firstly, the visibility and the perception of Swiss German as a marker of local identity; secondly, the specific context of their display.

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Abilova, Zulfiyya. "INFLUENCE OF OTHER LANGUAGES ON THE LEXICAL SYSTEM OF THE INTERNATIONAL ENGLISH LANGUAGE". En Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7256.

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Many natural languages contain a large number of borrowed words, which usually enter the language as the result of cultural-historical, socio-economic and other relations between people. The article is devoted to the English language which, in the process of its historical development, was crossed with the Scandinavian languages and the Norman dialect of the French language. In addition, English almost, throughout its history, had linguistic interaction with Latin, French, Spanish, Russian, German and other languages of the world. This article examines the influence of Latin, French and Scandinavian languages as well as the development of English as the language of international communication.

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ABDUKADYROVA, T. T. "FORMATION OF QUALITATIVE CHARACTERISTICS OF FOREIGN LANGUAGE VOCABULARY IN THE CONDITIONS OF CHECHEN-RUSSIAN BILINGUALISM". En The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-005-009.

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This article examines the problem of teaching foreign language vocabulary in bilingual conditions. The importance of this article is due to the fact that the emphasis is placed on the study of qualitative characteristics of foreign language vocabulary in the conditions of chechen-russian bilingualism, which can affect communication in the study of native, russian and foreign languages. In the process of teaching foreign language vocabulary in the conditions of chechen-russian bilingualism, it is accompanied by additional difficulties, which are manifested due to the interaction of different lexical systems of the contacting languages. It should be noted that the difficulties of mastering the spelling features of lexical units are due to the peculiarities of german spelling, which is characterized by numerous rules for combining letters when writing and exceptions. The result of the research is the conclusion that the proposed classification of the development of lexical units of the german language, as practice shows, is an effective means for bilingual students to overcome difficulties in the process of forming a foreign language lexical competence.

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Титова, Анастасия Максимовна y Елена Владимировна Нарбут. "TIKTOK AND INSTAGRAM TO HELP THE MODERN TEACHER". En Сборник избранных статей по материалам научных конференций ГНИИ «Нацразвитие» (Санкт-Петербург, Май 2021). Crossref, 2021. http://dx.doi.org/10.37539/may316.2021.70.63.009.

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В статье рассматривается возможность использования сервиса TikTok в качестве потенциального ресурса для изучения иностранных языков. Проведен опрос среди преподавателей немецкого языка о возможности использования данного сервиса в образовательном процессе. Авторы статьи полагают, что данный сервис предоставляет интересные варианты для расширения методов изучения иностранных языков. The article considers the possibility of using the TikTok service as a potential resource for learning foreign languages. A survey was conducted among German language teachers about the possibility of using this service in the educational process. The authors of the article believe that this service provides interesting opportunities for expanding the methods of learning foreign languages.

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Yusupova, Lyalya Gaynullovna y Gulgena Kharisovna Kazykhanova. "About youth German language functioning". En IV International Research-to-practice Conference. TSNS Interaktiv Plus, 2015. http://dx.doi.org/10.21661/r-9163.

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Kurniawati, Wisma y Ajeng Dianing Kartika. "Language Errors in German Class". En International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.142.

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Omar, Asmah Haji. "The Malay Language in Mainland Southeast Asia". En GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-1.

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Today the Malay language is known to have communities of speakers outside the Malay archipelago, such as in Australia inclusive of the Christmas Islands and the Cocos (Keeling) Islands in the Indian Ocean (Asmah, 2008), the Holy Land of Mecca and Medina (Asmah et al. 2015), England, the Netherlands, France, and Germany. The Malay language is also known to have its presence on the Asian mainland, i.e. Thailand, Cambodia, and Vietnam. As Malays in these three countries belong to a minority, in fact among the smallest of the minorities, questions that arise are those that pertain to: (i) their history of settlement in the localities where they are now; (ii) the position of Malay in the context of the language policy of their country; and (iii) maintenance and shift of the ancestral and adopted languages.

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Foliforova, Polina M. y Tatyana M. Tyapkina. "NEW WORDS IN THE GERMAN LANGUAGE OF THE LAST DECADES: THEMATIC GROUP «FREIZEIT»". En Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-61-69.

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The article is devoted to studying neologisms of the German language of the last decades in the thematic group "Freizeit". Basing on new words in an online dictionary and a database of neologisms of the modern German language, a lexical-semantic analysis of lexical innovations is carried out. The vocabulary of the German language is studied in order to highlight the prevailing subgroups in the thematic group "Freizeit", to show the origin of neologisms. The analysis of lexical innovations allows us to draw a conclusion about the connection of neologisms with the changes in public life.

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Halvani, Oren, Martin Steinebach, Patrick Wolf y Ralf Zimmermann. "Natural language watermarking for german texts". En the first ACM workshop. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2482513.2482522.

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Hubackova, Sarka. "New methods in German language teaching". En 2016 Management and Innovation Technology International Conference (MITicon). IEEE, 2016. http://dx.doi.org/10.1109/miticon.2016.8025248.

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Informes sobre el tema "Gernan language"

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Melnyk, Iurii. JUSTIFICATION OF OCCUPATION IN GERMAN (1938) AND RUSSIAN (2014) MEDIA: SUBSTITUTION OF AGGRESSOR AND VICTIM. Ivan Franko National University of Lviv, marzo de 2021. http://dx.doi.org/10.30970/vjo.2021.50.11101.

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The article is dedicated to the examination and comparison of the justification of occupation of a neighboring country in the German (1938) and Russian (2014) media. The objective of the study is to reveal the mechanics of the application of the classical manipulative method of substituting of aggressor and victim on the material of German and Russian propaganda in 1938 and in 2014 respectively. According to the results of the study, clear parallels between the two information strategies can be traced at the level of the condemnation of internal aggression against a national minority loyal to Berlin / Moscow and its political representative (the Sudeten Germans – the pro-Russian Ukrainians, as well as the security forces of the Yanukovych regime); the reflections on dangers that Czechoslovakia / Ukraine poses to itself and to its neighbors; condemnation of the violation of the cultural rights of the minority that the occupier intends to protect (German language and culture – Russian language and culture); the historical parallels designed to deepen the modern conflict, to show it as a long-standing and a natural one (“Hussites” – “Banderites”). In the manipulative strategy of both media, the main focus is not on factual fabrication, but on the bias selection of facts, due to which the reader should have an unambiguous understanding of who is the permanent aggressor in the conflict (Czechoslovakia, Czechs – Ukraine, Ukrainians), and who is the permanent victim (Germans – Russians, Russian speakers). The substitution of victim and aggressor in the media in both cases became one of the most important manipulative strategies designed to justify the German occupation of part of Czechoslovakia and the Russian occupation of part of Ukraine.

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Gey, Fredric C. y Hailing Jiang. English-German Cross-Language Retrieval for the GIRT Collection - Exploiting a Multilingual Thesaurus. Fort Belvoir, VA: Defense Technical Information Center, enero de 2006. http://dx.doi.org/10.21236/ada456467.

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Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2310.

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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, enero de 2000. http://dx.doi.org/10.15760/etd.2583.

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