Journal articles on the topic 'German language Article'
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1
Mihułka, Krystyna. "Selbst- und Fremdbilder in der Fremdsprachendidaktik am Beispiel des DaF-Unterrichts in Polen." Glottodidactica 49, no. 2 (December 30, 2022): 109–35. http://dx.doi.org/10.14746/gl.2022.49.2.05.
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This article aims at providing an answer to the question of whether, and if so to what extent (intensive) German language learning and exploring German culture leads to a positive change in the image of Germany and Germans in Poland. The article opens with theoretical considerations on the Us–Them dichotomy, the essential components of self-image and the image of the Other, as well as the interpenetration of the self and otherness. In turn, the empirical part of the article, which is directly related to the theoretical one, is devoted to the analysis of the results of a qualitative study conducted among Polish students of German Philology. The results of the analysis of the students’ utterances show that the exploration of German culture and the improvement of one’s German language proficiency at school and during German studies at university, as well as direct contact with the Germans have resulted in a positive change in the respondents’ attitudes towards Germany, Germans and the German language. The article ends with conclusions along with clearly outlined avenues for further research.
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Дубинский and Vladimir Dubinskiy. "Non-verbal communication in Germany." Modern Communication Studies 2, no. 4 (August 20, 2013): 10–12. http://dx.doi.org/10.12737/811.
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The article addresses non-verbal communication presenting the national peculiarities of body language in Germany in close correlation with the stereotypical image of the German nation and the language picture of the world. The author gives a typology of German non-verbal communication on the basis of interpersonal interaction. The article illustrates gender differences in non-verbal communication of Germans giving particular attention to its national and international aspects. The author demonstrates the process of acculturation through non-verbal communication of foreigners living in Germany and of Germans living in Russia.
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Zabarjad, Kakhorova. "The Role Of Language Competence In The German Language." American Journal of Social Science and Education Innovations 02, no. 12 (December 31, 2020): 404–6. http://dx.doi.org/10.37547/tajssei/volume02issue12-69.
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Jolanta, Mędelska, Cieszkowski Marek, and Jankowiak Rutkowska. "About the Word Arbuse as one of the First Russicisms in the Language of Russian Germans." Journal of Linguistics/Jazykovedný casopis 65, no. 1 (June 1, 2014): 5–21. http://dx.doi.org/10.2478/jazcas-2014-0001.
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Abstract The article presents the process of creation of German island dialects in Russia and in the USSR. Starting in the second half of the 18th century, people from various German regions, primarily farmers and artisans, migrated to Russia. The authorities most frequently settled them in so-called colonies, or in other words, compact country villages, which were typically separated widely from each other. Germans settled in very large numbers along the Volga, in southern Russia, Crimea, the Caucasus, as well as in the St. Petersburg region, Novgorod, Voronezh and Volyn. The arrivals from Germany brought with them a wide range of dialects and local varieties. Arriving in the colonies, they most commonly settled down based on their places of origin in Germany, but sometimes by religious denomination or even on the basis of friendships formed on the way to Russia. In this way, the residents of one colony might speak even dozens of substantially different dialects and local varieties. These native varieties of speech mixed together and created a common code, which nevertheless retained archaisms as a result of the lack of contact with the living German language. Despite the significant degree to which Germans were isolated from Russians, linguistic borrowings from Russian began to appear in their language early on, even during the long journey to the migrants’ new home. Primarily, lexis required for everyday life were borrowed. The authors of this article, in researching the Soviet variety of German in Russia, observed that the Russicism Arbuse appeared frequently in this variety, yet only rarely - as dictionary entries testify - in German used in Germany. Analysis revealed that Arbuse is one of the earliest and most widely spread Russicisms in the language of Germans from Russia. Likely it is through their particular code that the term made its way into German dictionaries.
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Ludanyi, Renate. "Can German Remain a Vital Heritage Language in the United States?" Heritage Language Journal 10, no. 3 (December 30, 2013): 305–15. http://dx.doi.org/10.46538/hlj.10.3.3.
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The demise of German as a pervasive language for 300 years in the United States is due to historical and demographic reasons. Creating an awareness of Germany as an important country and strengthening the role of German teaching has gained advocates in educational and political circles in Germany as well as in the United States. Less understood and supported is the situation of German as a heritage language,despite a multitude of native German speakers who reside in the United States, in part due to global economic needs and who continue to be attracted to German as a language of use. This article describes the work of private German language schools to develop language proficiency, opportunities to use German, and a desire to speak it,and pleads for more research on German as a heritage language and interest in German language conservation.Although Austria and Switzerland also contribute to the preservation of their culture and language abroad by maintaining schools, cultural forums, etc., this article will focus primarily on Germany’s efforts to develop German language instruction in the U.S.
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Mihułka, Krystyna. "Zum Stellenwert des Deutschen in Polen." Glottodidactica. An International Journal of Applied Linguistics 47, no. 1 (June 1, 2020): 53071. http://dx.doi.org/10.14746/gl.2020.47.1.04.
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The German language in Poland has a very long tradition dating back to the 18th century. Over the centuries, under the influence of historical, political, economic and social factors, the image of Germany and Germans in Poland as well as the attitude of Poles towards the German language have been subject to continual evolution. The aim of this article is to discuss the position of the German language in Poland, mainly in the 21st century. Particular attention is paid to the discussion of the importance of this language in the Polish educational system in the past two decades, and the changing number of people learning, predominantly in primary and secondary education. Moreover, the reasons for the relatively high level of dislike of the German language among Poles (including learners of German) are presented and analysed. The discussion of the current status of German in our country is preceded by a brief historical outline showing the significance of the German language in Poland as well as the attitude of Poles towards this language over the centuries, beginning with the Old-Polish period
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Zaichenko, O. "Wie Feuer und Wasser: differences and similarities of similes in the German and Ukrainian languages." Studia Philologica 2, no. 17 (2021): 39–45. http://dx.doi.org/10.28925/2311-2425.2021.175.
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The paper focuses on the main features of similes in the German language as well as the translation issues related to them. The comparative analysis of similes in the German and Ukrainian languages has been carried out to reveal the structural and semantic aspects of similes resulting in extended typology of similes in the German language. The analysis of the corpora of similes in the German and Ukrainian languages has demonstrated the presence of both similar and divergent semantic features inherent in them which stem from differences in mentalities of Germans and Ukrainians. Unique, specific fixed similes are observed in the in the idiomatic space of the German language. Similes can be rendered into the target language by the fully equivalent units, partial lexical equivalents, analogous counterparts, word-for-word patterns. The article pays special attention to the educational issues for foreign students to study German similes. Studies of similes extend to functioning of such units in the modern German language as some of them have turned to be outdated, got transformed, or changed their denotative meaning. The article confirms that similes as a special part of phraseology are productive, topical, valuable in terms of communication, as well as open for development. The research can result in compiling a dictionary of similes which will facilitate the studies of lexicology, stylistics, cultural studies, and practical course of translation for students specializing in German or those learning German as a second foreign language.
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Troshina, N. "PROBLEMS OF INTERCULTURAL COMMUNICATION IN MODERN GERMANY (REVIEW ARTICLE ON THE PUBLICATIONS OF OLGA RöSCH)." Yazykoznaniye, no. 3 (2021): 5–21. http://dx.doi.org/10.31249/ling/2021.03.01.
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The article deals with the current social and cultural problems in modern Germany that are related to the wide wave of immigration and the need for changes in official communication caused by immigration. The article analyzes the language situation in the field of German higher education and science, due to the strengthening of the position of the English language, which has negative consequences for the German national culture.
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Dołowy-Rybińska, Nicole. "Informal bilingual teachers’ language practices and the consequences on pupils’ language choices in a situation of unequal bilingualism: The case of an Upper Sorbian education system." Multilingua 39, no. 2 (March 26, 2020): 169–91. http://dx.doi.org/10.1515/multi-2018-0101.
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AbstractThis paper investigates how bilingual Upper Sorbian-German teachers who belong to the Sorbian speech community (Lusatia, Germany) introduce the minority language during German language lessons in an Upper Sorbian school. In Lusatia, as well as in Sorbian schools, bilingualism is not of equal character; minority language speakers are all bilingual while the German language speakers are not encouraged to speak Sorbian. The language policy of Upper Lusatia gives Sorbs the right to use their language in public life in principle but due to the strained Sorbian-German relations, language ideologies, and hostile attitudes towards the use of minority language in the presence of Germans Sorbs do not benefit from it in practice. The school language policy divides Sorbian-speakers from pupils of German-speaking families and keeps the teaching of Sorbian separate for both groups. Only during the last two years of school are all language groups mixed. Based on participant observation of and in-depth interviews with bilingual teachers during lessons with students of the 11th grade in one Upper Sorbian school this article discusses how teachers negotiate top-down language policy in their classrooms and, introduce bilingualism; and how their language choices affect students’ language practices.
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DALLER, MICHAEL H., JEANINE TREFFERS-DALLER, and REYHAN FURMAN. "Transfer of conceptualization patterns in bilinguals: The construal of motion events in Turkish and German." Bilingualism: Language and Cognition 14, no. 1 (October 6, 2010): 95–119. http://dx.doi.org/10.1017/s1366728910000106.
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In the present article we provide evidence for the occurrence of transfer of conceptualization patterns in narratives of two German–Turkish bilingual groups. All bilingual participants grew up in Germany, but only one group is still resident in Germany (n = 49). The other, the returnees, moved back to Turkey after having lived in Germany for thirteen years (n = 35). The study is based on the theoretical framework for conceptual transfer outlined in Jarvis and Pavlenko (2008) and on the typology of satellite-framed and verb-framed languages developed by Talmy (1985, 1991, 2000a, b) and Slobin (1987, 1996, 2003, 2004, 2005, 2006). In the present study we provide evidence for the hypothesis that language structure affects the organization of information structure at the level of the Conceptualizer, and show that bilingual speakers’ conceptualization of motion events is influenced by the dominant linguistic environment in both languages (German for the group in Germany and Turkish for the returnees). The returnees follow the Turkish blueprints for the conceptualization of motion, in both Turkish and German event construals, whereas the German-resident bilinguals follow the German blueprints, when speaking German as well as Turkish. We argue that most of the patterns found are the result of transfer of conceptualization patterns from the dominant language of the environment.
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Licari, Camilla, and Monica Perotto. "A study of the speech of bilingual children of Russian Germans living in Germany." Russian Language Studies 19, no. 2 (December 15, 2021): 180–90. http://dx.doi.org/10.22363/2618-8163-2021-19-2-180-190.
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The article presents the relevant issue of analysing the common features of the grammar of Russian as language inherited by the second or third generation of migrant children in Europe and in the world. The novelty of the study is in the fact that it compares the speech of children with different dominant languages and, in particular, studies the speech of a group of children from families of Russian Germans living in Germany under dual language inheritance. Their parents have a very rich migration history, as they are, in turn, also heritage speakers of German, the language, which they spoke in their family. In the present paper, the main task will be to identify the common features determined by the contact between Russian as a heritage language and other languages, especially at morphological and lexical levels. For this purpose, a field research project was conducted at the Learning and Integration Centre Dialog e. V. in Reutlingen. The analysis of oral and written works of bilingual children of the last generation of Russian Germans showed not only the common elements of erosion identified in the heritage grammar, but also the special linguistic features caused by the transition from German-Russian to Russian-German inheritance. The influence of their parents language distinguishes them from other groups of Russian students, emphasizes the importance of studying not only childrens, but also their parents speech, as well as teaching standard Russian in the framework of non-formal education.
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Kolek, Vít. "Discourse of Non-Heteronormative Labelling in German-Language Press: The Case of Gendersternchen." Slovenščina 2.0: empirical, applied and interdisciplinary research 7, no. 2 (December 31, 2019): 118–40. http://dx.doi.org/10.4312/slo2.0.2019.2.118-140.
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The Gendersternchen (*), German for Gender Star or Gender Asterisk, is one of the means available in the Germans language for referring to non-heteronormative persons. The aim of the present article is to analyse this discourse, i.e. the topoi and the arguments employed in the German-language newspaper articles addressing the Gender Star. In total, four sub-topics were delimited in order to be further analysed: the fact that it was voted Anglicism of the year 2018; talks of Council for German Orthography dealing with the codification of the term; general texts dealing with the gender-fair language; and introduction of a gender-fair language of Hannover local authorities. The conclusions of the discourse analysis can be relevant for a further comparative study of Slavonic languages, e.g. Czech, Slovene, where the asterisk sign and other means of highlighting non-heteronormative persons also begin to appear.
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Novikova, Elina. "Linguacultural Determination of German Scientific Linguistic Discourse in the Genre “Scientific Article”." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 4 (August 2022): 87–98. http://dx.doi.org/10.15688/jvolsu2.2022.4.6.
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The research focuses on the relevant linguistic problem of scientific texts genre organization analysis aimed at identification of their common and distinctive features in different languages, and specifics of their linguistic means determination. The article represents the peculiarities of research paper carried out in the frameworks of German scientific discourse by a native German speaker and a non-native one. The research material is comprised of the German-language scientific articles on linguistics published in the collection of scientific works of an international conference. Three categories of scientific articles underwent the analysis: the article written by a native German speaker; the article written by a non-native German speaker; the co-authored article by native and non-native German speakers. The text array of the considered discourse has been studied in order to identify structural and verbal peculiarities of the text of scientific article, written by the representatives of different linguacultures – a native or a non-native speaker. Similarities and differences in dictum and modus components, thematic affiliation, research paradigm are established. The communicative purpose, the image of the author and the addressee, the elements of formal organization of the scientific text are determined. The most frequent verbal means, which indicate discursive parameters of a scientific article, are revealed. The analysis showed significant divergences in the use of linguistic means. The author argues that the articles of non-native German speakers demonstrate grammatical and genre interference of their native language: the author of a scientific publication in a foreign language applies linguistic means peculiar to the language system of the native language and adjusts their use to the genre conventions of the native language. It signifies linguacultural determination of scientific discourse and holds out prospects for further studies.
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Kostomarov, Petr, and Yurij Kobenko. "The Language Situation in the Russian German Ethnic Community of Molchanovo District, Tomsk Region." Nizhny Novgorod Linguistics University Bulletin, no. 50 (June 30, 2020): 27–39. http://dx.doi.org/10.47388/2072-3490/lunn2020-50-2-27-39.
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This article presents the analysis of the language situation, done as part of sociolinguistic study among representatives of the German etnic minority in the Molchanovo district of Tomsk region which has been a place of concentrated residence of German immigrants since the second half of the 20th century. Using recorded monologic and dialogic speech as well as questionnaire data, the authors identify subject-specific areas that have communicative significance in the speech behavior of Russian Germans in the area. The purpose of this article is to examine the functioning of the German dialect in the speech of representatives of the German ethnic minority from the Molchanovo district of Tomsk region as an exogloss component of the language situation. The study uses data from a sociolinguistic analysis of the language situation conducted on the territory of the Molchanovo district of Tomsk region in 2017. The main research methods are observation, comparison and interpretation, oral interviews and questionnaires. The analysis of the language situation in the indicated region has revealed a significant dominance of the Russian language over German in all areas of everyday communication. Thus, 99% of the Russian German surveyed use the Russian language, which has become their native language (54%) and serves as the main means of communication among the informants. Since, due to its long-term residence in a Russian-speaking environment, the Molchanovo German ethnic minority has been isolated from the German-speaking parent community in Germany, this has brought about a widespread use of Russian in oral (72%) and written (63%) speech as well as communication in the workplace (72%). Of no small importance is the belief of these Russian Germans in the importance of the Russian language for the development of Tomsk region (63%) as well as the use of Russian in religious practice when reading texts and prayers (45%), caused by more than fifty years of living in the area dominated by a different religious tradition (Russian Orthodox). Thus the language situation among Russian Germans in the Molchanovo district of Tomsk region is characterized by a significant dominance of the Russian language as its endoglossic exponent.
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Dementyeva, Тamara М. "German as a Second Foreign Language for Russian Students – A Dilemma of Choice: Classical or Pluricentric German?" Vestnik Tomskogo gosudarstvennogo universiteta, no. 464 (2021): 181–92. http://dx.doi.org/10.17223/15617793/464/21.
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The article raises the problem of teaching German as a second foreign language within the framework of a pluricentric approach. Its relevance for the Russian undergraduate and graduate students is dictated by the modern needs and opportunities to obtain further education in the Common European higher institutions of Germany (D), Austria (A), the German-speaking part of Switzerland (CH), as well as the opportunity to participate in various international student exchange support programs of these countries. The aim of this article is to assess the willingness of the bachelor’s and master’s students undertaking the Foreign Languages and Intercultural Communication course not only to study the classical German language but also to get familiar with the features of the standard German language in Austria and Switzerland. The pluricentric approach is based on the generally recognized theory of pluricentrism, according to which the German language is considered as a single language incorporating the national linguistic specifics in the Federal Republic of Germany, Austria, and the German-speaking part of Switzerland. The article conveys the main ideas of the pluricentric theoretical research studies and covers the linguodidactic and methodological foundations in teaching pluricentric German developed by a special research group and described in the so-called ABCB theses. The readiness of students to learn German in the diversity of the linguistic and cultural national specifics of the DACH-Länder is one of the basic requirements of the pluricentric approach. The conducted research allowed assessing the readiness of the bachelor’s and master’s students to study the classical German language, taking into account the existing distinctive linguistic features of the standard German language in Austria and Switzerland. The research was based on the questionnaire method in the form of a written poll. Given the results of the research, students of the bachelor’s and master’s programs are equally willing to learn the standard Austrian and Swiss German vocabulary in the German language classes. Among bachelors, 70% prefer the vocabulary of the Austrian version and 65% of the Swiss version of German; among master’s students, 75% want to learn the vocabulary of both the Austrian and the Swiss versions of German. Besides, knowledge of the features of the standard German language DACH-Länder is considered as a prerequisite for traveling and further education in these countries. These statistics confirm the high motivation of the bachelor’s and master’s students to study German applying the pluricentric approach. The students also demonstrated the thoughtful choice of the Second Language Country Studies as a discipline for studying German, taking into account the diversity of the linguistic and cultural national specifics of DACH-Länder.
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Pajević, Marko. "Sprachabenteuer: Yoko Tawadas exophone Erkundungen des Deutschen." Interlitteraria 26, no. 1 (August 31, 2021): 173–88. http://dx.doi.org/10.12697/il.2021.26.1.12.
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Adventures in Language: Yoko Tawada’s Exophonic Explorations of German. Yoko Tawada (1960) is for good reason one of the prime examples for contemporary German exophonic literature. She is a very successful writer in Japanese and in German and provides in her Germanophone writings an ethnography of the German worldview, as Wilhelm von Humboldt famously called languages, or of the German language-mindset. This article focuses on her 2010 poetry volume Abenteuer der deutschen Grammatik (‘Adventures of German Grammar’) to demonstrate how exophonia can allow us to develop an acute awareness of the ways in which language structures shape our patterns of thinking. Coming from a very differently organised language, Japanese, Tawada comments in playful ways on the implications of German, and compares it translinguistically with Japanese. Looking at German from an outside position enables her to be very creative and to make Germans discover their language with new eyes. Translingual writing, even though also present in a real mixing of languages in Tawada, appears here as a way to understand how much our ideas are shaped by our linguistic structures, and that there are alternative worldviews. It thus contributes greatly to a relativisation of one’s own perspective and helps to open up to difference and creativity.
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Bierzyński, Zbigniew. "Wpływ feministycznej krytyki języka na ustawodawstwo i język polityki w krajach niemieckojęzycznych." Poliarchia 6, no. 2(11) (December 31, 2019): 61–76. http://dx.doi.org/10.12797/poliarchia.06.2018.11.03.
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The Influence of Feminist Criticism of Language Usage over Legislation and Language of Politics in German Language States
In this article it is assumed that the feminist criticism of language usage had a significant influence over legislation and language of politics in German‑speaking countries, especially in Germany and Austria. This phenomenon is noticed for example in the General Act on Equal Treatment, the Austrian Federal Equal Treatment Act, the General Act of city Wädenswil in Switzerland, statements of German and Austrian political parties and politicians. This impact is shown in specific examples of law texts and statements of politicians. Furthermore, the aim of this article is to present the key points of feminist criticism of German language usage and the key ideas of language respecting both of genders (die geschlechtergerechte Sprache) or of gender‑neutral language (die geschlechtsneutrale Sprache). It is necessary to add that this article is only a short presentation of phenomenon of the feminism’s affect on German language of politics.
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Fries-Dieckmann, Marion. "Beckett and the German Language: Text and Image." Samuel Beckett Today / Aujourd'hui 18, no. 1 (October 1, 2007): 201–11. http://dx.doi.org/10.1163/18757405-018001015.
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The significance of German, which is Beckett's third language, is an as yet unconsidered issue in Beckett research. This article aims at illustrating Beckett's affinities to German and his strong influence on the German translations of his works. I would like to argue that this is above all due to the transparency of the German lexicon. This becomes evident from Beckett's own productions in Germany. Serving two levels of images – the images evoked by language and the images presented on stage – he deliberately plays text and image off against each other. Thus German holds a key position in his work.
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Voloshina, Tatiana G., Yulia S. Blazhevich, Natalia V. Nerubenko, and Anastasia S. Gerasina. "REFLECTION OF THE LINGUISTIC AND CULTURAL PICTURE OF THE WORLD IN TERMS OF FOLKLORE STUDIES (BASED ON THE PROVERBS AND SAYINGS OF GERMANY AND GREAT BRITAIN)." Sovremennye issledovaniya sotsialnykh problem 14, no. 3 (October 31, 2022): 159–71. http://dx.doi.org/10.12731/2077-1770-2022-14-3-159-171.
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This article deals with the peculiarities of proverbs and sayings on the example of German and British cultures, formed in the process of extralinguistic factors influence.
Purpose. The aim of the article is to identify the universals and uniqueness of German and British linguistic cultures illustrated with the proverbs and sayings functioning in modern German and English.
Methods. Methodologically, the article is of interdisciplinary character. The authors use methodological tools based on the application of general scientific methods (modeling, interpretation) and specific methods (linguistic reconstruction of culture, language and culture commentary).
Results. Having analyzed the features of proverbs and sayings of the German and English cultures, formed in the course of historical, cultural and linguistic interaction, the authors singled out the peculiarities of the worldview, character and beliefs of the Germans and Englishmen. The reasons for the productivity of proverbs and sayings use in modern German and English languages were identified: the most frequently used both for German and English language and cultures are bibleisms, set expressions, extracts from works of fiction.
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Tsepel, M. G. "THE STATUS OF THE GERMAN LANGUAGE IN MODERN UNIVERSITIES." Современная высшая школа инновационный аспект, no. 1 (2022): 64–71. http://dx.doi.org/10.7442/2071-9620-2022-14-1-64-71.
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In the modern world in the context of internationalization, the status of a foreign language is largely determined by its demand in the field of higher education and science. The main tasks of the university’s activities include the development of academic mobility of students and staff, the creation of joint educational programs with foreign universities, and the expansion of international research cooperation. The fulfillment of these tasks is impossible without knowledge of a foreign language. The German language with a once high status, which is one of the main European languages of culture and science, found itself in the era of globalization and internationalization in a difficult situation due to the predominance of English in the educational space of universities not only in Russia, but also in Germany. The author analyzed the cooperation of leading universities with scientific and educational organizations in Germany, made an overview of activities aimed at maintaining and developing the German language, contributing to raising its communicative status in the educational space of universities. The article substantiates the need to preserve the German language in the educational space, since Germany has rich scientific traditions, is open to Russian specialists in the field of education and science, and is a promising partner for Russian universities.
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Maripova, Khurshidakhon. "SEMANTIC-SIGMATIC ETYMOLOGY OF SOME GERMAN PHRASEOLOGISMS AND THEIR REPRESENTATION IN RUSSIAN AND UZBEK LANGUAGES." INTERNATIONAL JOURNAL OF WORD ART 5, no. 3 (May 30, 2020): 35–39. http://dx.doi.org/10.26739/2181-9297-2020-5-6.
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This article considered the interpretation of some German phraseological units in Russian and Uzbek languages. The article was written not only for teachers of the German language, but also for the general public, directly interested in cultural history, etymological and semantic aspects of the German language, in order to compare these aspects with the corresponding counterparts of their native language. Therefore, the article simplifies the logical content of phraseological units and explains the expression of some words and phrases using synonyms or phraseological units available in Russian and Uzbek languages
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Merlan, Aurelia. "Rumänisch im deutschen Migrationskontext." Romanistisches Jahrbuch 72, no. 1 (November 17, 2021): 63–117. http://dx.doi.org/10.1515/roja-2021-0003.
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Abstract The migration of Romanian nationals to Germany has a rather long history, but it has gained intensity in the last fifty years. There are almost 780.000 Romanians now living in Germany making them the second-largest group of foreign EU citizens residing in this country. If we also include naturalised citizens as well as the “old” and “new” ethnic German immigrants (the German Romanians), the total number of immigrants originating from Romania exceeds one million individuals. Despite this, migratory linguistic studies are almost non-existent. This article examines the sociolinguistic situation of Romanian as an extraterritorial language in Germany and the discourse behaviour of Romanian migrants to which it correlates. Special attention is paid to the second generation. The focus is on the following aspects: the acquisition of the language of origin and the territorial language, the migrants’ language competence in Romanian compared to their language competence in German, the use of these languages by domains and the translinguistic markers in discourse. The empirical study — which is preceded by a brief description of Romanian migration to Germany — is based on data obtained using qualitative and quantitative methods.
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Stevenson, Patrick. "The Language Question in Contemporary Germany: The Challenges of Multilingualism." German Politics and Society 33, no. 1 (June 1, 2015): 69–83. http://dx.doi.org/10.3167/gps.2015.330106.
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This article addresses the complex relationships between political discourses, demographic constellations, the affordances of new technologies, and linguistic practices in contemporary Germany. It focuses on political and personal responses to the increasingly multilingual nature of German society and the often-conflicting ways in which “the German language” figures in strategies promoting social integration and Germany's global position. In order to do this, the idea of “the German language” is contextualized in relation to both internal and external processes of contemporary social change. On the one hand, changes to the social order arising from the increasingly complex patterns of inward migration have led to conflicts between a persistent monolingual ideology and multilingual realities. On the other hand, changes in the global context and the explosive growth of new social media have resulted in both challenges and new opportunities for the German language in international communication. In this context, the article explores internal and external policy responses, for example, in relation to education and citizenship in Germany, and the embedding of German language campaigns in strategies promoting multilingualism; and impacts on individual linguistic practices and behaviors, such as the emergence of “multiethnolects” and online multilingualism.
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Musabaeva, R. "Phonetic Features of the Low German (Plattdeutsch) Dialect of Kyrgyzstan Germans." Bulletin of Science and Practice 6, no. 9 (September 15, 2020): 440–44. http://dx.doi.org/10.33619/2414-2948/58/47.
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This article based on the research of specific scientist who studied and still working on language issues and dialects. The article explores the consonants of the Low German (Plattdeutsch) dialect of the Germans of Kyrgyzstan, in comparison of consonants of the literary Germans language. The main difference in the field of consjnants in the Low German dialect and the literary German language is the absence / presence pf the second movement of consonants: holt — “Holz”, tid — “Zeit”, twentech — “zwanzig”, twei — “zwei”; assimilation according to the signs of voicelessness / voiced consonants: bliwe — “bleiben”, jestorwe — “gestorben”, leje — “lügen”, Sorje — “sorgen”, moke — “machen”, koke — “kochen”; assimilatory changes in groups of consonants sn, sm, sl, sp, st, sw, nd, nt, ld, lf.
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Ritchie, Chris, and James Harris. "No Laughing Matter?A Short History of German Comedy." Scenario: A Journal of Performative Teaching, Learning, Research I, no. 2 (July 1, 2007): 68–83. http://dx.doi.org/10.33178/scenario.1.2.6.
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This article is the first stage of research for the book “No Laughing Matter: A Short History of German Comedy’ by Chris Ritchie and James Harris which will look at some key moments in German comedy, representations of Germans in English language comedy and ’and also take a look at the current Berlin comedy scene. It begins with an example of how the British, or particularly the English, represent the ‘comedy German’, and is followed by an overview of some key moments in the history of German comedy, in particular the work of Hans Sachs and the development of 20th century cabaret. The second section then looks at how the Germans view English comedy through an analysis of the sketch Dinner for One and Monty Python’s German-language episode. This article is the first stage of research for the book “No Laughing Matter: A Short History of German Comedy’ by Chris Ritchie and James Harris which will look at some key moments in German comedy, representations of Germans in English language comedy and ’and also take a look at the current Berlin comedy scene. It begins with an example of how the British, or particularly the English, represent the ‘comedy German’, and is followed by an overview of some key moments in the history of German comedy, in particular the work of Hans Sachs and the development of 20th century cabaret. The second section then looks at how the Germans view English comedy through an analysis of the sketch Dinner for One and Monty Python’s German-language episode.
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Bestaeva, E. V. "Russian Language in German socio-linguistic space as an Object of Russian Language state Policy." Humanities and Social Sciences. Bulletin of the Financial University 11, no. 3 (August 20, 2021): 39–46. http://dx.doi.org/10.26794/2226-7867-2021-11-3-39-46.
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Today about 110 thousand people are learning Russian in Germany, and almost 2 million people are learning German in Russia The apparent contradiction is that if ethnic Germans do not constitute the dominant non-autochthonous group in Russia, then Russian in Germany is defnitely one of the most widespread languages among the residents and citizens of immigrant origin According to some sources, it even takes the leading position in this segment Its popularization can (and should) serve to preserve the ethnolinguistics identity of the Russian-speaking community abroad The Russian language is undoubtedly an effective instrument of ‘soft power’ in Russian policy abroad, contributing to the creation/ preservation of an attractive image of Russia in the international arena, the establishment of economic, academic, and ethnocultural relations, the construction of a comfortable feld of objective information exchange, the development of the ‘Russian world’ in its current large-scale understanding The answer, in the author’s opinion, is unequivocal The success of efforts undertaken by public and academic organisations of our states; the implementation of projects initiated by German educational institutions and offcial institutions in the framework of international cooperation should not only be supported but to a large extent ensured by the Russian side The article gives an up-to-date assessment of the role of the Russian language and Russian-speaking community in the sociopolitical space of Germany in the course of education, integration, electoral and other processes, the activities of certain actors in striving to reverse the frightening trend of losing Russian language and Russian cultural traditions outside Russia, the problems and prospects of the external direction of contemporary Russian language policy.
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DZHUMANOVA, L. S., and A. E. DARIBAEVA. "LEARNING A SECOND FOREIGN LANGUAGE BASED ON ENGLISH." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 207–18. http://dx.doi.org/10.47526/2022-1/2664-0686.18.
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The topic of this scientific article is one of the most important issues in the field of education. In today's rapidly changing world, where yesterday's news is today's story, there has been an increase in the number of people who are eager to move forward and learn several languages in accordance with modern requirements. Because people today speak several languages. This article emphasizes the importance of learning German as a related language, based on the knowledge of this language after English, which is the main foreign language. At present, knowledge of the German language is one of the mandatory requirements for the professional world. There are a lot of people who speak English, and every student, every young specialist, satisfied with their knowledge and experience, clearly understands that, having mastered other languages, one can find a decent job on the global labor exchange. By teaching students German in higher education, we prepare them for the future. Instead of theory, we focused on discussing modern situations in practical classes. We hope that this will allow young professionals to use the knowledge gained in higher education with benefit in working conditions. However, very few hours are devoted to teaching German as a second foreign language in higher education. Therefore, teachers consider it necessary to use unique, effective, useful, understandable, simple methods of teaching the German language, relying on the knowledge of the main foreign language (English) of students on a comparative basis in German classes. In this article, we will talk about such useful and effective methods used in teaching German as a second foreign language based on linguistics.
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Nekvapil, Jiří. "From the biographical narratives of Czech Germans." Journal of Asian Pacific Communication 11, no. 1 (May 8, 2001): 77–99. http://dx.doi.org/10.1075/japc.11.1.08nek.
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The article proceeds from the linguistic, social and political situation that has developed on the territory of the Czech Republic over the course of the 20th century. The biographical accounts given by people of German extraction who live in the Czech Republic form the empirical starting point. The article focuses on how they construct their language biographies. Of particular interest is how they acquired the Czech language (especially after 1945) — namely which factors in the acquisition of Czech they view as important and what their reported acquisition strategies are like. Similarly, the paper takes notice of how the German language has been preserved in the older generations of Czech Germans and the ways in which the younger generations of Czech Germans acquire German.
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Kamusella, Tomasz. "The Jewess Hana, or Antisemitism in the Soviet Bloc." Narracje o Zagładzie, no. 1(7) (May 18, 2021): 261–71. http://dx.doi.org/10.31261/noz.2021.07.17.
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The article is devoted to the first novel of the Sorbian writer Jurij Koch entitled Židowka Hana [The Jewess Hana], published in 1963. Curiously, it contains in its title the ethnonym “Jewess,” which breached the antisemitic line then adopted across the Soviet bloc. Perhaps, this ideological transgression explains why this novel was not translated into German or the bloc’s other languages during the communist period. Sorbian-language novels were (and still are) few and apart, so the East German authorities, for the sake of the official promotion of minority cultures, supported thetranslation of them into German and other “socialist languages.” But not in this case. The important work languished half-forgotten in its Upper Sorbian original and in the 1966 Lower Sorbian translation. Only three decades after the fall of communism and the reunification of Germany, the author prepared and successfully published the German-language version of this novel in 2020.
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Yusuf, Robe'ah, Mariyati Mohd Nor, Zarima Mohd Zakaria, and Norjietta@Julita Taisin. "A REVIEW OF INFLUENCE FROM FIRST AND SECOND LANGUAGE AS SYNTAX INTERFERENCE IN THE GERMAN LANGUAGE." International Journal of Humanities, Philosophy and Language 3, no. 10 (June 10, 2020): 35–44. http://dx.doi.org/10.35631/ijhpl.310004.
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The syntax is the field of studies in constructing sentences which is the knowledge in a language that studies the form, structure, and sentence construction. In general, the syntax is involving the system that studies the rule and categories in the foundation of constructing sentences for a language. The syntax is not only research on the process of constructing sentences but also including the laws that determine how the words arranged in the sentences. Thus, the objective of this article is to study the literature review on constructing sentences in the German language that influenced by the first and second languages. Some of the researchers find that the first and second language is named by syntax interference. Based on the qualitative methodology, this article recorded seven articles from the years 2015 until 2020. The research on syntax which focusing on the German language is needed because this language is one of the subjects learned in selected schools and universities in Malaysia. Hence, it is hoped that this paper can enlighten other researchers on the German language syntax.
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Musabaeva, R. "Interference in German Speech of Kyrgyzstan Germans." Bulletin of Science and Practice 6, no. 9 (September 15, 2020): 424–28. http://dx.doi.org/10.33619/2414-2948/58/44.
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The article examines the interference change in the speech of the Germans living in the Chui region of Kyrgyzstan, which is observed at the morphological and syntactic levels and represents deviations from the language norm, the transfer of the right from one language to another. Interference at the morphological level is noticeable in the tendence towards the general case/form, in the verb-linking use of irregular forms of the verb, in the loss of the linking, in the loss of the subject pronounced by the pronoun, in the absence of the article, in the non-standard circulation of date names, in the expansion of the grammatical meaning of prepositions. At the syntactic level, interference is manifested in in a violation of the word order in a sentence.
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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.
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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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Zagumenkina, Valentina S., and Elena V. Beletskaya. "The place of kitzdeutch in the literary German language." Izvestiya of Saratov University. Philology. Journalism 22, no. 3 (August 24, 2022): 293–300. http://dx.doi.org/10.18500/1817-7115-2022-22-3-293-300.
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The article analyzes the main definitions of the concept of „language norm“ by domestic and foreign linguists of the early 20–21st centuries. Thus, the dichotomy of F. de Saussure “language” and “speech” is considered, on the basis of which most studies of the concept of “norm” were built. The definitions of the norm given by E. Coseriu, representatives of the Prague Linguistic Circle are analyzed. The social and dynamic nature of the language norm is revealed in the definitions of Russian scientists: A. M. Peshkovsky, S. I. Ozhegov, D. N. Ushakov and V. I. Dal, L. V. Shcherba, L. I. Skvortsov. The ratio of dynamism and stability in relation to the language norm is considered. It is emphasized that it is the language norm, which is the basis of such concepts as the correctness/incorrectness of speech, the culture of speech, that ensures the integrity of any language system. The literary and linguistic norm is singled out, to which the qualities of special correctness are attributed. The ratio of the literary norm and dialects is determined. The concept of the literary norm in German linguistics, as well as its significance in the modern German language, is considered. The concepts of literary (codified) German, standard language, as well as Hochsprache/Hochdeutsch are analyzed. The article considers kitzdeutsch as a result of the negative impact on the German language of the political processes taking place in Germany. Kitzdeutsch is defined as a social dialect resulting from the incomplete linguistic integration of migrants and based on a mixture of grammatical, lexical and stylistic features of two or more languages. Based on the analysis of texts, the linguistic features of the kitzdeutsch sociolect are revealed at the lexical, morphological, syntactic and phonetic levels. The place of kitzdeutsch in German literary language is determined.
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Kantola, Janna. "Images of Germans and Finns in Contemporary Finnish-Language Novels." Journal of Finnish Studies 19, no. 1 (June 1, 2016): 6–26. http://dx.doi.org/10.5406/28315081.19.1.03.
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Abstract This article examines the literary representations of Germans in recent Finnishlanguage novels from an imagological angle.1 The examination is divided into three thematic sections: (1) novels that deal with the Lapland War (1944–45); (2) novels that satirize Finnish contemporary society and extremist political movements by referring to Nazi Germany; and (3) finally, in brief, novels that show a more neutral attitude towards Germany or that acknowledge present-day Germany as Europe's economic power. The idea is first to show that images of Germans and of Germany are startlingly present in contemporary Finnish novels and, secondly, to try to understand why this is the case. In other words, I will consider whether the phenomenon is related to broader issues in Finnish society today—issues that the novels' authors criticize, such as rising xenophobia and the problems that arise from economic inequality. The conclusion is that the German image reflected in these Finnish novels is created by contemporary Finnish novelists in order to discuss delicate issues concerning Finnish society. This means, in imagological terms, that the image of Germans and Germany in these novels strongly reflects the Finnish self-image.
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Coşkun, Hasan. "A lesson design of the subject of local cuisine as a course unit in language teaching." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 479–503. http://dx.doi.org/10.15503/jecs2021.1.479.503.
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Aim. In Turkey, German ranks second after English as a foreign language in private courses, schools, and universities. There is an important relation between the selection of the subject of German courses, i.e., the detailed planning of the courses, and the implementation of the appropriate method. In this research, the subject of cuisine was planned for teaching German at universities. The purpose of this research is the preparation, implementation and evaluation of a sample lesson focused on the selection of the subject of cuisine for German courses taught in the universities. Methods. This research on cuisine was qualitative in nature. The document analysis technique was used in the research (Kuş, 2007; Yıldırım & Şimşek, 2008). During the 2018/2019 academic year the researcher taught on the subject of cuisine selection in his German courses. The implementation and evaluation of the subject of cuisine are developed by Hasan Coşkun (2020) in accordance with the lesson planning model previously prepared. The materials used in this lesson are prepared according to the model developed by Coşkun (2020). The unit on cuisine has been revised for this article. Result and Conclusion. The success of the lesson planning model mentioned in this article was also observed in the activities conducted earlier. It was also seen that the students who attended German courses in connection with education or work in Germany, Austria, and Switzerland exerted efforts in establishing contact with the instructor and with other students attending the class. It was observed that participants talked about the Turkish, German, and Chinese cuisine in their families, peer groups, restaurants, and snack bars. In addition to the subject discussed in the class, the method implemented in the lesson and the planning of the course according to the method, play an important role in the continuation of the students’ interest. Therefore, effective lesson planning models should be developed. This lesson model is also applicable to other languages. Originality. German is offered as a foreign language in Turkish schools in the second grade. Consequently, German is usually chosen as a second foreign language after English. Students from all the departments of the university may attend the elective German language classes to study or work in Germany. The condition for participation in the courses “German for Erasmus” and “German for Communication,” taught by the researcher, aims to prepare the students to read and speak German at the A2 level. It is frequently observed that the participants speak German at different levels. The overseas experience of the participants, the level of their German and their knowledge of other languages play an important role in this respect. In recent years, the number of course participants from Germany and other countries have increased. The students who had been in German speaking countries within the Erasmus program participate in German courses to maintain their fluency in the German language. To conduct the courses effectively, a suitable method should be developed and such an approach will help the participants who come from different countries and students with different levels of fluency. It is believed that this inter-disciplinary research will contribute to the use of the active method during German lessons.
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Antonenko, W. I., and O. O. Pavlychko. "PHRASEOLOGICAL PARALLELS OF GERMAN AND UKRAINIAN LANGUAGES." Linguistic and Conceptual Views of the World, no. 66 (2) (2019): 9–16. http://dx.doi.org/10.17721/2520-6397.2019.2.01.
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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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Akhmeev, Ilia, and Larisa Georgievna Popova. "Adaptation of Anglicisms – complex words in the German and Russian languages (based on publicistic texts)." Litera, no. 11 (November 2021): 9–18. http://dx.doi.org/10.25136/2409-8698.2021.11.36148.
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The goal of this article is to determine similarities and differences in the process of adaptation of Anglicisms in the German and Russian languages. The subject of this research is Anglicisms that are structurally represented by complex words. The topic of adaptation of Anglicisms – complex words – was selected due its poor coverage in the comparative linguistics. The article determines the derivational models of Anglicisms used in the German and Russian publicistic texts. The author traces the similarity in the presence of derivational models of Anglicisms, namely: word from the recipient language word + English word, English word + word of the recipient language, English word + English word, combinations of 3 or more English words. The scientific novelty lies in the fact that this article is first to determine the similarities and differences in adaptation of Anglicisms based on the German and Russian publicistic texts. The conclusion is made that unlike Russian language, German language features a wide variety of compounding models. The German language is characterized by the connecting consonant ‘s’ for linking several word roots; while the Russian language is characterizes by the connecting vowel ‘o’. The author also concludes on the similarities and differences of the compared languages in terms of the tendency of grammatical assimilation of the English borrowings. It is noted that in the Russian language they are often masculine, while in German there are almost as many masculine Anglicisms as neuter, as well as a number of feminine Anglicisms. The acquired results can be applied in reading the lectures on comparative lexicology of the German and Russian languages.
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Paslawska, Alla. "GERMAN AND ITS SPEAKERS IN UKRAINE: FROM ORIGINS TO PRESENT DAY." Research Bulletin Series Philological Sciences 1, no. 193 (April 2021): 191–200. http://dx.doi.org/10.36550/2522-4077-2021-1-193-191-200.
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The article analyzes the influence of Germans and the German language in Ukraine on Ukrainian culture, language and literature. It traces the stages of replenishment of the Ukrainian vocabulary with German vocabulary. German-speaking writers also made a significant contribution to the development of Ukrainian literature. German remains one of the leading foreign languages in Ukraine. Preservation of German (German-speaking) cultural heritage in Ukraine and its study can serve as an example for the promotion of other languages and cultures. The article presents a modified three- level model of possible relations between different cultures proposed by W. Welsh. There have been outlined multicultural, intercultural and transcultural aspects of such relations. In Ukraine, it is formed by the coexistence of different in content and forms ethnic cultures (multicultural aspect), which, despite the differences, under the pressure of social, socioeconomic factors interact (intercultural aspect). In addition, there is another dimension - transcultural, which involves not so much mixing elements of different cultures and eliminating the boundaries between national cultures, as the possibility of the existence of a certain culture not only within individual national entities, but also adopting transcultural elements. In particular, it allows into consideration as part of the Ukrainian cultural heritage the works of all those artists who, due to various life circumstances, were forced to leave their home country and create abroad still being part of its culture.
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Wiggers, Heiko. "Digital Divide: Low German and other Minority Languages." Advances in Language and Literary Studies 8, no. 2 (April 30, 2017): 130. http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.130.
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This paper investigates the online presence of Low German, a minority language spoken in northern Germany, as well as several other European regional and minority languages. In particular, this article presents the results of two experiments, one involving Wikipedia and one involving Twitter, that assess whether and to which extent minority languages are used on these websites. The article argues that minority and regional languages are not only underrepresented online due to a combination of historical, linguistic, sociological, and demographic reasons, but that the overall architecture of the World Wide Web and its most visited websites is such that smaller languages do not stand a chance to gain a meaningful online presence.
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Mirzaeva, Mukhayyo. "THE STUDY OF GERMAN LANGUAGE PHRASEOLOGICAL UNITS." Scientific Reports of Bukhara State University 5, no. 4 (April 30, 2021): 47–56. http://dx.doi.org/10.52297/2181-1466/2021/5/4/4.
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Introduction. The article is devoted to analyses of the most important Kinds of Phraseologisms, their way of formation and function, and linguistic connection with European language groups. The formation of a holistic meaning based on the semantic shift of the entire component composition of a phraseological unit is a common feature of phraseological unity. The syntactic structure of these phraseological units can have several varieties, among which the phrase is especially typical. Research methods. However, the demotivation of phraseological unity does not affect either its expressiveness or its functional and stylistic affiliation. The meaning of such units, formed on the basis of a rethinking of a variable word combination, has absolute expressiveness, i.e. it is expressive regardless of the context. It exists in connection with the given material composition of the phraseological unit also in the case when that figurative core, which served as the basis for the motivation of phraseological units, gradually weakens and darkens. Consequently, the sound composition of demotivated phraseological units (idioms) is perceived by the speaker as a certain verbal complex, which has a traditionally fixed meaning, expressiveness and functional and stylistic affiliation. Results and discussions. The productive nature of paired phraseological units is confirmed by the presence of a number of productive structural types.
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Kyuchukov, Hristo. "A PSYCHOLINGUISTIC STUDY OF THE “THEORY OF MIND” OFTURKISH BILINGUAL CHILDREN." Social Communications: Theory and Practice 12, no. 1 (July 20, 2021): 74–82. http://dx.doi.org/10.51423/2524-0471-2021-12-1-9.
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This article presentsthe results of a study with Turkish preschool bilingual children living in Berlin, Germany. This article aims to examine the influence between the level of proficiency in the mother tongue (first language L1) and the official language (second language L2) on the one hand and the “theory of mind” on the other, or more precisely, how the lexical knowledge of L1 and L2 and the understanding of interrogative sentences used with a verb indicating mental states helps to understand the ToM.Research methods and techniques. The study included 18 Turkish-German bilingual children attending a kindergarten in Berlin, Germany. The children were divided into two age groups: 1 g of 4–5 year-olds (8 children) and 2 gr. of 5-6 year-olds (10 children) and were tested in their native Turkish and then in German. The testing was performed in the kindergarten in a separate room, where only the experimenter and the examined child were present. The children are offered the classical tests for “theory of mind”, as well as language tests related to the comprehension of interrogative sentences, containing a verb showing a mental state and comprehension and production of vocabulary in native Turkish and German as a second language for them.The resultsshow that vocabulary is not an important factor, and mastery of interrogative sentences is the factor that helps to understand the “theory of mind”. The results obtained were analyzed statistically by means ofthe t-test.Children with German-Turkish bilingualism understand the vocabulary of their mother tongue well and it is obviously in their passive vocabulary, but this knowledge has not yet passed into their active vocabulary. German vocabulary predominates in the children's active vocabulary. With regard to the level of mastery of interrogative sentences, children are equally good at interrogative sentences in both languages.
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Kyuchukov, Hristo. "The Socio-Communicative Language of Empowerment of Roma: a Case Study." Social Communications: Theory and PracticeS 14, no. 1 (August 30, 2022): 113–24. http://dx.doi.org/10.51423/2524-0471-2022-14-1-4.
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This article presents the results of a case study with Romani speakers from Germany. Poverty among Roma communities in Europe is the reason for the growth of racism in almost all EU countries. On the other hand, Roma communities are becoming more organized and responding to existing forms of racism. One form of Roma response is emancipation and expansion of the language they use. The purpose of the articleis to show a template model for language analysis of spoken text. The article also shows the empowerment of the Roma community in Germany, openly opposing existing forms of Antiromanism. Research methods and techniques. The study included one Romani speaker, a young Romani man born in Serbia who immigrated to Germany as a child. In his everyday communicative ecology, he speaks four languages: Romani, Serbian, German and English. Sociolinguistic methods are used to analyze his language. When speaking German, he uses lexical units of Romani and English, and at the same time uses various sociolinguistic strategies known among multilinguals. Results and discussion. A Romani speaker is fluent in German, and uses situational lexical borrowings from Romani and English, code-switching sentences, discursive strategies such as cursing and neologisms. The presented model of speech analysis can be used for further sociolinguistic research, analyzing the data of spoken spoken language. Conclusions.The powers of the Roma in supporting Ukraine in the Russian-Ukrainian war are shown, during this war is condemned. As an illustration of empowerment, the appeal of the Roma organization to various international institutions, as well as the recommendations of the EU Council from 2021 on equality, integration and participation of Roma are cited.Keywords:Roma, empowerment, language, conversational analysis
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Heitman, Sidney. "German Russian Newspapers in Russia and the Soviet Union, 1728–1990." Nationalities Papers 23, no. 4 (December 1995): 779–88. http://dx.doi.org/10.1080/00905999508408416.
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In the fall 1989 issue of Heimatliche Weiten, the semiannual Soviet German literary journal, a bibliographical article by Victor Herdt, “Verzeichnis der russland- und sowjet-deutschen Zeitungen (1728–1989),” lists more than 150 German-language newspapers published in Russia and the Soviet Union. The entries are limited to German Russian newspapers and exclude those of other ethnic Germans, such as the Baltic, Bessarabian, or urban Germans, who differ from the German Russians in origin, culture, and history.
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Barinov, Igor. "The Designation of Belorussia in the German language from the Eighteenth to the Twenty-First Centuries." East Slavic Studies 1 (2022): 189–97. http://dx.doi.org/10.31168/2782-473x.2022.1.10.
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This article examines the tradition of naming the Belarusian ethnic territory in the German language and its dynamics over the past three centuries. At the end of the seventeenth century some German authors related the term “White Russia” to the regions of the modern Republic of Belarus. Rare contact between Germans and Belarusians contributed to the fact that the Belarusian territory was perceived within the Polish and Russian paradigm, as it also was in linguistic terms. Up to the beginning of the twentieth century the designation “Belarus” was transmitted using the word “Weissrussland”. In various contexts, it could be translated as “white Russia” (part of a greater country) or the “White Russians’ Land” (in the local dimension). The beginning of the First World War contributed significantly to the dissemination of information about Belarus in Germany. Between 1916 and 1945, there was a conflict between the traditional designation “Weissrussland” and the new form “Weissruthenien”. The origins of the latter term have not yet been definitively clarified. After 1945, the term “Weissruthenien” was rejected as politically motivated in both German states. Until 1990, the traditional form of “Weissrussland” was used in Western Germany, while in Eastern Germany the official Soviet transcription of “Belorussland” was implemented. Despite the fact that after the reunification of Germany use of the national name of the country (Belarus) began, the term “Weissrussland” is still present in public discourse.
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Skubis, Ida. "Pluricentrism in Education and Communication – Lexical Differences in English and German Varieties – Outcomes of the Research." Kultura i Edukacja 138, no. 4 (2022): 143–64. http://dx.doi.org/10.15804/kie.2022.04.09.
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The existence of language varieties has a considerable impact on communication. They influence the interaction between language users from various centres due to the number of linguistic differences observed on the level of phonetics, spelling, grammar, lexis, and pragmatics. On the one hand, pluricentric languages connect people from various centres by using the “same” language, and on the other hand, they separate them by developing national norms. This article aims to demonstrate the importance of teaching language varieties in foreign language classes because the knowledge of national norms of pluricentric languages is essential in communication with people from various centres. Both English and German are pluricentric languages. Advanced language users should be aware of the differences between language varieties and be able to use the appropriate variety according to the communicative situation. The research undertaken in this article is meant to verify the undergraduate students’ knowledge of English and German varieties, emphasising terminology used in everyday life and their abilities to communicate in languages other than English or German.
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Koshevnikova, Ekaterina. "On Some Trends in the Language Policy in Federal Republic of Germany." Legal Linguistics, no. 19 (30) (April 1, 2021): 15–19. http://dx.doi.org/10.14258/leglin(2021)1902.
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This article briefly describes the current trends in language policy in the world on the example of the Federal Republic of Germany. The article gives definitions of the main categories that characterize the language policy, quotes from regulatory acts of Germany at both the federal and regional levels. According to generally accepted classifications, German language policy is defined as retrospective and democratic while its type as linguistic pluralism.
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Miliste, Merje. "Curriculare Mehrsprachigkeit am Beispiel des Deutschen in Estland." Interlitteraria 26, no. 1 (August 31, 2021): 189–97. http://dx.doi.org/10.12697/il.2021.26.1.13.
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Curricular Multilingualism using the Example of German in Estonia. In Estonia, as everywhere in Europe, multilingualism and plurilingual competence are widely discussed topics. The present article looks at curricular multilingualism in Estonia and highlights the effect of political changes on language curricula at school and on learning multiple languages. The article shows how German as the first foreign language can contribute to plurilingualism.
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Kellner, Beate. "Apologie der deutschen Sprache und Dichtkunst in Johann Fischarts Geschichtklitterung." Daphnis 49, no. 3 (July 14, 2021): 379–415. http://dx.doi.org/10.1163/18796583-12340024.
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Abstract In competing with Rabelais’ French novel Garguanta, the German author Fischart aims to illustrate the richness of the German language and its poetry in his comic novel Geschichtklitterung. Focusing on the second chapter of this text, which has so far been viewed as nothing more than an absurd play on language, this article offers a new interpretation and demonstrates how the German author stylizes himself as a poeta vates in his Pantagruelian prophecy and presents himself as a being purified by wine in his poem “Glucktratrara”. In the end, inspired by Apollo and the Muses, he seems to create an epic poem praising both Germans and the German language.
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White, Alfred D., Helmut Koopmann, Clark Muenzer, Arnolt Bronnen, Friedbert Aspetsberger, David Midgley, Hans-Harald Muller, and Geoffrey Davis. "Modernism in German Literature: A Review Article." Modern Language Review 86, no. 4 (October 1991): 924. http://dx.doi.org/10.2307/3732546.
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Kałczewiak, Mariusz. "When the “Ostjuden” Returned: Linguistic Continuities in German-Language Writing about Eastern European Jews." Naharaim 15, no. 2 (September 9, 2021): 287–309. http://dx.doi.org/10.1515/naha-2020-0015.
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Abstract This article examines the dynamics that allowed the derogatory term “Ostjuden” to reappear in academic writing in post-Holocaust Germany. This article focuses on the period between 1980’s and 2000’s, complementing earlier studies that focused on the emergence of the term “Ostjuden” and on the complex representations of Eastern European Jews in Imperial and later Weimar Germany. It shows that, despite its well-evidenced discriminatory history, the term “Ostjuden” re-appeared in the scholarly writing in German and has also found its way into German-speaking public history and journalism. This article calls for applying the adjectival term “osteuropäische Juden” (Eastern European Jews), using a term that neither essentializes Eastern European Jews nor presents them in an oversimplified and uniform manner.