Journal articles on the topic 'German language – Modality'
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KAUFMANN, EMILY, IRENE MITTELBERG, IRING KOCH, and ANDREA M. PHILIPP. "Modality effects in language switching: Evidence for a bimodal advantage." Bilingualism: Language and Cognition 21, no. 2 (January 16, 2017): 243–50. http://dx.doi.org/10.1017/s136672891600122x.
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In language switching, it is assumed that in order to produce a response in one language, the other language must be inhibited. In unimodal (spoken-spoken) language switching, the fact that the languages share the same primary output channel (the mouth) means that only one language can be produced at a time. In bimodal (spoken-signed) language switching, however, it is possible to produce both languages simultaneously. In our study, we examined modality effects in language switching using multilingual subjects (speaking German, English, and German Sign Language). Focusing on German vocal responses, since they are directly compatible across conditions, we found shorter reaction times, lower error rates, and smaller switch costs in bimodal vs. unimodal switching. This result suggests that there are different inhibitory mechanisms at work in unimodal and bimodal language switching. We propose that lexical inhibition is involved in unimodal switching, whereas output channel inhibition is involved in bimodal switching.
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Belyaeva, Irina, Irina Bondarenko, Irina Elistratova, and Maria Zakarova. "Realization of the text category of modality in Germanic languages (as exemplified in German and English stories)." E3S Web of Conferences 210 (2020): 21011. http://dx.doi.org/10.1051/e3sconf/202021021011.
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In this article the authors studied how the TEXT CATEGORY OF MODALITY can be expressed by grammatical and lexical language features possessed by Germanic branch of Indo-European language family. As a subject of study we chose two primary languages in this group - English and German - functioning in short stories. Through the method of segmental text analysis as well as statistical method conducted on English and German short stories it has been discovered that despite some frequency characteristics’ differences in the text category of modality in English and German, both languages, however, have estimately the same number of features for the formation of modal architectonics in the literary text which is explained by the fact that both languages used for the study belong to the same language group. This article confirms the authors’ theory about common and invariant characteristics of the text modality expressed in the stories being formed under the influence of the text’s genre types - specifically having two narrative systems: author’s plan and characters’ plan. Specific aspects of the modality pictures discovered during this study are shown in the summary tables.
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Aukhadieva, Faniia Sabirovna, and Elena Aleksandrovna Bulycheva. "REPRESENTATION OF SIMULATIVE ACTION MODALITY IN LANGUAGES WITH DIFFERENT STRUCTURES." Yearbook of Finno-Ugric Studies 16, no. 2 (June 27, 2022): 238–47. http://dx.doi.org/10.35634/2224-9443-2022-16-2-238-247.
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The paper presents an analysis of the simulative action category and its representation in German and Udmurt. These languages are typologically different: German is an inflectional language, while Udmurt belongs to agglutinative languages. The modal meaning «simulative action» has its specific semantic features. Despite the fact that it is semantically close to the comparison meaning, it is also connected with the modality and influenced by subjective evaluation of a speaker. The representation of modal meaning «simulative action» covers all levels of the language system: morphological, lexical and syntactic. The simulative action meaning on the morphological level in the Udmurt language is expressed by the complex suffix -myask- and its combinations with the negative suffix -te-: -temyas ’ k-, -mteyas ’ k- . In German there are no specific affixes to express simulative action. Other linguistic means like comparative conjunctions kad ’ , vyllem in Udmurt or wie in German are used very rarely and can be considered as additional ones. Linguistic means of the lexical level demonstrate a large diversity: German verbs sich verstellen, sich stellen, sich anstellen, vortäuschen, sich aufspielen, heucheln, imitieren, simulieren, fingieren , Udmurt verbs analskyny, analtiskyny . In spite of wide range of semantically similar verbs, all of them except sich verstellen are used only in combination with other lexemes in restricted contexts. There are also some German lexemes derived from the verb scheinen . In both languages the semantics of the simulative action on the syntactic level can be expressed by syntactic units including an equivalent of the verb «to do» - karyny and tun. The authors specify the term «simulative action verbs» in Udmurt. They believe that the term is used incorrectly, when it comes to the verbal forms with suffixes -myas ’ k-, -temyas ’ k-, -mteyas ’ k- .
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Kostrova, O. A. "STRATEGIES OF MODALITY CHOICE OF UTTERANCES IN GERMAN CULTURE." Voprosy Kognitivnoy Lingvistiki, no. 1 (2021): 89–100. http://dx.doi.org/10.20916/1812-3228-2021-1-89-100.
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In the paper the author explores possibilities of how basic concepts of German culture can influence the speech activity of the speaker. The research is done on the crossing point of grammar, theory of communication and linguistic conceptology. The paper deals with German modal verbs functioning in modern fiction texts. The author discusses the problem of modality choice by the speaking personality producing the utterance. The research aims at revealing correspondences between the grammar system of German modal verbs in their functioning and German speaking personality who encodes his/her choice influenced by basic concepts of German low context culture, namely INDIVIDUALISM, ORDER and RESPONSIBILITY. The correlation takes into account the transparency of strong German modal verb system and direct communication style of German speaking personality who chooses in this case an overt modal strategy. The other strategy type is the softening one. The personality mitigates his/her utterance taking into consideration the personality of the partner. Overt strategy is used for encoding deontic modality and softening strategy denotes epistemic modality and some others cases. The findings open access for understanding German linguistic identity.
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Attaviriyanupap, Korakoch. "Grammatical Categories of Verbs in German and Thai: A Corpus-Based Contrastive Study." MANUSYA 13, no. 2 (2010): 21–36. http://dx.doi.org/10.1163/26659077-01302002.
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This paper presents the results of a contrastive study of grammatical categories expressing temporality and modality through verb forms in German and Thai. In order to discover systematic uses of pre- and postverbal temporal and modal markers in Thai in relation to the German tense and modality system, I analyzed the first German-Thai bidirectional corpus consisting of contemporary German and Thai short stories and their translations into the other language. Although German and Thai express temporality differently, certain conceptual relationships between German tenses and Thai aspects can be identified. In terms of modality, Thai has grammaticalized two different sets of modal verbs providing either deontic or epistemic meanings but has not developed any markers equivalent to the German subjunctive mood.
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Pfau, Roland, and Markus Steinbach. "Modality and meaning: Plurality of relations in German Sign Language." Lingua 170 (January 2016): 69–91. http://dx.doi.org/10.1016/j.lingua.2015.11.002.
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Poulsen, Sven-Olaf. "Problemer omkring beskrivelsen af modusbrugen i tysk "indirekte tale"." HERMES - Journal of Language and Communication in Business 1, no. 1 (July 17, 2015): 25. http://dx.doi.org/10.7146/hjlcb.v1i1.21337.
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<p>A review of present Danish and German studies of modality in German indirect speech suggests they should be based on sufficiently large text corpora representing the most important text types.</p><p>Productive grammars intended for interpreters should focus on texts relevant to language training and should incorporate pragmatic aspects when necessary. Reference is made to an exemplary investigation of modality and tense in indirect speech in Danish and German in judgements passed in first instance courts.</p><p>Comparative analyses for each text type and language pair are needed.</p>
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Zalaltdinova, Liya. "“Stop doing this at once!”: The preferred use of modality for advice-giving by English language learners." Intercultural Pragmatics 15, no. 3 (July 26, 2018): 349–72. http://dx.doi.org/10.1515/ip-2018-0010.
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Abstract This study seeks to explore (1) how English Language Learners (ELLs) of Chinese, German and Brazilian backgrounds develop their pragmatic knowledge of modality use for advice/suggestion-giving in English, and (2) if they demonstrate some common or diverse pattern(s) of its use. For that purpose, a dataset was developed by analyzing 270 advise-giving ELLs’ essays from the EF-Cambridge Open Language Database for the use of modal devices by learners at elementary, intermediate and advanced proficiency levels; from China, Germany, and Brazil. Three main statistical analyses were performed: MANOVA, VanValen’s test, and Discriminant Function Analysis. The results of this study indicate that the development of pragmatic knowledge of modality use is not a linear process; and that ELLs demonstrate common patterns of modality use regardless of the sociocultural background they belong to.
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Ponomaryova, Liliya, and Elena Osadcha. "Lexical and Grammatical Means of Expressing Modality in the German Language as one of the Aspects of Teaching a Foreign Language while Training Post-Graduate Students." International Letters of Social and Humanistic Sciences 64 (November 2015): 166–71. http://dx.doi.org/10.18052/www.scipress.com/ilshs.64.166.
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The aim of the article is to analyze lexical and grammatical means of expressing modality in the literature on technical sciences in German and the ways of their translating. Basing on the aim of the research, it is necessary to solve the following problems: 1) to distinguish the means of expressing modality in the literature on technical sciences; 2) to define the role of lexical and grammatical means of expressing modality in a special test; 3) to identify the means of expressing modality which are the most difficult to translate and to understand in the test; 4) to give some recommendations as to developing and improving the skills of translating and using the means of expressing modality in speech.
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Becker, Annette. "Modality and ENGAGEMENT in British and German political interviews." Languages in Contrast 9, no. 1 (March 24, 2009): 5–22. http://dx.doi.org/10.1075/lic.9.1.02bec.
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Speakers regulary use modality and other resources from the appraisal system of engagement to position themselves intersubjectively. In doing so, they modify the discursive space for the voices of others. This is particularly relevant in political media interviews, especially in questions with topics that are potentially face-threatening to the interviewees’ public face. This paper compares the use of modality and other engagement resources in British and German political interviews and discusses the differences in frequency and function. Data is taken from videotaped and transcribed political interviews conducted during British and German election night broadcasts. Their analysis is based on recent studies in contrastive pragmatics, appraisal theory and pragmatically oriented studies on media discourse, bearing in mind that cross-cultural comparison of data taken from a particular genre has to take into account a broad range of contextual factors including genre-specific constraints.
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Dobrovol'skij, Dmitrij O., and Anna A. Zalizniak. "Evaluation as a Source of Deontic Modality." Critique and Semiotics 40, no. 1 (2022): 52–72. http://dx.doi.org/10.25205/2307-1737-2022-1-52-72.
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The present article discusses various types of the interaction of deontic modality and evaluation, based on the semantic shift “good → necessary”. Our source data are constructions with German modal verbs and their Russian translation models containing an evaluative component. Evaluative lexical units appear in translation mainly in place of the German verb sollen, which expresses a deontic modality based on the idea of a “right” course of events. In the Russian translation, the emphasis shifts to ‘good’, and the meaning ‘should’ is present in the form of an implicature, more or less conventionalized; that is why modal words can be translated by evaluative ones. We also consider the mechanisms of semantic derivation that ensure the appearance of units with evaluative semantics in translation in place of other modal verbs.
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Dobrovol’skij, Dmitrij. "On a special type of necessity modality: The German verb sollen viewed from parallel corpora." Voprosy Jazykoznanija, no. 6 (2021): 22. http://dx.doi.org/10.31857/0373-658x.2021.6.22-39.
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The article discusses the thesis that the German verb sollen expresses a special type of modality that occupies an intermediate position between necessity and possibility, i.e. the modality of weak ontological necessity. The modality expressed by the verb sollen can be characterized as follows: sollen points to the correlation of the state of aff airs P with a certain logic of development of events, not the only possible, but salient in some respect. This is the diff erence between this type of modality and “classical” necessity, which assumes that the state of aff airs P corresponds to the only possible logic of the world. The study was conducted on the material of the German-Russian parallel subcorpus of the Russian National Corpus, using the “monofocal” method of contrastive analysis, according to which the way of translating the analyzed linguistic unit into another language is used as a tool for its semantic analysis.
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Vanhove, Jan, and Raphael Berthele. "The lifespan development of cognate guessing skills in an unknown related language." International Review of Applied Linguistics in Language Teaching 53, no. 1 (January 1, 2015): 1–38. http://dx.doi.org/10.1515/iral-2015-0001.
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AbstractThis study investigates the lifespan development of the ability to correctly guess the meaning of foreign-language words with known translation-equivalent cognates. It also aims to identify the cognitive and linguistic factors driving this development. To this end, 159 German-speaking Swiss participants aged 10 to 86 were asked to translate 45 written and 45 spoken isolated Swedish words with German, English or French cognates. In addition, they were administered an English language test, a German vocabulary test as well as fluid intelligence and working memory tests. Cognate guessing skills were found to improve into young adulthood, but whereas they show additional increases in the written modality throughout adulthood, they start to decrease from age 50 onwards for spoken stimuli. Congruently with these findings, L1 vocabulary knowledge is a stronger predictor of written cognate guessing success, whereas fluid intelligence is the most important predictor in the spoken modality. Raw data and computer code used for the analyses are freely available online.
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Radden, Günter. "Making sense of negated modals in English." Review of Cognitive Linguistics 12, no. 2 (October 31, 2014): 471–91. http://dx.doi.org/10.1075/rcl.12.2.08rad.
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The complexities of the interaction of modality and negation are well-known. They mainly arise from different scopes of negation. Thus, the negation in You mustn’t go has narrow scope while the negation in You can’t go has wide scope. This study adopts a cognitive approach to the issue of scope in negated modality. It examines negated modals within a conceptual matrix developed on the basis of conceptual distinctions that are crucial to modality. The distribution of negated modal verbs within the conceptual matrix reveals which modal concepts are coded in a given language and which ones are not. The study focuses on the system of English negated modals but also compares it to the systems of German, Dutch and Norwegian. In all four languages, the predominant way of negating modals is by using wide-scope negation. German, in fact, wholly relies on wide-scope negation, while English makes use of both scopes of negation. Its mixed nature leads to a number of “irregularities” in the use of modals, which, however, can still be shown to be motivated.
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Mair, Christian. "WAYS OF EXPRESSING POTENTIAL MODALITY IN ENGLISH AND GERMAN SUBJECT CLAUSES." IRAL - International Review of Applied Linguistics in Language Teaching 26, no. 3 (1988): 217–28. http://dx.doi.org/10.1515/iral.1988.26.3.217.
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Da Silva, Erika Suellem Castro. "Interlíngua no processo de aprendizagem do português brasileiro na modalidade em Tandem utilizando o aplicativo Hello Talk." BELT - Brazilian English Language Teaching Journal 9, no. 1 (September 19, 2018): 207. http://dx.doi.org/10.15448/2178-3640.2018.1.31991.
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Technology has been used for a variety of activities in our daily routine, including language learning. In that context, tandem modality has spread significantly (Telles; Vassalo, 2006; Souza, 2007; Telles; Ferreira, 2010). Basically, tandem requires two interactants to learn each other’s language in a collaborative way. Correction and feedback are essential elements in that modality. For this study, part of a project developed in a subject of the English Undergraduate Course at Pará State University (UEPA), we have pointed out the tandem learning in Hello Talk app of a German student learning Brazilian Portuguese by interacting with a Brazilian student learning English and German. We have observed specifically the interlanguage of the Brazilian Portuguese learner, regarding that errors are part of a complex process (Spinassé, 2006) of language acquisition, with its own systematicity, variability (Henriques, 2012) and specific levels.
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Kirchhoff, Natalie, and Raúl Dávila-Romero. "The effect of input modality on German as a FL learners’ provision of recasts in oral peer interactions." Indonesian Journal of Applied Linguistics 12, no. 2 (September 30, 2022): 448–65. http://dx.doi.org/10.17509/ijal.v12i2.37238.
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Interaction between learners is proven to be beneficial for second and foreign language acquisition. This article reports on a quasi-experimental study conducted in a German as a foreign language (GFL) classroom in a university in Spain. The study explored the effect of input modality on the provision of recasts in oral peer interactions. Two intact classes of GFL, one with 12 and the other with 16 learners, participated in six oral interaction tasks. The researchers divided the two classes into two groups: one group was only exposed to aural and visual input, while the other also received written input. Audio recordings and full written transcripts of learners’ oral peer interactions in the two groups were made and the frequency and nature of recasts were analysed quantitatively in order to examine the effect of input modality on the production of this corrective feedback type. Results suggested that input modality impacted the way learners interacted with each other. Findings showed that learners who were not provided with written input provided significantly more recasts to each other. Results also revealed that the nature of the recasts (i.e., form-, lexical- and pronunciation-focused recasts) that learners produced was input modality dependent. Since the provision of recasts is beneficial for second and foreign language acquisition, the results indicate that teachers and task designers should consider input modality as a relevant task design variable.
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Diewald, Gabriele. "A Basic Semantic Template for Lexical and Grammaticalized Uses of the German Modals." Modal Verbs in Germanic and Romance Languages 14 (December 31, 2000): 23–41. http://dx.doi.org/10.1075/bjl.14.03die.
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Abstract. The scmanlic relations and oppositions between the German modals and their various uses are treated here as instantiations of a common semantic template, which is described as a complex and condensed relational structure between a modal source, path, and goal. The different readings of a modal verb (less grammaticalizcd narrow-scope uses vs. more grammaticalized wide-scope uses) and the different types of modality (deontic, volitional and dispositional modality) uniformly arise out of specific feature realizations in the relational positions of the basic semantic template.
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Leontyeva, Varvara. "On the History of Studying Modal Verbs in the German Language." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 64–76. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-64-76.
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The article is an overview and a summary of the study of modal verbs in the German language in Russian and foreign linguistics, from Antiquity to the present day, in line with the holistic study of modality in world linguistics. Using the methods of generalization and systematization, the author analyzes monographs and articles by Russian and foreign experts in the field of the history of the German language, functional grammar, and morphology. While a considerable number of works by foreign and Russian linguists in the 20th century are devoted to the issues of semantics of preterite-present and modal verbs in specific historical periods of the development of the German language, there are still many open questions in this area. Throughout almost the entire 20th century, Germanists viewed modal verbs mainly as a means of expressing internal modality, i.e., the attitude of the speaker to the action being performed. However, in the late 20th and early 21st century, they began to actively study the subjective use of modal verbs. Much modern literature on the subject is devoted to the study of German modal verbs in the function of subjective (epistemic) modality. This article focuses on etymological, semantic, grammatical, and functional features of modal verbs in modern German and discusses a number of controversial issues, such as the question of whether modal verbs are a closed or open cluster of vocabulary, that is, whether it is possible, at the present stage of language history, to include other linguistic units into the category of modal units, it these other units answer certain semantic or grammatical criteria. It is also open to discussion whether there is a one-to-one corre-spondence between a modal verb and the type of modal relations that is expressed with the help of this verb in speech, and vice versa. The author highlights such significant aspects as grammaticalization of modal verbs, correlation of modal verbs with various types of modal relations, primary and secondary meanings of modal verbs, characteristics of the preterito-presentia, compatibility of modal verbs, and syntactic features of their usage. The relevance of this study lies in the fact that it gives a more comprehensive understanding of functions and pragmatics of modal verbs as a special lexical cluster in speech.
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Boginskaya, Olga. "A Contrastive Study of Deontic Modality in Parallel Texts." ELOPE: English Language Overseas Perspectives and Enquiries 18, no. 2 (December 29, 2021): 31–49. http://dx.doi.org/10.4312/elope.18.2.31-49.
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This article is a contrastive study of deontic modal markers in three parallel texts. It analyses the modality system in the English, Russian and French texts of the Universal Declaration of Human Rights accounting for the ambiguity of some English modal verbs in legal texts and the difficulty in rendering them into a different language. The research reveals modal markers used to express deontic permission, deontic obligation and deontic prohibition in the three parallel texts; semantic similarities and discrepancies between these modal markers; and translation strategies employed to render the English modal markers into Russian and French. The article responds to the need for a systematic analysis of deontic modal markers in English, Russian and French due to the semantic and syntactic differences among the German, Romance and Slavic languages. The article concludes that French and Russian have more in common than French and English or Russian and English in terms of the deontic modality.
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Anthonissen, Lynn, and Tanja Mortelmans. "German modals in second language acquisition: A constructionist approach." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 9–30. http://dx.doi.org/10.1515/gcla-2016-0004.
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Abstract Descriptions of modal verbs in learner grammars often evoke quite abstract semantic categories (focusing on dynamic, deontic and epistemic modality) in generalized usage contexts. Yet, in concrete utterances, modal verbs not only serve highly specific pragmatic and discourse-structural functions, but can also be shown to occur in (quasi-)formulaic sequences with specific lexical elements. These more idiosyncratic functional and formal properties are often insufficiently addressed in learner grammars. The article demonstrates, on the basis of two case studies, how insights and methods from Construction Grammar can help to improve the presentation of this topic. More specifically, it elaborates on the key determinants of L2 construction learning (involving frequency, proto-typicality and form-function mapping, among others) and illustrates what statistical techniques such as collostructional analysis and conditional inference trees can reveal about the intricacies involved in learning modal verb constructions.
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Drebet, V. V. "SYNERGETIC OF DECODING THE SEMANTIC VOLUME OF A NOUN IN RELATION TO THE VERBAL MODALITY DÜRFEN (on the basis of German-language fiction and press)." Writings in Romance-Germanic Philology, no. 2(47) (January 15, 2022): 37–53. http://dx.doi.org/10.18524/2307-4604.2021.2(47).245924.
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The presented work is one of the stages of noun research within a certain verbal modality. The focus of the article lies in the study of the generating noun content in relation to the verbal modality dürfen in German from the perspective of linguosynergetic scientific paradigm, which considers language as a complex dynamic system capable of self-organization and self-regulation. In this study methodologically important is the position that the synergetic law of making the least effort and conservation of speech energy is the driving factor of language development. In a synergetic sense, the author of the article draws parallels between the dictionary as a representative of the linguistic generalization of the structured amount of knowledge of the learned extraverbal reality and the mental lexicon, which is not an arbitrary accumulation of contributions, but constitutes a structured hierarchical system of such contributions. If lexical units in the synergetic sense and their meanings at the language level contain coded structured information, then in the same aspect the paper considers the implementation of the word in one of its meanings at the speech level as information decoding. The linguosynergetic format of the research proposed in this article assumes that language as a self-regulating system under the influence of external energy and information has developed a mechanism of different representations of nouns in syntactic constructions with different verbal modality in German-language fiction and press. The results obtained on the basis of the synergeticquantitative approach are extrapolated to linguosynergetic models of self-organization of noun names according to the principle of minimization of efforts, which directs the human mental lexicon to optimal decoding of semantic volume of polysemic or monosemic nouns in relation to the verbal modality dürfen in German-language fiction and press. It is proved that since the closest distances in the lexical structure of a word at the linguistic level are the closest in comparison with the structures of knowledge of the human mental lexicon, the construction of noun content in modern German on the synergetic principle of conservation of speech energy and minimization of efforts is the most optimal way of directing the mental lexicon of a person to decoding the semantic scope of the closets meanings of the polysemic and unambiguous monosemic word models.
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El-Bouz, Katsiaryna. "Animation of grammar – Interplay of cognitive linguistics and multimedia learning: The example of German modal auxiliaries." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 135–52. http://dx.doi.org/10.1515/gcla-2016-0010.
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Abstract This article explores German modal auxiliaries as a means of expressing root modality from a cognitive linguistic point of view. Special attention is paid to the educational aspect in the context of teaching German as a foreign language. The article presents an innovative didactic concept for German modal auxiliaries based on the cognitive linguistic approach and implemented through animations. The effectiveness of this concept was tested in an empirical study, the findings of which also presented and discussed in the article.
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Pfau, Roland, and Markus Steinbach. "person climbing up a tree." Sign Language Syntax from a Formal Perspective 16, no. 2 (December 12, 2013): 189–220. http://dx.doi.org/10.1075/sll.16.2.04pfa.
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Studies on sign language grammaticalization have demonstrated that most of the attested diachronic changes from lexical to functional elements parallel those previously described for spoken languages. To date, most of these studies are either descriptive in nature or embedded within functional-cognitive theories. In contrast, we take a generative perspective on sign language grammaticalization, adopting ideas by Roberts & Roussou (2003), who suggest that grammaticalization can be characterized as “reanalysis ‘upwards’ along the functional structure”. Following an overview of some of the attested modality-independent pathways, we zoom in on the grammaticalization of two types of agreement auxiliaries, the lexical sources of which are the verb give and the noun person. We argue that the grammaticalization of give-aux (in Greek Sign Language and Catalan Sign Language) follows directly from Roberts & Roussou’s model because a lexical verb is reanalyzed as an element which is merged in a structurally higher functional position (little v). The same is true for person, but this change has an additional modality-specific flavor. In spoken languages, agreement affixes typically enter the functional domain of V via cliticization. In contrast, in German Sign Language and Catalan Sign Language, person, after having been reanalyzed as a determiner-like element, ‘jumps’ directly from D into AgrO — most probably because it has the relevant spatial properties necessary to express agreement. Thus, grammaticalization in sign languages, while being structurally similar, allows for types of reanalysis that are not attested in spoken languages.
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Bodnaruk, Elena V. "Modal Verbs: Between Modality, Evidentiality and Temporality (On the Material of Modern German)." Vestnik Tomskogo gosudarstvennogo universiteta. Filologiya, no. 59 (June 1, 2019): 19–34. http://dx.doi.org/10.17223/19986645/59/2.
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Mulder, Gijs, Gert-Jan Schoenmakers, and Helen De Hoop. "The influence of first and second language on the acquisition of pragmatic markers in Spanish." Isogloss. Open Journal of Romance Linguistics 8, no. 1 (July 7, 2022): 1–23. http://dx.doi.org/10.5565/rev/isogloss.212.
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This paper reports on an experimental study of the use of two Spanish markers of epistemic modality and evidentiality, creo que ‘I believe that’ and pienso que ‘I think that’, by native speakers, and by Dutch and German learners of Spanish. We found a clear preference for creo que among the native speakers of Spanish, but with differences between the main varieties of the language. For Dutch and German learners the preference for creo que was significantly weaker, and for beginning learners of Spanish it was significantly weaker than for advanced learners. While for the Dutch learners of Spanish this pattern reflects the preference for I think over I believe in their L1, the preference that the German-speaking learners have for creo que can be seen as evidence for a general tendency noticed in the literature, namely the interference of an L2 (in this case English) instead of the L1 (in this case German) in L3 performance (in this case Spanish).
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Loos, Cornelia, Jens-Michael Cramer, and Donna Jo Napoli. "The linguistic sources of offense of taboo terms in German Sign Language." Cognitive Linguistics 31, no. 1 (February 25, 2020): 73–112. http://dx.doi.org/10.1515/cog-2018-0077.
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AbstractTaboo terms offer a playground for linguistic creativity in language after language, and sign languages form no exception. The present paper offers the first investigation of taboo terms in sign languages from a cognitive linguistic perspective. We analyze the linguistic mechanisms that introduce offense, focusing on the combined effects of cognitive metonymy and iconicity. Using the Think Aloud Protocol, we elicited offensive or crass signs and dysphemisms from nine signers. We find that German Sign Language uses a variety of linguistic means to introduce and enhance offense, many of which rely on iconic properties of the taboo sign. In conjunction with cross-linguistically common metonymic word-formation strategies, the degree of visual explicitness of a sign increases its potential to offend. Semantically similar taboo signs based on the same metonymic anchor but differing in their degree of iconicity also differ in offensiveness. This allows for creating dysphemisms and euphemisms via phonological changes to a sign. We further show that embodiment creates modality-enhanced ‘vicarious embarrassment’ in the viewer that results in the respective signs being judged obscene or offensive. Further, lexical blending and non-manual enhancement play a role in the creation of dysphemisms in DGS. Lastly, we propose that iconicity as a cognitive structuring principle of linguistic expressions constrains the possible semantic extensions of iconic taboo terms.
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HAHN, CHRISTIAN G. K., HENRIK SAALBACH, and ROLAND H. GRABNER. "Language-dependent knowledge acquisition: investigating bilingual arithmetic learning." Bilingualism: Language and Cognition 22, no. 1 (October 5, 2017): 47–57. http://dx.doi.org/10.1017/s1366728917000530.
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Previous studies revealed language-switching costs (LSC) in bilingual learning settings, consisting of performance decreases when problems are solved in a language different from that of instruction. Strong costs have been found for arithmetic fact knowledge. The aim of the present study was to investigate whether LSC in arithmetic also emerge in an auditory learning task and in pure fact learning. Furthermore, we tested whether LSC are influenced by the direction of language-switching. Thirty-three university students learned arithmetic facts of three different operations (i.e., multiplication, subtraction, artificial facts) over a period of four days. The training was either in German or English. On day five, participants solved problems in both languages. Results revealed LSC in response latencies for all three types of problems, independent of the direction of language-switching. These findings suggest that LSC are modality-unspecific and occur independent of the type of arithmetic fact knowledge.
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Niehaus, Erika. "Kommunikationsprobleme Von "Near Native Speakern" Deutsch." Taalonderwijs aan gevorderden 25 (January 1, 1986): 37–46. http://dx.doi.org/10.1075/ttwia.25.05nie.
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Communication has at least two different aspects: the propositi-onal aspect and the social aspect. Any utterance in a face-to-face-interaction therefore has the function to give information and to indicate how the ralation to the other participant is interpreted. In order to establish his communicative goal, the speaker has to analyse the social situation and the preceding context. Depending on this interpretation he selects between the different verbal patterns to perform a certain speech act. This involves for instance the choice of direct/indirect speech act realizations, the selection of certain linguistic elements (modality markers) for downtoning or upgrading the illocutionary force of speech acts. The contrastive analysis of the realizations of the speech act REQUEST in three different dialogue batteries elicited via role play from Dutch learners of German, native speakers of Dutch and native speakers of German has shown 1. that Dutch native speakers use modality markers in different communicative functions than German native speakers, 2. that Dutch learners of German mostly choose the same social strategies when speaking the target language as they do when speaking the mother tongue, 3. that the learners are not always able to establish their modal goal, that is, the are not able to communicate their intentions on an interpersonal level. The reason for this seems to be that in the Netherlands the teaching of German as a second language is mainly a matter of teaching grammatical rules and linguistic expressions without taking into consideration that the meaning of these expressions is pragmaticalley conditioned and that their usage is motivated by the relevant characteris-tics of such social situations.
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Lee, Miyoung. "Distanz-Strukturen – Eine psycholinguistische Annäherung an Klammerkonstruktionen im Deutschen." Zeitschrift für germanistische Linguistik 46, no. 2 (September 10, 2018): 185–220. http://dx.doi.org/10.1515/zgl-2018-0013.
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Abstract In this paper, I provide an alternative psycholinguistic interpretation of so-called brace constructions in German. Brace constructions (e. g. “Thomas muss morgen eine Klausur schreiben.” or “… wenn Thomas morgen eine Klausur schreibt.”) can be regarded as the typical structural features of German. The analysis proposed in this article is based on linguistic phenomena which can be observed in language production of both L2 learners and native speakers. The aim of my analysis is to develop a preliminary model that reflects aspects of human language processing. The model is based on the concept of tension that arises during the language production process in case of the analytical realization of certain lexical concepts (in the case of so-called separable verbs) or grammatical concepts (including tense, passive, modality, subject). The elements involved in an analytical realization are conceptually (lexically or grammatically) combined but they have to be separated from one another in serialization and placed in a distance structure. From this interpretation, the typical structural features of German are, above all, distance structures, which consist of the finite auxiliary or modal verb and the full verb in main clauses, and in subordinate clauses of the subject and the finite verb due to subject-verb agreement. The proposed Model provides explanations also for other interlanguage phenomena associated with structural aspects in other languages. On the basis of this concept of tension, other learning difficulties can also be predicted, which can arise in the learning of certain corresponding structures in certain languages.
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Herrmann, Annika. "The interaction of eye blinks and other prosodic cues in German Sign Language." Sign Language and Linguistics 13, no. 1 (August 20, 2010): 3–39. http://dx.doi.org/10.1075/sll.13.1.02her.
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As an interface phenomenon, prosody interacts with all components of grammar, even though it is often subsumed under the broad area of phonology. In sign languages, an equivalent system of prosody reveals interesting results with regard to modality-independent notions of language structure. This paper presents data from a study on German Sign Language (Deutsche Gebärdensprache, DGS) and investigates prosodic cues on the basis of annotated video data. The focus of the study was on eye blinks and their use in prosodic structuring of signed utterances. Systematic methodology, annotation, and statistical evidence provided the basis for a thorough analysis of blinking behavior in DGS. The results suggest a consistent use of certain eye blinks as markers to indicate prosodic phrase boundaries. A constant 70%/30% ratio of prosodic and non-prosodic blinks further indicates the efficient use of this device. Even though some aspects of blinking are subject to inter-signer variation, the prosodic use of blinks is intriguingly similar across signers. However, blinks are not obligatory boundary markers in DGS. I propose an analysis that takes into account various factors such as syntactic constituency, prosodic structuring, and particularly the interplay of various nonmanuals such as eye gaze, head nods, and facial expressions. The fine-grained distinction of blinks resulting from a modified categorization for eye blinks and additional statistical computations give insight into how visual languages realize phrase boundaries and prosodic marking and to what extent they use the system consistently.
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Karges, Katharina, Thomas Studer, and Nina Selina Hicks. "Lernersprache, Aufgabe und Modalität: Beobachtungen zu Texten aus dem Schweizer Lernerkorpus SWIKO." Zeitschrift für germanistische Linguistik 50, no. 1 (April 1, 2022): 104–30. http://dx.doi.org/10.1515/zgl-2022-2050.
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Abstract This chapter introduces the multilingual Swiss learner corpus SWIKO while also exploring effects of contextual factors on teenage learner productions in instructed foreign language settings. Corpus-based language acquisition research relies on learner language data usually elicited through a range of tasks. However, task characteristics and conditions may influence the extent to which learners can demonstrate their language competences. To tackle this challenge, careful attention was devoted to the systematic variation of parameters (eight different tasks, solved orally or by writing, in the language of schooling or one or two foreign languages, or paper- or computer-based). These are first discussed in light of the overall composition of our corpus. We then focus on the German sub-corpus, reporting findings regarding text length, lexical diversity, and cross-linguistic influence. Our analyses reveal both quantitative and qualitative differences depending on task type and modality, and show large intra- as well as interindividual variation among learners. Despite the limitation of a (currently) small oral data set, these initial findings emphasize the crucial role of contextual factors in data collection and raise concerns about the generalizability and comparability of basic-level learner productions.
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Decock, Sofie. "Svenja Kranich, Contrastive Pragmatics and Translation. Evaluation, Epistemic Modality and Communicative Styles in English and German." Languages in Contrast 17, no. 2 (September 19, 2017): 303–7. http://dx.doi.org/10.1075/lic.17.2.07dec.
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Moroni, Manuela Caterina, and Ermenegildo Bidese. "Deutsches auch und italienisches anche im Vergleich." Linguistik Online 111, no. 6 (December 11, 2021): 187–208. http://dx.doi.org/10.13092/lo.111.8247.
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The focus of our contribution is the German particle auch ‘also’ and its Italian counterpart anche. From a semantic point of view, auch and anche convey the same additive meaning in both languages: through them an element, called ‘domain of association’, is added to a list of further elements for which the auch/anche phrase applies. From a syntactical point of view, auch and anche can occupy different positions in the sentence by modifying the type and the scope of the domain of association. This results in four basic usage patterns which are similar in both languages and correspond to just as many functions of auch/anche: (i) additivity, (ii) sentence connection, (iii) focus domain, and (iv) modality. Despite these common functions, auch and anche interact with the syntax and the information structure of the sentence in German and in Italian differently. Furthermore, they are used in conversation contexts, which are distinctive in both languages.
By starting from the current description of auch and anche in the literature, the first aim of our contribution is to provide evidence for the above-mentioned four basic functions despite their language-specific usage contexts. As a second aim, we want to validate our systematization through the analysis of spoken data for German and Italian, explaining why some functions are more likely to be found in the former than in the latter.
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Ananthanarayana, Tejaswini, Priyanshu Srivastava, Akash Chintha, Akhil Santha, Brian Landy, Joseph Panaro, Andre Webster, et al. "Deep Learning Methods for Sign Language Translation." ACM Transactions on Accessible Computing 14, no. 4 (December 31, 2021): 1–30. http://dx.doi.org/10.1145/3477498.
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Many sign languages are bona fide natural languages with grammatical rules and lexicons hence can benefit from machine translation methods. Similarly, since sign language is a visual-spatial language, it can also benefit from computer vision methods for encoding it. With the advent of deep learning methods in recent years, significant advances have been made in natural language processing (specifically neural machine translation) and in computer vision methods (specifically image and video captioning). Researchers have therefore begun expanding these learning methods to sign language understanding. Sign language interpretation is especially challenging, because it involves a continuous visual-spatial modality where meaning is often derived based on context. The focus of this article, therefore, is to examine various deep learning–based methods for encoding sign language as inputs, and to analyze the efficacy of several machine translation methods, over three different sign language datasets. The goal is to determine which combinations are sufficiently robust for sign language translation without any gloss-based information. To understand the role of the different input features, we perform ablation studies over the model architectures (input features + neural translation models) for improved continuous sign language translation. These input features include body and finger joints, facial points, as well as vector representations/embeddings from convolutional neural networks. The machine translation models explored include several baseline sequence-to-sequence approaches, more complex and challenging networks using attention, reinforcement learning, and the transformer model. We implement the translation methods over multiple sign languages—German (GSL), American (ASL), and Chinese sign languages (CSL). From our analysis, the transformer model combined with input embeddings from ResNet50 or pose-based landmark features outperformed all the other sequence-to-sequence models by achieving higher BLEU2-BLEU4 scores when applied to the controlled and constrained GSL benchmark dataset. These combinations also showed significant promise on the other less controlled ASL and CSL datasets.
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Liu, Mingya, Stephanie Rotter, and Anastasia Giannakidou. "Bias and Modality in Conditionals: Experimental Evidence and Theoretical Implications." Journal of Psycholinguistic Research 50, no. 6 (November 1, 2021): 1369–99. http://dx.doi.org/10.1007/s10936-021-09813-z.
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AbstractThe concept of bias is familiar to linguists primarily from the literature on questions. Following the work of Giannakidou and Mari (Truth and Veridicality in Grammar and Thought: Modality, Mood, and Propositional Attitudes, University of Chicago Press, Chicago, 2021), we assume “nonveridical equilibrium” (implying that p and ¬p as equal possibilities) to be the default for epistemic modals, questions and conditionals. The equilibrium of conditionals, as that of questions, can be manipulated to produce bias (i.e., reduced or higher speaker commitment). In this paper, we focus on three kinds of modal elements in German that create bias in conditionals and questions: the adverb wirklich ‘really’, the modal verb sollte ‘should’, and conditional connectives such as falls ‘if/in case’. We conducted two experiments collecting participants’ inference about speaker commitment in different manipulations, Experiment 1 on sollte/wirklich in ob-questions and wenn-conditionals, and Experiment 2 on sollte/wirklich in wenn/falls/V1-conditionals. Our findings are that both ob-questions and falls-conditionals express reduced speaker commitment about the modified (antecedent) proposition in comparison to wenn-conditionals, which did not differ from V1-conditionals. In addition, sollte/wirklich in the antecedent of conditionals both create negative bias about the antecedent proposition. Our studies are among the first that deal with bias in conditionals (in comparison to questions) and contribute to furthering our understanding of bias.
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Cornillie, Bert. "On modal grounding, reference points, and subjectification." Annual Review of Cognitive Linguistics 3 (October 31, 2005): 56–77. http://dx.doi.org/10.1075/arcl.3.05cor.
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In this paper it is argued that Langacker’s definition of grounding predications is problematic for languages other than English. The idea that in English tense and modal auxiliaries are mutually exclusive grounding elements leads Langacker (1990, 2003) to consider both deontic and epistemic modal auxiliaries as grounding predications, whereas he excludes German modals from being so on the basis of their tense inflection. In this paper I contend that, unlike the deontic modal verbs, and despite their tense marking, Spanish epistemic modals deber ‘must’, poder ‘may’ and tener que ‘have to’ are certainly appropriate for modal grounding due to their reference point function and to the subjectification they undergo. I show that deontic modality is more affected by temporal grounding than epistemic modality. Moreover, the impossibility of inserting an inchoative verb such as ir a ‘to be going to’ corroborates the theoretical underpinning that Spanish epistemic modals effect an epistemic grounding similar to that of the grounding predications in English.
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Shipova, I. A., and N. V. Badaeva. "Modalization of Speech Actions as the Basis of the Metaphoric Transfer (on the Example of German Economic Discourse)." Concept: philosophy, religion, culture 5, no. 3 (September 28, 2021): 128–36. http://dx.doi.org/10.24833/2541-8831-2021-3-19-128-136.
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The question of the nature of speech modalization has been repeatedly considered in linguistics from various positions, which is partially reflected in the text of the article. The authors of the publication propose to look at the points of intersection of the process of metaphorization of statements within the framework of one type of discourse with the expression of the author's attitude to and/or assessment of its content. To substantiate the validity of this approach, the authors refer to the methodology of logical analysis of language, the theory of intersubjectivity and the theory of evaluativity, linking cognitive methods of analyzing the process of metaphorization with a broad understanding of the category of modality. This formulation of the problem fits into the modern scientific paradigm of interdisciplinarity and the actualization of interdisciplinary relations, which reflects the relevance of the proposed text. The scientific novelty of the topic is an attempt to determine the correlation of the category of modality in its axiological and ideological aspects with metaphorization as a means of actualizing evaluativity in economic discourse. Commonly, denoting phenomena, processes or results is not limited to their nomination, but the producer of the utterance gives them a modal assessment. The empirical material containing fragments of texts of the German-language mass media on economic topics reflects the validity of the proposed interpretation of the issue, shows the potential relationship of phenomena in the intersection of various connotative meanings of a cognitive metaphor, potentially serving to express the attitude to the proposition of an utterance at the level of intersubjective assessments that create a modal frame of the text. The given examples clearly demonstrate that cognitive metaphors in various forms of their implementation could serve to express ideological modality from the standpoint of intersubjectivity, since the producer of the text relies on the reflection of a fragment of reality in the communicative and cognitive activity of subjects of the national-cultural community of people. The article recognizes a certain ambiguity of the proposed interpretation of the category of modality, which is considered in the traditional grammar as an expression of possibility, ought and desirability, or as a confidence, doubt and assertion that the action is carried out at different time levels using phrases with modal verbs, modal words or adverbs, particles, etc. Thus, the article can be considered as an indirect invitation to a discussion on the issue.
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Krause, Christina M. "Brief Report: What You See Is What You Get? Sign Language in the Mathematics Classroom." Journal for Research in Mathematics Education 50, no. 1 (January 2019): 84–97. http://dx.doi.org/10.5951/jresematheduc.50.1.0084.
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This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. Selected findings are gathered from an ongoing study of signs and gestures used by DHH students and their teachers when encountering and communicating mathematical ideas at a German special-needs school that focuses on hearing and communication. The focus rests primarily on iconic aspects of mathematical ideas as reflected in the gestural–somatic modality of sign language. A categorization of iconicity in mathematical signs as used by the students is presented and used to reconstruct a case of meaning making in a Grade 5 geometry classroom. Insights gained from these observations lead beyond the DHH mathematics classroom by providing new perspectives on the interplay between language and communication, individual experience, and shared conceptualization.
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Schelletter, Christina. "The effect of form similarity on bilingual children's lexical development." Bilingualism: Language and Cognition 5, no. 2 (August 2002): 93–107. http://dx.doi.org/10.1017/s1366728902000214.
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Previous studies of adult bilinguals have shown that cognates (translation equivalents similar in sound and spelling) are translated faster than non-cognates and different representations for the two categories in bilingual memory have been suggested (Kroll and Stewart 1994, van Hell and de Groot 1998). Assuming that bilingual children's representations are similar to those of adults, effects of form similarity between words should also be observed. This paper examines form-similar nouns in the early lexical development of a bilingual German/English child aged 1;11–2;9 as well as effects of form similarity in picture naming and translation in two groups of German/English children aged 8–9. Form similarity here differs from the cognate status of a word in that it implies similarity of sound only. Considering the way hearing children acquire words, it seemed necessary to restrict the similarity of words to this modality. Similarly, the presentation of items in the translation tasks was auditory. The results show an effect of form similarity in early lexical development, whereby form-similar words occurred frequently in the beginning of the observation period in both languages and were more likely to have a translation equivalent in the child's English. In the translation task, form similarity resulted in lower latencies for both language directions. The results thereby confirm that form similarity affects representations in both adult and child learners.
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Danylenko, O. S. "HEADLINES AND THEIR FUNCTIONS IN PRESENT-DAY POLITICAL DISCOURSE OF MASS MEDIA." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 398–405. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-398-405.
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This paper considers headlines of German-language news articles and their functions in present-day political discourse of mass media. The concept of "political communication" is specified and the main target trends in studying news headlines from a linguistic point of view are interpreted. The headline is a text sign with a very strong effect, it has the following characteristics: informativeness, modality, formal construction and semantic completeness, interpretability, polyfunctionality. The high tempo and the level of the IT development change the manner of presenting material by focusing mostly on the readers of Internet news to whom of special importance is the degree of the newness of some information or the special viewpoint under which an information event is covered. The data for research within the framework of this paper are the headlines of articles with political news on the Deutsche Welle website. To reveal the mechanism of the influence of headlines on political discourse construction, special attention is paid to their functional and structural peculiarities in contemporary media space. The main structural types of news headlines are two-member sentences, headlines in the form of questions, elliptical headlines and nominative headlines difering from each other in the manner of presenting information. The prevailing structural pattern of the headline in the German-language press is a two-member sentence with a direct word order, the number of the words varying from six to eight. In the course of the analysis of news headlines the most typical functions are described: nominative-informative, graphically-highlighting, informational, influencing, advertising and evaluative-expressive as well as integrative and searching functions of headlines. Briefness and structural rigidity are characteristic of German-language news articles. The following principles are typical of the news articles on the Deutsche Welle website: intensified visualization, strongly pronounced interactivity, simplicity and promptness.
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Боцман, Андрій, Ольга Дмитрук, and Валерія Бондаренко. "INNER MUTUAL SEMANTIC AND MORPHOLOGICAL CORRELATION OF THE GERMANIC PRETERITE-PRESENT VERBS." Молодий вчений, no. 2 (90) (February 26, 2021): 74–81. http://dx.doi.org/10.32839/2304-5809/2021-2-90-14.
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Being the remarkable feature of all Germanic languages, the preterite-present group of verbs played a significant role in forming morphological units of analytical type. The process of analytisation caused the introduction of some verb forms, which appeared as a result of gradual grammaticalisation when a preterite-present verb fused with a verbal form (participle or infinitive) creating a new morphological category of finite verb (future tense, oblique mood). During the process of their development, transformation and coexistence, the preterite-present verbs were separated into a stable morpho-semantic group which generated the field of modality and made some verbs follow the same way of development and transformation. As a result, a new morpho-semantic sub-group of analogous verbs was formed when the group of preterite-present verbs received its stability and potentiality in the Germanic verb corpus. The inductive force of the preterite-present verbs was so powerful that even an individual verb was involved into the process of grammaticalisation following the patterns of analogous and preterite present verbs, too. The verbs of preterite-present group, analogous subgroup and the individual verb functioned and coexisted within the East, West and North (Scandinavian) Germanic languages. As a result of that historical coexistence all these verbs got not only the common features in morphological and semantic aspects, they simultaneously gained a set of individual features differing semantically. Only after a detailed comparison of morphological and semantic individual features of related (according to the Proto-Germanic nature of origin) verbs, is it possible to explain their specific involvement into the process of grammaticalisation or their further disappearance from usage on the edge of Old and Middle or Middle and New periods of language transformation and development. Remarks on the paradigm of preterite-present verbs help to reveal the specifics of the verb functions and trace the way of the analytical form creation in some separate Germanic languages. Paradigmatic rows demonstrate either close or distant relations between the Germanic languages in their geographical groups or even intergroup relations. These relations are really essential for further investigation. Only the East Germanic group with its main representative of the Gothic language disappeared without leaving any close relatives in the Middle and New Germanic periods. The Scandinavian languages where the reflection of Old Norse. The West Germanic languages had a really entangled way of development. Old High German and Old Saxon were reflected in the German language. Anglo-Saxon, Old Saxon and Old Frisian were reflected in the English language. Old Frisian and Old Saxon were reflected in the Dutch and Frisian languages. Inner mutual semantic and morphological correlations of the Germanic preterite-present verbs help to indicate leading verbs which were involved into the process of the Germanic language analytisation.
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Roszko, Roman. "Znaczenie dwujęzycznych korpusów w polsko‑litewskich badaniach konfrontatywnych." Acta Baltico-Slavica 36 (July 26, 2015): 67–79. http://dx.doi.org/10.11649/abs.2012.007.
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The meaning of bilingual corpora in the Polish-Lithuanian comparative studiesIn his article, the author compares and contrasts the results of his own research on the hypothetical modality in Polish and Lithuanian: a) carried out together with Danuta Roszko, using the traditional method (without use of bilingual corpora in the 90s); b) with use of parallel Polish-Lithuanian corpora resources. As for the contrast of the two methods, special attention has been drawn to the lexical exponents singled out. The use of the corpora resources resulted in the fact that the number of exponents of hipothetical modality singled out in the two languages has slightly risen. Moreover, the borders between the corresponding groups of exponents have become more distinct and obvious. There has been confirmed a possibility of using the corresponding groups of exponents to express the meanings of the adjacent groups. The conclusion has been drawn that this phenomenon is as obvious now as it was earlier expected (in studies without use of bilingual corpora). The separate analysis of corpora resources with the division into the material being a) mutual Polish-Lithuanian translations (i.e. from Polish into Lithuanian and vice versa) and b) translations into Polish and Lithuanian from third languages (here: from German, English or Russian) does not significantly influence the number and diversity of the lexical exponents applied in the two languages. This fact proves a high competence of the translators. The formal resemblance of some of the Polish and Lithuanian exponents does not have a significant influence on which form to choose in the target language. In the translations from Polish into Lithuanian, part of the lexical exponents are conveyed with morphological exponents (lack of such in Polish). The hypothetical modality understated in Polish is sometimes clarified in translations into Lithuanian with the help of morphological forms. In some translations from Lithuanian into Polish the total omission of meanings (also the hypothetical) can be noticed, which results from applying the Lithuanian modus relativus forms. In several cases where some Lithuanian-Polish divergences in translations from Lithuanian into Polish have been noticed, a preliminary comparison of a Lithuanian original material and its translation into Russian can suggest that despite the confirmed direction of translation (from Lithuanian into Polish), it can indeed be a translation from Russian into Polish. However, proving this hypothesis requires the establishing of a trilingual Polish-Lithuanian-Russian corpora for the selected material to allow systematic and consistent studies in this direction. The author gives statistical data for the Polish-Lithuanian lexical exponents of hypothetical modality to distinguish between the mutual translations (Polish-Lithuanian) and those of third languages.
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Beeli, Gian, Michaela Esslen, and Lutz Jäncke. "Frequency Correlates in Grapheme-Color Synaesthesia." Psychological Science 18, no. 9 (September 2007): 788–92. http://dx.doi.org/10.1111/j.1467-9280.2007.01980.x.
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Individuals with synaesthesia experience certain stimuli in more than one sensory modality. Most common is the linkage of letters and digits (graphemes) to colors. Whereas synaesthesia might be partly genetically determined, the linkages to specific colors are assumed to be learned. We present a systematic statistical analysis of synaesthetic color perception based on subjects' reproduction of individual colors for each grapheme, instead of simple verbal categorizations. The statistical analysis revealed that the color perceptions, measured with the HSL (hue, saturation, and luminance) scale, varied systematically among the different digits and letters. The frequencies of the digits and letters (in the German language) partly explained these systematic variations. However, digit frequency was more strongly related to color perception in the synaesthetes than was letter frequency. The results for digit and letter frequency indicate that experience with graphemes may shape synaesthetic color perception.
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Diewald, Gabriele, Dániel Czicza, and Volodymyr Dekalo. "Clause linkage and degrees of grammaticalization." Constructions and Frames 14, no. 1 (August 9, 2022): 181–223. http://dx.doi.org/10.1075/cf.00061.czi.
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Abstract This paper deals with different types of verbal complementation of the German verb verdienen. It focuses on constructions that have been undergoing a grammaticalization process and thus express deontic modality, as in Sie verdient geliebt zu werden (ʽShe deserves to be lovedʼ) and Sie verdient zu leben (ʽShe deserves to liveʼ) (Diewald, Dekalo & Czicza 2021). These constructions are connected to parallel complementation types with passive and active infinitives containing a correlate es, as in Sie verdient es, geliebt zu werden and Sie verdient es, zu leben, as well as finite clauses with the subordinator dass with and without correlative es, as in Sie verdient, dass sie geliebt wird and Sie verdient es, dass sie geliebt wird. This paper attempts to show a close comparative investigation of these six types of constructions based on their relevant semantic and syntactic properties in terms of clause linkage (Lehmann 1988). We analyze the relevant data retrieved from the DWDS corpus of the 20th century and present an expanded grammaticalization path for verdienen-constructions. The finite complementation with dass is regarded as an example of a separate structural option called “elaboration”. Concerning the use of correlative es, it is shown that it does not have any substantial effect on the grammaticalization of modal verdienen-constructions.
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Heltai, Pál. "Contrastive pragmatics and translation: Evaluation, epistemic modality and communicative styles in English and GermanSvenja Kranich Contrastive Pragmatics and Translation: Evaluation, epistemic modality and communicative styles in English and German Amsterdam/Philadelphia: John Benjamins Publishing Company, 2016. xiv+204 pp. ISBN 978-90-272-5666-9 (hbk)." Across Languages and Cultures 17, no. 2 (December 2016): 289–95. http://dx.doi.org/10.1556/084.2016.17.2.8.
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Дребет, В. В. "SYNERGETIC OF DECODING THE SEMANTIC VOLUME OF A NOUN IN RELATION TO THE VERBAL MODALITY KÖNNEN (on the basis of German-language fiction and press)." Writings in Romance-Germanic Philology, no. 2(45) (December 7, 2020): 12–28. http://dx.doi.org/10.18524/2307-4604.2020.2(45).218210.
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Koller, Veronika. "“The world in one city”." Branding Political Entities in a Globalised World 7, no. 3 (December 31, 2008): 431–50. http://dx.doi.org/10.1075/jlp.7.3.05kol.
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This paper compares the vision documents for a British borough and a German city to see how the city-as-brand is encoded in different semiotic modes, to draw inferences about the cognitive structure of the brand, to ascertain in how far any global brand values are adapted to local contexts, and discuss what this tells us about the relationship between councils and citizens. As such, the study represents a cognitive critical approach to discourse in which texts are seen as vehicles for their producers’ mental representations, disseminated to align recipients’ representations with those of producers. This approach leads to the investigation of linguistic and visual parameters such as attribution, actors and processes, modality and tense, and layout and logo elements. Despite local adaptations, both municipal entities are conceptualized as brands with largely generic and interchangeable attributes. Global competition among cities leads to the appropriation of corporate discourses, such as branding, which redefine and ultimately depoliticize the relationships between council and citizens.
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Nuhbalaoglu, Derya. "Resolving pronominal reference in local contexts: a referent selection task." Revista Linguíʃtica 16, no. 3 (December 30, 2020): 198–226. http://dx.doi.org/10.31513/linguistica.2020.v16n3a37412.
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Studies on global and local discourse have shown that sign languages indeed allow for occurrence of referentially unanchored pronominal index (ıx) signs referring to non-present antecedents to appear in ambiguous contexts. In local contexts, resolving the reference of these expressions has been suggested to either depend on a modality-specific anaphora resolution mechanism (localization) or on the next mention bias (first/second mention preference) influencing the salience of the referents. This paper presents a two-alternative forced choice referent selection task investigating the impact of a default localization pattern on the interpretation of referentially unanchored pronominal ix sign, in the local discourse with two competing antecedents. To do that, comparative response data was collected from right- and left-handed signers of German Sign Language (DGS) and Turkish Sign Language (TİD). Results provide evidence for second-mention or object preference for pronominal ix in both languages. In addition, the default localization pattern is identified only in restricted environments (i.e., with reciprocal verbs) to resolve pronominal reference. This modality-specific means is shown to be subject to variation across two unrelated sign languages under investigation. -----------------------------------------------------------------------------RESOLVENDO A REFERÊNCIA PRONOMINAL EM CONTEXTOS LOCAIS: UMA TAREFA DE SELEÇÃO DE REFERENTESEstudos existentes sobre discursos globais e locais mostram que as línguas de sinais claramente permitem que os sinais de apontação (ıx) pronominais referenciais não-ancorados referindo-se a antecedentes ausentes possam ocorrer em contextos ambíguos. Em contextos locais, sugere-se que a resolução da referência dessas expressões dependeriam tanto de um mecanismo de resolução anafórica específico da modalidade visual (localização), bem como de uma tendência de que a próxima menção (uma preferência pela primeira/segunda menção) influenciasse na saliência dos referentes que serão retomados. Este artigo apresenta uma tarefa de seleção de referentes feita obrigatoriamente a partir de duas alternativas que teve por objetivo investigar o impacto do padrão de localização default na interpretação do sinal de apontação pronominal referencial não-ancorado no discurso local, tendo como competidores, dois potenciais antecedentes. Para realizar tal tarefa, comparamos os dados obtidos das respostas de sinalizadores destros e canhotos da Língua de Sinais Alemã (DGS) e da Língua de Sinais Turca (TİD). Os resultados evidenciam que ıx pronominal retoma preferencialmente o segundo referente mencionado ou o objeto em ambas as línguas. Ainda, identificamos que o padrão de localização default só resolve a referência pronominal em ambientes restritos (ex: com verbos recíprocos). Mostramos que este modo de resolver a referência pronominal é específico da modalidade visual e está sujeito à variação paramétrica nas duas línguas de sinais investigadas, que não possuem relação de familiaridade.---Original em inglês.
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Kukartseva, T. A. "Teaching means of expressing modality in the German language on the basis of a communicative approach in a military university (on the material of syntactic constructions)." Yazyk i kul'tura, no. 49 (March 1, 2020): 231–41. http://dx.doi.org/10.17223/19996195/49/15.
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