Tesis: "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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2

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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6

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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7

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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8

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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9

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

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10

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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11

Van, Der Colff Adri. "Zur Konzeption eines deutschen Lernworterbuchs fur fremdsprachige Rezipienten". Thesis, Stellenbosch : University of Stellenbosch, 1992. http://hdl.handle.net/10019.1/1539.

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Thesis (MA (Modern Foreign Languages))--University of Stellenbosch,
This study presents conceptions for a German learner's dictionary ("Lemworterbuch"), aimed at the needs of the foreign language learner as recipient. The requirements set and proposals made for such a dictionary are aimed at improving the linguistic competence of the learner when he/she uses the language as recipient, in other words when he/she reads a German text or hears the spoken language (e.g. in conversation, on the radio, television, film etc.). III The target users are persons whose mother tongue is not German, but whose mastery of the language is at a fairly advanced level. Such users, who have mastered the basic grammatical rules of the German language and already have a good basic vocabulary, will nevertheless experience difficulties in using existing German explanatory dictionaries such as DUDEN and WAHRIG. These dictionaries present information in such a complicated way that it remains inaccessible to the average foreign language speaker. The propositions made in this thesis are directed at creating a dictionary that could overcome the existing gap between the bilingual translating dictionary with German as target language and the monolingual explanatory German dictionary. This study proceeds on the assumption that it is impossible to compile a dictionary without the consistent application of theoretically expounded principles (regarding linguistics, typography etc.). The subtlest detail regarding typographical layout is also emphasized, since the presentation of information determines how easily information can be retrieved from the dictionary. Proposals are made for a user friendly arrangement of material, which will enable the user to retrieve desired information easily and immediately. Two language aspects that are of the utmost importance to the recipient, flexion and definition, are examined. The way in which these two aspects are currently dealt with in monolingual dictionaries is investigated. From this investigation it is evident that flexion and defmition are inadequately dealt with for the specific needs of the foreign language learner. Suggestions are made to improve weaknesses and inconsistencies in order to make the dictionary more suitable for the language learner. Finally, the principles required by a German learner's dictionary for recipients are demonstrated by means of various entries. This serves as an example of how the dictionary could finally look. ;The entries are presented in both the printed and the electronic medium. The potential of both these media is utilized to show how the presentation of information can improve the user friendliness and accessibility of the dictionary.

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12

Sloan, Andrea. "A textual analysis of the text type "advertisement" based on advertisements in German /". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59874.

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This thesis examines German advertising texts and their text linguistic properties within a system of text typologies. Four different text type classification methods representative of typologies in German text linguistics are considered. Of these, Katharina Reiss's 1976 model is shown to be the most efficient for a textual analysis of advertising texts. Her communicative-functional approach to text analysis permits distinction of three variants of advertisements: those which appeal to reason, those which appeal to emotion and those which are of a dual nature (mixed). The thesis concentrates on identifying text type and text type variant characteristics by analysing the text constituting techniques, text structure, and the appellative language means.

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13

Lennon, P. "Second language acquisition of advanced German learners". Thesis, University of Reading, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378307.

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14

Struch, Angelika. "Rethinking German language education : a hermeneutic approach". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31163.

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This dissertation argues that the educational value of German language study would be improved by a hermeneutic approach. Language educators have for some time had difficulties forging a common approach. In my view, language pedagogy should concentrate on the transformation of the familiar by the unfamiliar, or the change in self-understanding made possible by the learning of a new language. My original contribution to this discussion is to show how the philosophy of Martin Heidegger could be usefully applied. Chapter One gives an overview of contemporary language education in terms of its recent developments. In my account, the recent cultural turn has led to an impasse over the very concept of culture. My suggestion is that, in order to educate students better to reach current goals, a more productive approach would be to encourage the turn from one's own, familiar language to another, unfamiliar one. Greater knowledge of other languages is an important step on the way to greater knowledge of the world. Chapter Two introduces my claim that Heidegger's hermeneutics specifically should be applied to language education. Of course many writers have promoted Heidegger's importance for general education, but an historical overview of his contributions reveals how the possibility of applying his work to German language education has emerged. Chapter Three develops a model of Heidegger's hermeneutic philosophy. The two main features of this model are authentic understanding and poetic thinking. Chapter Four explores the claim that a more hermeneutic model of teaching and learning, especially if derived from Heidegger's reading of Plato, would lead to a crucially different understanding of language teaching and learning. Chapter Five contrasts three different first-year German language programs from the perspectives of authentic understanding and poetic thinking. The aim in this chapter is to recommend new ways of conceiving German language programs more generally. My conclusion underlines the importance of language study for post-secondary education today.
Arts, Faculty of
Central Eastern Northern European Studies, Department of
Graduate

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15

Levine, Rachel. "The Politics of Language and the Language of Politics : the Use of German and Kiswahili in German East Africa, 1885-1918". Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA176.

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En Afrique orientale allemande, le kiswahili servait à la fois de langue d’instruction dans les écoles gérées par le gouvernement, et de langue de travail dans l’administration coloniale. Cette thèse examine diverses sources primaires et secondaires pour déterminer comment cette pratique administrative fut instituée et dans quel contexte. Il s’intéresse également aux enjeux et postures relatifs à son implémentation, de même qu’à ses conséquences à court, moyen et long terme pour la colonie allemande et pour l’identité et la conscience propre de ce peuple colonisé qui subirait la domination britannique avant d’accéder à l’indépendance en tant que Tanganyika, puis Tanzanie
In German East Africa, Kiswahili was used as the language of instruction in government-run schools and as the language of administration. This article examines various archival, primary, and secondary sources to determine how this administrative practice came to pass; the background against which such a decision was taken or practice was institutionalized; the issues, attitudes, and problems that surrounded that practice; and what consequences it had in the short, medium, and long term for both the German colony and the consciousness and identity of the colonized people who would go on to experience British rule and then independence as the countries of Tanganyika and Tanzania

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16

Späth, Andreas. "Determinierung unter Defektivität des Determinierersystems : informationsstrukturelle und aspektuelle Voraussetzungen der Nominalreferenz slawischer Sprachen im Vergleich zum Deutschen". Berlin [u.a.] Gruyter, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2784011&prov=M&dokv̲ar=1&doke̲xt=htm.

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17

Kulesza, Daniel. "Zum Einsatz und Nutzen suggestopadischer Unterrichtselemente in Integrationskursen am Beispiel des Handlungsfeldes medizinische Versorgung". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86300.

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Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The following study focuses on communication problems which arise during medical consultation in Germany between immigrants with an inadequate language proficiency level and physicians, and on the negative effects of such miscommunication on the quality of health care. The study proposes the application of alternative teaching methods in integration courses – in particular suggestopaedia – to resolve these problems. As immigrants often suffer from acculturative stress suggestopaedic methods seem particularly appropriate because they help reducing negative mental attitudes (negative “suggestions”) by a multi-sensory preparation of learning materials. A didactised concept aiming to improve the overall ability of immigrants lacking language proficiency to interact in “Physician-Patient-Communication” is put forward in this study for the use in integration courses. It is assumed that enhancing the ability to ex-press oneself in the field of healthcare provision will reduce communication hindrances by reducing the fear of speaking during medical consultation and thus will lead to a better overall state of health among immigrants with an inadequate language proficiency level. The sug-gestopaedic methods implemented in the didactisation range from a suggestopaedic language text to a wide variety of exercises, which take into account the different channels of learning. A critical examination of the “can do” statements developed by the German “Goethe-Institut”, within the Framework “Curriculum for Integration Courses – German as a Second Language”, forms an important background for the didactisation presented in this study. The section on “Physician-Patient-Conversation” and its practical application in the textbook “Menschen” published by Hueber Verlag and used in integration courses are also closely considered.
AFRIKAANSE OPSOMMING: Die studie fokus op kommunikasieprobleme wat tydens mediese konsultasies in Duitsland ontstaan tussen immigrante met ontoereikende taalvaardigheid in Duits en doktors, en op die negatiewe gevolge van sulke wankommunikasie op die kwaliteit van gesondheidsorg. Die studie stel voor dat alternatiew onderrigmetodes in integrasiekursusse ingespan word, veral suggestopedagogiek, om dié problem die hoof te bied. Aangsien immigrante dikwels aan akkulturasiestres lei, word metodes wat op die suggesopedagogiek basseer as uiters toepaslik gesien deurdat negatiewe ingesteldhede met `n multisensoriese toepassing van leermateriaal bekamp kan word. `n Gedidaktiseerde konsep wat daarop gemik is om immigrante se algemene taalvaardighede te verbeter met betrekking tot dokter-pasient-kommunikasie word voorgestel vir gebruik in integrasiekursusse. Dit word veronderstel dat as die uitdrukvermoeë op die gebied van gesondheidsorg verbeter word, sal kommunikasiestruikelblokke verminder terwyl die die vrees om tydens `n mediese ondersoek te praat tot `n algemene verbetering in die gesondheidstoestand van immigrante met onvoldoiende taalvaardighede sal lei. Die metodes uit die suggestopedagogiek wat geïmplementeer word, strek van `n suggestopediese teks tot `n wye verskeidenheid oefeninge wat met verskillende leerstyle rekening hou. `n Kritiese ondersoek van die "kan“ beskrywings wat vir die "Kurrikulum vir Integrasiekursusse – Duits as Tweede Taal“ deur die Goethe Instituut ontwikkel is, maak deel uit van die belangrike agtergrond vir die didaktiese implementeringsvoorstelle van hierdie studie. Die afdeling "Dokter-Pasient-Gesprek“ en die praktiese toepassing daarvan in die teksboek "Menschen" wat deur die Hueber Verlag uitgegee is en in integrasiekursusse gebruik word, is ook onder die loep geneem.

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18

Engelbrecht, Natasha. "Zur Rolle von Metaphern im Unterricht Deutsch als Fremdsprache auf A1 Niveau : eine Untersuchung am Beispiel des Lehrwerks Menschen". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86351.

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Thesis (MA)--Stellenbosch University, 2014.
Thesis presented in partial fulfilment of the requirements for the degree of Master of Arts (German) in the Faculty of Arts and Social Sciences at Stellenbosch University and for the degree of Master of Arts (Deutsch als Fremdsprache im deutsch-afrikanischen Kontext) in the Faculty of Philology at Leipzig University in terms of a double degree agreement.
ENGLISH ABSTRACT: This thesis aims to make a contribution to the field of teaching German as a foreign language. It investigates the role of metaphors in language and more specifically in foreign language learning. Firstly it advocates the inherent, although often invisible, presence of metaphors in all types of language by exploring the cognitive linguistic theories of Lakoff and Johnson, among others. Secondly it explores the necessity of integrating metaphor-awareness raising by looking at the current situation of German at South-African universities, as well as referring to the Common European Framework of Reference for Languages. In addition it is argued that by experiencing the metaphorical nature of language from the onset of language learning (A1-level), learners can develop and improve their linguistic-, literary- and cultural competencies, as well as developing the ability to independently reflect on language. To demonstrate how metaphor-awareness raising can be integrated into language teaching by using existing textbooks, two conceptual lessons are developed for adult learners at university level by using two sections from the textbook Menschen A1.
AFRIKAANSE OPSOMMING: Hierdie tesis poog om n bydrae te lewer tot die onderrig van Duits as n vreemdetaal. Dit ondersoek die rol van metafore in taal en meer spesifiek die aanleer van n vreemdetaal. Eerstens berus dit op die beginsel van o.a. Lakoff en Johnson dat metafore inherent is tot taal, alhoewel dit nie altyd sigbaar is nie. Tweedens word die noodsaaklikheid om metafoorbewusmaking in vreemdetaal-onderrig te integreer ondersoek, deur te kyk na die huidige duitse aanbod aan suidafrikaanse universiteite en deur te kyk na die ”Common European Framework of References of Languages“. Daarop word geargumenteer dat leerders hulle linguistise-, letterkundige-, en kulturele vermoëns kan verbeter, asook om onafhanklik oor taal te reflekteer, deur die metaforiese natuur van taal alreeds vanaf beginnersvlak (A1) te ervaar. Om te demonstreer hoe metafoor-bewusmaking met vreemdetaal-onderrig geintegreer kan word deur die gebruik van bestaande handboeke, word twee konseptuele lesse vir volwasse leerders op tersiëre vlak ontwikkel deur twee afdelings in die Menschen A1 handboek aan te pas.

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19

Reindl, Donald F. "The effects of historical German-Slovene language contact on the Slovene language". [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3162281.

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Thesis (Ph.D.)--Indiana University, Dept. of Slavic Languages and Literatures, 2005.
Title from PDF t.p. (viewed Nov. 11, 2008). Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0165. Chair: Ronald Feldstein.

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20

Franke, Katharina. ""We call it Springbok-German!": language contact in the German communities in South Africa". Monash University. Faculty of Arts. School of Languages, Cultures and Linguistics, 2009. http://arrow.monash.edu.au/hdl/1959.1/68398.

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Varieties of German are spoken all over the world, some of which have been maintained for prolonged periods of time. As a result, these transplanted varieties often show traces of the ongoing language contact as specific to their particular context. This thesis explores one such transplanted German language variety – Springbok- German – as spoken by a small subset of German Lutherans in South Africa. Specifically, this study takes as its focus eight rural German communities across two South African provinces, KwaZulu-Natal and Mpumalanga, which were founded in the second half of the 19th century. The study employs a broadly ethnographic approach and integrates participant observation with interviews and (limited) questionnaire data. On the one hand, it addresses issues of language maintenance and shift, and on the other, presents findings from an analysis of grammatical features, that is morphosyntactic and syntactic features, of this particular German language variety. The thesis explores the domains where speakers continue to make use of German, by discussing practices at home, within the church and community, and at school. It also briefly considers German media consumption. The findings reveal that the home and the church/community constitute the strongholds of German language maintenance, although intermarriage is having an increasing impact on these patterns. Changes in the demographics of the communities, e.g. out-migration of younger speakers and barely any in-migration, are also shown to be detrimental to the continued survival of German in this region. Conceptualising these communities as ethnoreligious ones where (Luther) German functions as a ‘sacred variety’ (cf. Fishman, 2006a) helps to account for the prolonged maintenance patterns as exhibited by the communities. The study explores how the communities are shaped by their German Lutheranism and a 19th century understanding of Volkstum, and how this resulted in an insistence on preserving the German language and culture at all costs. This is still transparent today. This study also seeks to provide new insights into the structure of Springbok- German, and, for this purpose, explores a number of (morpho)syntactic features, including case marking, possessive constructions, word order, and infinitive complements. Although the overall findings indicate that Springbok-German is (still) relatively conservative, there are clear indications of emerging structural changes. While reduction in the case system, for example, is not as advanced as in other transplanted German varieties, the accusative/dative distinction is becoming increasingly blurred. Changes are also apparent in possessive constructions and word order. In this context, the study considers the fundamental question of the role language contact plays in such situations, i.e. whether the respective changes can plausibly be attributed to contact with Afrikaans and/or English, or whether they are best seen as the result of language-internal tendencies. The conclusion follows that it is difficult to ascertain the precise role of external influence vs. internal developments. The developments in Springbok-German are best seen as resulting from a combination of both, shaped furthermore by the social conditions as prevalent in this particular language contact setting.

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21

Kathol, Andreas. "Linearization-Based German Syntax /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487867541733891.

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22

Stoehr, Louise Elizabeth. "The effects of built-in comprehension aids in a CALL program on student-readers' understanding of a foreign language literary text /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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23

Schoofs, Petra. "The mutual influence of the first and second languages in German and English L1 speakers in second language environments". Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/1883.

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The overall research question was whether the L2 in a multicompetent dynamic language system would become faster and more readily accessible to the speaker than his/her L1 after the speaker had lived in L2 environments for a number of years. The participants consisted of two test groups (German L1 speakers in the UK, and English L1 speakers in German speaking Switzerland) and three control groups (monolingual German speakers in Germany with no English, monolingual Swiss German speakers in Switzerland with no English1, and monolingual English speakers in the UK with neither Swiss German nor Standard German). Methods / instruments. A cross-linguistic experiment, a verbal fluency task and a sociolinguistic questionnaire. The analysis was carried out in three steps: 1) Comparison of group and individual access results from the cross-linguistic experiment; 2) testing six basic variables through the sociolinguistic questionnaire: the participant’s attitude towards him/herself as an attriter, the view of the participant’s peers of themselves as an attriter, the ‘length of stay in L2 environment’, ‘entry age’, ‘regular use of L1’ and ‘regular use of L2’; 3) identification of factors responsible for individual participants’ advantages by looking at four individuals in case studies. Step 1 confirmed that participants recognise and access words of their languages in a given period of time (‘Preliminary Hypothesis’). The main hypotheses that L2 words are accessed faster and that they are more readily accessible were only confirmed for individuals, but not for the ‘Group Perspective’. Step two confirmed the influence of the duration of stay and the extent to which attrition can be explained by this element. Step three, the case studies, showed the influence of early age of entry for attrition of the L1 for one participant out of the four, and of the length of stay in L2 environments for three of the participants. The conclusion is that the duration of stay in L2 environment and entry age, as well as the existence of at least one other language in the multicompetent and dynamic language system play an important role in L1 attrition. Age did not play such a highly influential role as the existence of a second language. The two languages are accommodated in the same mind and form a language supersystem (Cook 2003a). Their being merged must not be understood as a monolithic fusion but as the structured, dynamic cooperation of two (or in the case of multilinguals more) languages in one unified system. The findings confirm the influence of two languages in a merged, multicompetent, dynamic language system on each other’s accessibility, reacting on environmental input (‘adaptability’ in Dynamic Systems terminology) and communicational demands. The factor ‘time’ related to the variable ‘length of stay’ in the present study is considered the most important force in processes involving dynamic systems.

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24

Strack, Uwe-Michael Peter Bernhard. "Didactization of a youth novel as CALL material for advanced Grade 11-12 learners of German as a foreign language /". Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1226.

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Thesis (MPhil)--University of Stellenbosch, 2006.
CD-ROM inside back cover. Title of CD-ROM: Ausländerfeindlichkeit in Deutschland : ein interaktives Leseprogramm für den fortgeschrittenen DAF-Unterricht. On title page: Master of Philosophy (Hypermedia for Language Learning). Bibliography. Also available via the Internet.

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25

Chan, Yin-fung. "Towards an interactive view of third language acquisition : the case of the German Vorfeld /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24729966.

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26

Grunewald, Matthias. "Bilder im Kopf eine Longitudinalstudie über die Deutschland- und Deutschenbilder japanischer Deutschlernender /". München : Iudicium, 2005. http://catalog.hathitrust.org/api/volumes/oclc/63514040.html.

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27

Townson, M. R. "Solidarity and power in German : language as political action : a contribution to the socio-cultural history of the German language". Thesis, Aston University, 1991. http://publications.aston.ac.uk/10273/.

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Germany's latest attempt at unification raises again the question of German nationhood and nationality. The present study examines the links between the development of the German language and the political history of Germany, principally in the nineteenth and twentieth centuries. By examining the role of language in the establishment and exercise of political power and in the creation of national and group solidarity in Germany, the study both provides insights into the nature of language as political action and contributes to the socio-cultural history of the German language. The language-theoretical hypothesis on which the study is based sees language as a central factor in political action, and opposes the notion that language is a reflection of underlying political 'realities' which exist independently of language. Language is viewed as language-in-text which performs identifiable functions. Following Leech, five functions are distinguished, two of which (the regulative and the phatic) are regarded as central to political processes. The phatic function is tested against the role of the German language as a creator and symbol of national identity, with particular attention being paid to concepts of the 'purity' of the language. The regulative function (under which a persuasive function is also subsumed) is illustrated using the examples of German fascist discourse and selected cases from German history post-1945. In addition, the interactions are examined between language change and socio-economic change by postulating that language change is both a condition and consequence of socio-economic change, in that socio-economic change both requires and conditions changes in the communicative environment. Finally, three politocolinguistic case studies from the eight and ninth decades of the twentieth century are introduced in order to demonstrate specific ways in which language has been deployed in an attempt to create political realities, thus verifying the initial hypothesis of the centrality of language to the political process.

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28

Te, Velde John R. "Coordination and German syntax /". Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/9935.

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29

Ormsby, Deborah Christine. "Integrating reading into the modern German language classroom". Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1442964.

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30

Stolte, Rosemarie. "German language learning in England : understanding the enthusiasts". Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/388471/.

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This study explores the motivation of English undergraduates to study German. In a context focused approach the history of German language learning in England is reviewed first. The historical findings in combination with a review of L2 motivation research lead to the empirical work. Inspired by Ushioda’s (2009) person-in-context relational view of motivation I have conducted cross-sectional qualitative interview research with groups of British undergraduates who study German at two different English universities. The data collected gives an insight into language learning motivation in general and shows what is specific to Anglophone learners and to German language learning. Through qualitative data analysis relating to different language learning motivation models I test the relevance of the concepts of integrativeness, instrumental orientation and the L2 motivational self system, to the learning of a high status ‘niche’ language which is often a third language for Anglophone students.

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31

Heffner, Lori. "Heritage Languages: The Case of German in Kitchener-Waterloo". Thesis, University of Waterloo, 2002. http://hdl.handle.net/10012/751.

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This thesis investigates the assimilation and/or integration of German families in Kitchener-Waterloo, Ontario into Anglo-Canadian culture. By administering questionnaires to and interviewing members in three three-generational families (n=29), different factors involved in an effort to ascertain what factors, if any, determine one's decision to pass on or continue learning German. The thesis proposes that if participants have a positive attitude towards German, i. e. , they see some use or value in it, then they will pass it on to the following generation. The first chapter outlines the aims of the study, methodology, and important terms. The second chapter describes previous research on the topic of immigrant integration in more detail, explaining the influences of external agents such as the government, school system, and media, and more 'internal' agents such as one's circle of friends and other social contacts as well as the family. The third chapter describes the three families and summarizes the main characteristics of each generation. Chapter four reports the results of the questionnaires and interviews. Chapter five, the conclusion, suggests which individual factors need to be studied further. The findings in this study suggest that there is no single factor which decides if those of German heritage decide to pass on their language or continue learning/using it themselves, or if they prefer to assimilate into Anglo-Canadian culture. Two factors did prove to be very important, namely the practicality of learning German, and how important one's heritage was to a participant. However, not even the presence of these two variables guaranteed a desire to continue learning German, demonstrating that numerous variables are taken into consideration when deciding whether to continue learning German and/or to pass it on to the next generation.

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32

Sapp, Christopher D. "Verb order in subordinate clauses from Early New High German to Modern German". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232562.

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Thesis (Ph.D.)--Indiana University, Dept. of Germanic Studies, 2006.
"Title from dissertation home page (viewed July 9, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2963. Adviser: Rex A. Sprouse.

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33

Turner, Carolyn. "Aspects of prepositional errors in German as a second language /". Title page and contents only, 1993. http://web4.library.adelaide.edu.au/theses/09AR/09art945.pdf.

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34

Portnoy, Katherine Anne. "“Grüss Gott!”: A Study of Austrian Identity Through Language". Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300570002.

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35

Nerbonne, John A. "German temporal semantics three-dimensional tense logic and a GPSG fragment /". New York : Garland Pub, 1985. http://books.google.com/books?id=pMRbAAAAMAAJ.

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36

Rohfleisch, Irene. "Sprachsituation und Sprachverhalten in Teilen des heutigen Oberschlesiens". Berlin : Dissertation.de, 2001. http://catalog.hathitrust.org/api/volumes/oclc/50486903.html.

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37

Waldenberger, Sandra. "Präpositionen und Präpositionalphrasen im Mittelhochdeutschen". Tübingen : Niemeyer, 2009. http://site.ebrary.com/id/10329873.

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38

Koopmann, Christiane. "Aspekte der Mehrgliedrigkeit des Ausdrucks in frühneuhochdeutschen poetischen, geistlichen und fachliterarischen Texten". Göppingen : Kümmerle, 2002. http://books.google.com/books?id=CNpbAAAAMAAJ.

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39

Emery, Rebecca Brinck. "Spaced Versus Massed Practice in L2 German Listening Comprehension". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6295.

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Students often have a difficult time understanding native speakers of their target language. This thesis examines two theories that may help students better understand NSs: spaced versus massed practice and the use of technology to enhance input. The study had the students of four sections of German 101 at BYU, divided into a spaced practice group that watched authentic German videos five minutes a day, six days a week for seven weeks and a massed practice group that watched authentic German videos for half an hour, one day a week for seven weeks, then gave them an immediate and a delayed listening comprehension posttest to see which improved more, along with several surveys to learn more about extraneous variables and the student experience with the activity. The results showed no significant difference between the two groups, but this is likely due to the many limitations of the study. The two biggest limitations were that of the 75 potential participants, only 13 allowed for their information to be used and had usable information, and that all of those 13 participants did too well on both posttests to be able to differentiate between them, so no conclusions were able to be drawn from this study.

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40

Wiesehan, Gretchen. "History, identity, and representation in recent German-language autobiographical novels /". Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/6653.

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41

Chan, Sze-Mun. "Genusintegration : eine systematische Untersuchung zur Genuszuweisung englischer Entlehnungen in der deutschen Sprache /". München : Iudicium, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2657004&prov=M&dokv̲ar=1&doke̲xt=htm.

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42

Ashby, Wendy. "Authoring the German "other": A semiotic,narrative discourse analysis of the culture box in beginning L2 German textbooks". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280250.

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Recent trends in immigration to the German speaking countries have contributed to a new multi-cultural demographic in the "culture boxes" of L2 German textbooks. A close analysis of their content, however, reveals a racist discourse that promotes and reinforces a power-based, hegemonic majority culture at the expense of minorities, as well as materials that reinforce U.S. American cultural values at the expense of German ones by imagining a community of German speakers that meets U.S. national identity needs. Utilizing tools from the fields of semiotics, critical discourse analysis and cultural studies, the dissertation demonstrates how both racism toward the German "Other" and U.S. American ethnocentrism are promoted by discourse strategies including but not limited to: narration, indexicality, myth, metaphor and metonym. This dissertation views and comments on the L2 German textbook from the perspective of text itself, the culture therein represented, and the users of the materials, proposing that "reading" the L2 German textbook from a Cultural Studies perspective effectively addresses current theories about culture teaching and disciplinarity while bringing basic language learners into a much-advocated arena of critical thinking about the self and others. Such activities align basic language instruction more closely with beliefs about the responsibilities and goals of Humanities and General Education teaching in the United States.

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43

Vogel, Anja. "Becoming one nation an analysis of language socialization practices and language ideologies in contemporary Berlin classrooms /". Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1383467911&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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44

McGregor, Janice. "Learner Beliefs and their Implications for Language Learning". Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/2814.

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In this thesis, learner beliefs and their implications for second language learning were examined. Individual learner differences have traditionally been measured statistically by using age, motivation and other variables that have been studied within a quantitative research framework. Recently, second language acquisition (SLA) research has been experiencing a shift from the etic, or outsider perspective to the emic, or insider perspective that is characteristic of qualitative research. Benson (2005) states, "learners are individuals and that their individuality may have significant consequences for their learning" (p. 5). Larson-Freeman (2001) ended her assessment of research by calling for "more holistic research that links integrated individual difference research from emic and etic perspectives to the processes, mechanisms and conditions of learning within different contexts over time (p. 24). Learner beliefs thus demand further exploration.

In order to show the implications that learner beliefs have for language learning, I met with three beginner German students and asked about their language learning processes and their language learning beliefs and experiences over a period of three months. This was done by conducting several interviews with these students, which provided me with a wealth of data to explore. This collected material and its potential influence on language learning was analyzed and is discussed in this thesis. This work begins with an overview of existing research in the field and a description of the research questions and methodology. This is followed by a description of the learners' comments and concludes with my findings and a discussion that points toward future research in the field.

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45

Wienholz, Anne [Verfasser]. "Processing referential expressions in German Sign Language / Anne Wienholz". Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2021. http://d-nb.info/1233865749/34.

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46

Voeste, Anja. "Varianz und Vertikalisierung zur Normierung der Adjektivdeklination in der ersten Hälfte des 18. Jahrhunderts /". Amsterdam ; Atlanta, GA : Rodopi, 1999. http://books.google.com/books?id=C7FbAAAAMAAJ.

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47

Schultheiss, Lore Katharina Gerti. "Cross-Language Perception of German Vowels by Speakers of American English". Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2406.pdf.

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48

Kim, Jong Blau. "Zweieinheit zur Logik von Subjekt und Objekt im Deutschen und Koreanischen /". München : [s.n.], 2004. http://books.google.com/books?id=LP_WAAAAMAAJ.

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49

Schwoebel, Michelle. "In Search of Real Fathers: Plenzdorf's Die neuen Leiden des jungen W. and Vater, Mutter, Mörderkind". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3544.

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Plenzdorf's works, one written before the fall of socialism in the German Democratic Republic (hereafter referred to as the DDR), and one after, portray relationships between fathers and sons, which act as a metaphor to express a personal perspective of the state, revealing that the DDR was neither as repressive or as omnipresent for the average citizen as outsiders are often given to believe. The father, or Übervater, a figure deeply rooted in the German consciousness, is represented by the state and proves itself as an entity which gives the protagonists in both works little notice, despite their best efforts to seek out a paternalistic presence.

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50

Kraemer, Angelika Natascha. "Engaging the foreign language learner using hybrid instruction to bridge the language-literature gap /". Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian, and African Languages, 2008.
Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 253-272). Also issued in print.

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