Relevant bibliographies by topics / German language Reflexives

Academic literature on the topic 'German language Reflexives'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "German language Reflexives"

1

Plank, Frans. "Peculiarities of Passives of Reflexives in German." Studies in Language 17, no. 1 (January 1, 1993): 135–67. http://dx.doi.org/10.1075/sl.17.1.06pla.

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Cross-linguistically unusual though it is for active clauses with reflexive pronouns as objects to be passivizable, German does permit such passives. Passives with reflexives, widely neglected in German grammar, are examined against the backdrop of purportedly general constraints on the control of reflexive pronouns and on relational interchanges in passivization. As to control, reflexive pronouns in passives appear to be under split control, with semantic and morphosyntactic controllers (active subjects and passive dummy subjects, respectively) not coinciding. As to relational interchanges, passives with reflexive pronouns are prone to lack exemplary subjects despite the presence of potentially subjectivizable objects in corresponding active constructions, with case marking and verb-agreement not necessarily operating in tandem.
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FELSER, CLAUDIA, and IAN CUNNINGS. "Processing reflexives in a second language: The timing of structural and discourse-level constraints." Applied Psycholinguistics 33, no. 3 (August 8, 2011): 571–603. http://dx.doi.org/10.1017/s0142716411000488.

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ABSTRACTWe report the results from two eye-movement monitoring experiments examining the processing of reflexive pronouns by proficient German-speaking learners of second language (L2) English. Our results show that the nonnative speakers initially tried to link English argument reflexives to a discourse-prominent but structurally inaccessible antecedent, thereby violating binding condition A. Our native speaker controls, in contrast, showed evidence of applying condition A immediately during processing. Together, our findings show that L2 learners’ initial focusing on a structurally inaccessible antecedent cannot be due to first language influence and is also independent of whether the inaccessible antecedent c-commands the reflexive. This suggests that unlike native speakers, nonnative speakers of English initially attempt to interpret reflexives through discourse-based coreference assignment rather than syntactic binding.
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3

Matthies, Jochen. "Agent Demotion in German and Polish." Linguistik Online 115, no. 3 (May 11, 2022): 91–118. http://dx.doi.org/10.13092/lo.115.8641.

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This paper provides a contrastive account of agent demotion in German and Polish. While agent demotion is a relatively broad term that is often used including mere backgrounding, the focus is on lexical and morphosyntactic means that allow for agents to be omitted entirely, such as different forms of the passive voice, reflexive constructions, generic pronouns or unaccusative verbs with impersonal subjects (among others). It is argued that passive constructions consisting of an auxiliary and a participle seem to exhibit much higher frequencies in German, while Polish commonly uses subjectless constructions such as agentless reflexives, certain modal elements or the -no/-to-construction. This confirms the more central position of German within the SAE Sprachbund and accounts for transfer phenomena that may arise when speakers of either language become learners of the other.
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Gračanin-Yuksek, Martina, Sol Lago, Duygu Fatma Şafak, Orhan Demir, and Bilal Kırkıcı. "The interpretation of syntactically unconstrained anaphors in Turkish heritage speakers." Second Language Research 36, no. 4 (April 22, 2019): 475–501. http://dx.doi.org/10.1177/0267658319841403.

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Previous work has shown that heritage grammars are often simplified compared to their monolingual counterparts, especially in domains in which the societally-dominant language makes fewer distinctions than the heritage language. We investigated whether linguistic simplification extended to the anaphoric system of Turkish heritage speakers living in Germany. Whereas the Turkish monolingual grammar features a three-way distinction between reflexives ( kendi), pronouns ( o), and syntactically-unconstrained anaphors ( kendisi), German only distinguishes between two categories, pronouns and reflexives. We examined whether heritage speakers simplified the Turkish anaphor system by assimilating the syntactically unconstrained anaphor kendisi to either of the two categories attested in the societally-dominant language, German. Speakers’ sensitivity to grammatical distinctions in comprehension was assessed using an offline antecedent selection task and an online self-paced reading task. Our results showed that heritage speakers retain the three-way anaphoric distinctions of the monolingual grammar but there were also differences between the results of the offline and the online tasks. We suggest that processing paradigms are a useful complement to judgment tasks when studying how heritage speakers use grammatical distinctions involving optionality, as online measures can reveal distinctions that are allowed, even if dispreferred by comprehenders.
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Lauridsen, Ole. "Passiv og passiverbarhed på dansk og tysk." HERMES - Journal of Language and Communication in Business 1, no. 1 (July 17, 2015): 63. http://dx.doi.org/10.7146/hjlcb.v1i1.21332.

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It is a general and undoubtedly true assumption that the passive has a higher frequency in Danish than in German. One of the reasons for this is that the Danish language allows passivization to a much larger degree than does the German, not least because of its special -s-passive. In both languages passivization depends on the non-identity of the grammatical subject and the semantic case objective; in Danish all verbs with this feature are fundamentally passivizable, in German only when besides that they involve an element of controllability. This fact reflects special historical circumstances, developed from reflexive constructions as a substitute for the crumbling medium, the -s-passive in its inmost essence does not demand an agent and was therefore originally attached only to non-agentive verbs. On the other hand the complex passive (the blive-/werden-passive) seems originally to have been used only in connection with agentive verbs; the German language did not develop a new passive after the disappearance of the medium and consequently only verbs, the contents of which can at least be controlled by the subject, were absorbed in the periphrastic passive.
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König, Ekkehard. "Reflexive nominal compounds." Studies in Language 35, no. 1 (July 21, 2011): 112–27. http://dx.doi.org/10.1075/sl.35.1.04koe.

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This paper presents a detailed analysis of reflexive nominal compounds like self-assessment in English and their counterparts in nine other languages, whose number and use has strongly increased in these languages over the last several decades. The first component of these compounds is shown to be related to intensifiers like selbst in German and its cognate form self- in English, whose multiple uses also underlie different semantic types of reflexive compounds (self-help vs. self-control), whereas the second component typically derives from transitive verbs. Among the central problems discussed in this paper are the question of the productivity of these compounds and the possibility of deriving their meaning in a compositional fashion. The parameters of variation manifested by the sample of languages under comparison in this pilot study concern inter alia the form of the intensifier (native or borrowed, one or two), the semantic type, and the lexical category of the resultant compound.
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Hendriks, Petra, John C. J. Hoeks, and Jennifer Spenader. "Reflexive choice in Dutch and German." Journal of Comparative Germanic Linguistics 17, no. 3 (October 2014): 229–52. http://dx.doi.org/10.1007/s10828-014-9070-x.

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Gülzow, Insa. "acquisition of intensifiers versus reflexive pronouns." ZAS Papers in Linguistics 15 (January 1, 2000): 247–58. http://dx.doi.org/10.21248/zaspil.15.2000.31.

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The ultimate goal of the study is to examine the acquisition of intensifiers in English and German. In this paper an overview of the first results regarding four L1 English-speaking children will be given. Contrary to previous claims in the literature (e.g. Thomas 1990), it will be argued that intensifiers are used by children in early phases of language acquisition. Intensifiers play an important role in early phases of language acquisition since they can be used to express the wish either to be included or excluded in a certain action and thus contribute to structuring a central aspect of the child's discourse.
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Bartz, Janieta, and Thomas Bartz. "Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom." Education Sciences 8, no. 4 (November 7, 2018): 196. http://dx.doi.org/10.3390/educsci8040196.

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In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning, Learning in the Presence of the Other, and Reflexive Inclusion for inclusive worldview education in the context of a religiously pluralized and secularized society.
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Kazak, Yuliia. "THE EFFECTIVENESS OF APPLYING A GROUP WORK IN VALUE DIMENSIONS OF TRAINING OF INTENDING TEACHERS OF GERMAN IN TERMS OF AN ACMEOLOGICAL APPROACH." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 76–87. http://dx.doi.org/10.31499/2307-4906.2.2022.262931.

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The article deals with the analysis of the effectiveness of the application of a group work strategy in value dimensions of a professional training of intending teachers of German in terms of an acmeological approach. The results obtained from the research on the basis of the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University have been represented. The study presupposed three stages. At the first stage the category of students and their level of second foreign language proficiency were characterized. Research questions and hypothesis were also identified. At the second stage the research methodology was outlined as well as the tools, which were used to obtain data. At the third stage the questionnaire results were analyzed. A group work with the use of an acmeological approach is an effective strategy for teaching German. Teachers who use it systematically note its effectiveness. We roughly divided the experiment into two parts – passive and reflexive, which were accompanied by our observation, recording the features of the educational process for further development of questionnaires and analysis of the results of collected data. In terms of effectiveness, this strategy increases the motivation of learners to master the German language and stimulates the creation of a friendly learning environment, in which the intending school teachers have more speaking opportunities. Prospects for further research are based on the need for a detailed analysis of the possibilities of the implementation of an acmeological approach in the process of teaching German inUkrainian institutions of higher education. Keywords: group work; professional training; foreign language education; acmeological approach;future teacher of German; motivation; communication.
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Books on the topic "German language Reflexives"

1

Stangel, Ursula. Form und Funktion der Reflexiva in österreichischen Varietäten des Bairischen. Wiesbaden]: Franz Steiner Verlag, 2015.

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2

The acquisition of intensifiers: Emphatic reflexives in English and German child language. Berlin: Mouton de Gruyter, 2006.

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3

Das System der russischen Reflexivverben im Spiegel des Deutschen =: Sistema russkikh refleksivnykh glagolov v zerkale nemet͡s︡kogo i͡a︡zyka. Frankfurt am Main: Peter Lang, 1998.

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4

Myczko, Kazimiera. Reflexion als Schlüsselphänomen der gegenwärtigen Fremdsprachendidaktik. Frankfurt am Main: Peter Lang, 2010.

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Lutz, Gunkel, Müller Gereon 1964-, and Zifonun Gisela, eds. Arbeiten zur Reflexivierung. Tübingen: Niemeyer, 2003.

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Wörter im Grenzbereich von Lexikon und Grammatik im Serbokroatischen. München, Germany: Lincom Europa, 2001.

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7

Kordić, Snježana. Riječi na granici punoznačnosti. Zagreb, Croatia: Hrvatska sveučilišna naklada, 2002.

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The syntax of reflexivization. Dordrecht, Holland: Foris Publications, 1986.

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9

Ariza, Maria Ángeles Recio, Belén Santana López, Manuel De la Cruz Recio, and Petra Zimmermann Gonzalez. Interacciones: Wechselwirkungen : reflexiones en torno a la traducciãn e interpretaciãn del=al alemãín ãberlegungen zur translationswissenschaft im sprachenpaar spanisch-deutsch. Frankfurt am Main: Peter Lang, 2015.

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10

Gülzow, Insa. Acquisition of Intensifiers: Emphatic Reflexives in English and German Child Language. De Gruyter, Inc., 2008.

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Book chapters on the topic "German language Reflexives"

1

Maddox, Matthew L., and Jonathan E. MacDonald. "Reflexive constructions in German, Spanish, and French as a product of cyclic interaction." In Continuity and Variation in Germanic and Romance, 137–64. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198841166.003.0006.

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German sich and Spanish se can have reflexive or anticausative interpretations but only Spanish se can have a passive interpretation. We argue that Spanish Passse is the result of interaction between the subject agreement cycle and the reflexive object cycle. We make two claims: i) pro merges in Spec-Voice in Passse, due to the subject agreement cycle; and ii) se heads Voice due to the reflexive cycle. The types of reflexive constructions a language has depends on the presence/absence of pro and the categorial status of the reflexive pronoun (head or DP). French appears problematic since it has Passse but lacks subject pro. However, Passse existed in Old French (Cennamo 1993), which was a null subject language (Vance 1997). Thus, French is consistent with this claim; i.e., it developed Passse when it had subject pro and se as a head. Passse survived into Modern French as a historical remnant.
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Frajzyngier, Zygmunt, and Marielle Butters. "The emergence of the point-of-view of the subject." In The Emergence of Functions in Language, 119–38. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198844297.003.0006.

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Chapter 6 defines semantic properties of the point of view of the subject, illustrating the issue on languages familiar to many readers. The category point of view of the subject instructs the listener to consider how the event concerns the subject. This semantic function does not depend on the number and type of arguments with which the verb occurs or on the type of the event described. The chapter demonstrates how the point of view of the subject emerged from the initial state that either coded goal orientation or allowed the proposition to be interpreted as having a goal. The category point of view of the subject can be encoded regardless of whether the subject has control over the event. In German, Italian, Spanish, French, the point of view of the subject is marked by forms referred to as ‘reflexive’, and in Russian, Polish by the so-called short reflexive markers.
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Miller, D. Gary. "Linearization and typology." In The Oxford Gothic Grammar, 497–522. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198813590.003.0011.

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This chapter focuses on the linear order of phrasal constituents. Subject pronouns preferentially precede the verb directly. Object pronouns generally follow the verb. Reflexives with few exceptions follow the verb and precede non-reflexives. D-words generally precede nouns and adjectives. Only prepositional phrases occur, from which non-deictic Ds are excluded. Attributive and possessive adjectives tend to follow the noun, quantifiers to precede. The default position for genitives is postnominal. Partitive genitives are nearly always postposed. Discourse particles belong to the left periphery. Some force their host to sentence-initial, especially V1, position. In native Gothic, verbs follow predicate adjectives and auxiliaries follow verbs, as is typical of verb-final languages. Imperatives raise to the left periphery. The negator ni forms a tight constituent with the verb. The chapter closes with a brief overview of Gothic in the context of Germanic word order typology.
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Miller, D. Gary. "Verbal and sentential syntax." In The Oxford Gothic Grammar, 379–468. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198813590.003.0009.

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Gothic is a null subject language. The binder of an anaphor can be a null subject. Binding requires asymmetrical c-command. Possessive sein- can be a syntactic or discourse anaphor. Gothic may attest the beginning of the Germanic two-reflexive system. The simple reflexive, without silba (self), is productive in anticausative structures. Verbal prefixes alter meaning, lexical, or grammatical aspect. Ga- has numerous other functions, including definiteness and temporal completion. The nonpast participle functions as a relative clause substitute and in absolute constructions. In the absence of switch reference, infinitives are the norm with modal and control verbs and purposives after verbs of motion (otherwise + du). The accusative with a participle or infinitive can be a matrix object or embedded subject. Accusative and infinitive depends on case from the matrix verb. The infinitive is usually wisan (to be) as an expansion of a small clause. Relative clauses require the complementizer ei (that). Verbs whose complements are factual or realizable are typically in the indicative. Those that do not allow a full range of independent tenses in the complement clause, or whose complements are not realized, are only potentially realized, or deal with possible worlds or alternate states of reality, trigger a shift to the optative, which has a number of independent uses as well.
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