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Journal articles on the topic 'German language Relational grammar'

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Published: 10 December 2022

Last updated: 29 January 2023

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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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2

Stuyckens, Geert. "Influence of relational and referential coherence on the distribution of coordinated verb-second clauses in German and Dutch." Information Structure, Discourse Structure and Grammatical Structure 26 (November 2, 2012): 35–64. http://dx.doi.org/10.1075/bjl.26.02stu.

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This paper investigates, from the point of view of role and reference grammar, the formal and the functional side of SLF (‘subject gap in finite/frontal clauses’) coordination on the basis of a bidirectional parallel German-Dutch corpus. The main research question is how relational and referential coherence are mapped to the syntactic structure of SLF and coordination constructions alternating with it. A typology of the alternative constructions is proposed. Since both relational and referential coherence at the discourse level, as well as the nexus types at the syntax level, are composed of more or less prominent states of affairs, the paper defines a relative concept of prominence on both these grammar levels and examines whether and, if so, how this concept influences the mapping between discursive and syntactic structure. In particular, it looks at absolute and relative frequencies so as to find potential trends in this mapping. There is a tendency that the more prominent the discursive states of affairs are, the more syntactically prominent the chosen coordination alternative is. The states of affairs linked by the interclausal coherence relation seem to affect the distribution of the coordination alternatives both in German and in Dutch. The state of affairs expressed by the information-structural status of the first subject seems to affect at least the distribution of two types. To a certain extent, both German and Dutch strive to iconically map discursive to syntactic prominence.

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3

Lutzeier, Peter Rolf. "Double accusatives in German: An application of CRMS-theory." American Journal of Germanic Linguistics and Literatures 4, no. 1 (January 1992): 55–79. http://dx.doi.org/10.1017/s1040820700000822.

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ABSTRACTThis article addresses a problem at the interface between morpho-syntax and semantics: How to treat “double-accusative” constructions in German. The solution is given in relational terms, which suits the framework of CRMS-theory*. With regard to the first type of “double accusative” constructions [sie lehrt ihn die deutsche sprache ‘she teaches him the German language’], the option of different case marking is explained by general principles of CRMS-theory. With regard to the second type [sie nennt ihn einen lügner ‘she calls him a liar’], the clue for its full understanding comes from the following observation: in addition to the accusative marking of both complements there is a strong semantic tie between the two. That is why traditional grammar rightly speaks of such forms as einen lügner as an “accusative of identification”. As this idea of identification is realized at the content level in my approach, I do not see any reason for establishing a special relation “predicative” for the second type.

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4

Win, Lai Yee. "Construction of the transitivity system of Myanmar." Journal of World Languages 7, no. 1 (April 1, 2021): 156–98. http://dx.doi.org/10.1515/jwl-2021-0008.

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Abstract A number of studies on transitivity systems of languages have been conducted in the field of Systemic Functional Linguistics. Different linguists have described the transitivity systems of English, French, German, Japanese, Tagalog, Chinese, Vietnamese, Telugu, and Pitjantjatjara, adopting an upward approach which is not effective enough for discourse analysis. So far, there has been no description of the transitivity system of Myanmar in literature. The purpose of this paper is to put forward a clear description of the transitivity system of Myanmar that functions as one of the clause analysis methods from the experiential perspective. To construct a workable transitivity system of Myanmar, the present study follows He’s (forthcoming) (He, Wei. forthcoming. Categorization of experience of the world and construction of transitivity system of Chinese) new description of the Chinese transitivity system containing 32 types of processes that represent our experience of the world. Unlike previous studies, He (forthcoming) proposes autonomous and influential processes of action, mental, and relational clauses with no description of ergativity hypothesized by Halliday (1985) (Halliday, Michael Alexander Kirkwood. 1985. An introduction to functional grammar. London: Arnold) and Matthiessen (1995) (Matthiessen, C. M. I. M. 1995. Lexicogrammatical cartography: English systems. Tokyo: International Language Sciences Publishers). This new model is more comprehensive and effective than previous ones because it adopts a downward approach which can smoothly be applied to discourse analysis. In this paper, the transitivity analysis of Myanmar clauses is performed in accordance with the theories put forward by He (forthcoming) and the semantic configurations of 32 processes in Myanmar transitivity system are illustrated with authentic examples. Findings show that the proposed transitivity system of Myanmar can analyze clauses effectively and it is compatible with the discourse analysis of Myanmar. These findings will make an important contribution to further study of the systemic functional grammar of Myanmar.

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5

Stranovska, Eva, and Zdenka Gadusova. "Developing Reading Comprehension in L2 with respect to Text Genre and Form." Education and Self Development 17, no. 2 (June 30, 2022): 63–74. http://dx.doi.org/10.26907/esd.17.2.07.

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Self-development in terms of reading comprehension in a second foreign language is often practiced to a small extent in foreign language education. In the L2 (German language) educational process, the teacher focuses mainly on teaching basic grammatical phenomena and vocabulary. The development of reading comprehension in L2, as to text genres and forms, provides a new dimension in terms of self-development, as it mainly supports metacognitive processes and thus self-efficacy and success in a foreign language text understanding. The goal of the presented research was to find out connections between students success in reading comprehension with regard to different categories of text genres (adventure books, historical novels, fairy tales, poems, legends, and science fiction, and others) and text forms (either printed - magazines, newspapers, books, textbooks or electronic - e-books, websites, e-textbooks, and others). We were interested in whether a particular (concrete) genre or form of text does (or does not) contribute to the success in L2 reading comprehension or whether reading of any genre or form of text does (or does not) contribute to the success in L2 reading comprehension. The research was carried out in secondary vocational and grammar schools in Slovakia on a sample of 126 respondents. Statistically significant correlations were found between specific (concrete) genres and forms of texts and success in reading comprehension. It turns out that short stories, legends and books about nature predict better understanding of texts in the German language, and reading of printed books and magazines promotes success in L2 reading comprehension.

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6

Farrell, Patrick, and Barry J. Blake. "Relational Grammar." Language 67, no. 4 (December 1991): 816. http://dx.doi.org/10.2307/415080.

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7

Kegl, Judy A. "Relational Grammar and American Sign Language." Sign Language and Linguistics 7, no. 2 (March 30, 2006): 129. http://dx.doi.org/10.1075/sll.7.2.06keg.

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8

Kegl, Judy A. "Relational Grammar and American Sign Language." Sign Language and Linguistics 7, no. 2 (March 30, 2006): 131–70. http://dx.doi.org/10.1075/sll.7.2.07keg.

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9

Cox, Jerry L., Bill Dodd, Christine Eckhard-Black, John Klapper, and Ruth Whittle. "Modern German Grammar." Modern Language Journal 81, no. 4 (1997): 577. http://dx.doi.org/10.2307/328918.

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10

Whaley, Lindsay J., and Patrick Farrell. "Thematic Relations and Relational Grammar." Language 71, no. 4 (December 1995): 838. http://dx.doi.org/10.2307/415767.

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11

Lapointe, Steven G., Paul M. Postal, and Brian D. Joseph. "Studies in Relational Grammar 3." Language 69, no. 2 (June 1993): 345. http://dx.doi.org/10.2307/416537.

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12

Hunsberger, Debbie, Emory Ellsworth Cochran, and Jonathan B. Conant. "Cochran's German Review Grammar." Modern Language Journal 76, no. 1 (1992): 103. http://dx.doi.org/10.2307/329930.

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13

Austin, John, Jack Moeller, Helmut Liedloff, and Helen Lepke. "Concise German Review Grammar." Modern Language Journal 76, no. 2 (1992): 255. http://dx.doi.org/10.2307/329806.

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14

Moorcroft, Regine, and Jindrich Toman. "Studies in German Grammar." Language 64, no. 3 (September 1988): 640. http://dx.doi.org/10.2307/414544.

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15

Hall, Clifton, and April Wilson. "German Quickly: A Grammar for Reading German." Modern Language Journal 75, no. 3 (1991): 387. http://dx.doi.org/10.2307/328757.

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16

Henderson, Ingeborg, Alfred Edward Hammer, and Martin Durrell. "Hammer's German Grammar and Usage." Modern Language Journal 76, no. 3 (1992): 418. http://dx.doi.org/10.2307/330191.

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17

Hens, Gregor. "Hammer's German Grammar and Usage." Modern Language Journal 81, no. 3 (1997): 425. http://dx.doi.org/10.2307/329331.

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18

Alter, Maria Pospischil, and Stephen Clausing. "German Grammar. A Contrastive Approach." Modern Language Journal 70, no. 4 (1986): 427. http://dx.doi.org/10.2307/326837.

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19

Ahrens, Wolfgang P., and J. Alan Pfeffer. "Studies in Descriptive German Grammar." Language 62, no. 1 (March 1986): 217. http://dx.doi.org/10.2307/415631.

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20

Grote, Brigitte. "A German prepositional phrase grammar." Functions of Language 7, no. 2 (December 31, 2000): 231–72. http://dx.doi.org/10.1075/fol.7.2.04gro.

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21

Lukin, Oleg V. "«GERMAN GRAMMAR» BY JACOB GRIMM AND SCHOOL GERMAN GRAMMAR BOOKS IN THE NINETEENTH-CENTURY GERMANY." Verhnevolzhski Philological Bulletin 23, no. 4 (2020): 121–27. http://dx.doi.org/10.20323/2499-9679-2020-4-23-121-127.

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The article is devoted to the place of J. Grimm's «German grammar» among school German grammar books of the XIX century Germany. The work that appeared at the beginning of the century opened a new page in the history of linguistics – the development of comparative historical language study and the formation of linguistics as a science. The paper provides information on some of the most important German grammar textbooks in Germany of the XIX century, used in secondary schools. They were grammar books by J. Ch. Gottsched, J. Ch. Adelung, J. Ch. A. Heyse, J. G. Radlof, S. G. A. Herling, F. J. Schmitthenner, M. W. Götzinger, etc. The author of the article compares J. Grimm's «German grammar» with the above-mentioned grammar works of that time and puts forward a hypothesis that in the XIX century Germany there appeared an opposition between scientific approach to grammar and that of school grammar books, which, according to the author, reflects dramatically different goals set by both sides. Unlike school textbooks which task is to consistently initiate students into the system of their native language, often on the basis of the matrix created by Alexandrian grammarians, scientific grammar is based on the results of linguistic research and seeks to answer questions about language phenomena. J. Grimm rejected any normative grammar based on logics, that resulting in the aversion on the part of the pedagogical community. Nevertheless, the publication of «German grammar» resulted in appearance of German language textbooks the writers of which tried to build their work on the basis of Grimm’s work, thereby contributing to the popularization of the ideas of the great linguist both among the pedagogical community and the students (A. F. H. Vilmar and K. A. J. Hoffmann).

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22

Hahn, Sidney, and Gerda Dippmann. "A Practical Review of German Grammar." Modern Language Journal 71, no. 2 (1987): 218. http://dx.doi.org/10.2307/327236.

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23

Keenan, Edward L., and Baholisoa Simone Ralalaoherivony. "Raising from NP in Malagasy." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 23, no. 1 (December 31, 2000): 1–44. http://dx.doi.org/10.1075/li.23.1.02kee.

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We begin this paper with a detailed study of Possessor Raising in Malagasy. Possessor Raising is shown to be exceptionally productive; moreover it largely conforms to the generalizations offered by Relational Grammar for Possessor Raising in general. But the incorporation it triggers is not of the same sort as studied in Baker (1996). Then we argue that Possessive Raising is a special case of a more general syntactic/semantic relation we call Raising from NP. This more general operation violates some tenets of Relational Grammar and appears to be a new type of derivational relation within generative grammar.

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24

Blažević, Nevenka. "COMMUNICATICE GRAMMAR IN GERMAN LANGUAGE TEACHING IN TOURISM." Tourism and hospitality management 11, no. 2 (December 2005): 65–78. http://dx.doi.org/10.20867/thm.11.2.6.

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This article deals with contents of a communicative grammar in German language teaching in tourism. To this purpose a morph syntactic analysis of the chosen corpus was carried out. The analysis has revealed which verbs, substantives, pronouns, adjectives, prepositions and conjunctions in the corpus are especially frequent and in which morphologic forms and collocations they appear. The data for oral and written communication are presented separately. The results of this research serve as basis for a communicative grammar book of German as a foreign language in tourism.

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25

Culy, Christopher, John Nerbonne, Klaus Netter, and Carl Pollard. "German in Head-Driven Phrase Structure Grammar." Language 73, no. 2 (June 1997): 401. http://dx.doi.org/10.2307/416033.

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26

Corness, Patrick, Kathy Courtney, and Sarah Matthews. "Astcovea: grammar in context." ReCALL 9, no. 2 (November 1997): 33–42. http://dx.doi.org/10.1017/s0958344000004766.

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The genesis of the ASTCOVEA project for French and German grammar learning under Phase 2 of TLIP is explained and the paper goes on to describe the design and structure of the system, showing representative screen shots and giving an example of how the system may be used to explore a particular grammar point in German. The point is mode, in condusion, that the ASTCOVEA approach can readily be adopted for other languages, including EFL, without major new programming.

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27

Connolly, Leo A. "Case Grammar and Word Order in German." Studies in Language 11, no. 1 (January 1, 1987): 129–61. http://dx.doi.org/10.1075/sl.11.1.06con.

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28

Hamann, Cornelia, Zvi Penner, and Katrin Linder. "German Impaired Grammar: The Clause Structure Revisited." Language Acquisition 7, no. 2-4 (April 1998): 193–245. http://dx.doi.org/10.1207/s15327817la0702-4_5.

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29

Yap, Leng Lee, and Ruhizan Mohammad Yasin. "EFFECTIVENESS OF FLIPPED CLASSROOM IN GERMAN LANGUAGE TEACHING ON STUDENTS’ ACHIEVEMENT AND ENGAGEMENT." International Journal of Humanities, Philosophy and Language 2, no. 8 (December 30, 2019): 249–65. http://dx.doi.org/10.35631/ijhpl.280019.

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Learning a foreign language should be fun. Sitting hours passively in the classroom and memorizing grammatical rules in the classroom – this kind of learning experience is banal and not fruitful. Students who failed to use the grammar learned in German Language learning are a catalyst for the implementation of this study which studies German Language learning by using the Flipped Classroom. Flipped Classroom transforms the concept of concrete-walled classroom to the unobstructed classroom. Flipped Classroom is effective when students are actively involved in learning and active involvement contributes to quality and meaningful learning. This study used quasi-experimental designs, a precisely repeated-measures design where three treatment sessions were carried out on samples comprising 36 students in session 1, 35 students in sessions 2 and 3. T-test parametric tests, one-way ANOVA and one-way ANCOVA are used to analyze the quantitative data of intervention effects on the achievement of the German language. While t-test, one-way ANOVA and MANCOVA were implemented to analyze the quantitative data of intervention effects on student involvement in German Language grammar learning. The findings showed that after the treatment was given, there was no significant difference in the mean score of German Language Achievement in learning German grammar. Besides, the analysis of the findings found that there was no significant difference in the mean score of the Student Engagement among the students in the experimental group and control group after the intervention took place in session 1, session 2 and session 3. However, students following the Flipped Classroom Module showed better improvement in German language achievement and student engagement compared to students following the Traditional Module. Flipped Classroom is suggested to be integrated into German grammar learning completely. With this, grammar teaching and learning will become more interesting and more effective. In addition, German language grammar teaching and learning activities will be organized and every minute in the classroom can be fully utilized by teachers and students.

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30

Schulze, Mathias. "From the developer to the learner: describing grammar – learning grammar." ReCALL 11, no. 1 (May 1999): 117–24. http://dx.doi.org/10.1017/s0958344000002159.

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This paper sketches the place and function of grammar in the context of language learning in general and attempts to show the relevance and usefulness of these formal concepts of grammar to Computer-Assisted Language Learning in particular. The approach to grammar described here will be illustrated through a brief discussion of a grammar checker for English learners of German, ‘Textana’, which is being developed at UMIST.

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31

Tammenga-Helmantel, Marjon, and Minna Maijala. "Sequences in German grammar teaching: An analysis of Dutch, Finnish, and global textbooks." International Review of Applied Linguistics in Language Teaching 56, no. 1 (February 23, 2018): 45–78. http://dx.doi.org/10.1515/iral-2015-0070.

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AbstractThis study investigates whether sequences in which grammar topics are presented in textbooks for German as a foreign language (henceforth GFL) match empirically determined, universal acquisition sequences. Moreover, it explores what patterns course books display regarding a set of grammar structures that are particularly interesting from an L1-perspective. From the literature we know that some grammar phenomena such as verb placement display a general acquisition pattern irrespective of the learners’ L1. In addition, we find L1-specific research such as studies on the acquisition of case assignment for Dutch learners of German. The current study considers a range of Dutch, Finnish, and global textbooks for young adolescent learners (13–15 years) at a beginner level to identify the sequence in which they introduce simple and complex verbal structures, tense, case, and pronouns. Across all these domains, the results display mainly similarities. When differences are found, these are often related to language-specific characteristics of the L1 and the typological distance between the L1 and L2 German, namely when Finns learn German pronouns and separable verbs. Overall, the analyzed teaching materials introduce the majority of the grammar issues in accord with the acquisition sequences but more L1-specific empirical research is necessary. We argue that analyses of grammar sequences in textbooks can be used as input for both SLA/FLA empirical research and theory development, especially concerning the teachability of grammar.

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32

Evteev, S. V. "School of German Language." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 237–41. http://dx.doi.org/10.24833/2071-8160-2014-5-38-237-241.

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Department of German is one of the oldest language departments at MGIMO. Since its foundation in 1944 the military experienced teachers of the department, most of whom were native speakers, have begun to develop a unique method of teaching the German language, thereby revolutionize learning this foreign language. The first steps made under the supervision of the Department of Antonina V. Celica. The department refused to conventional time and is still used in universities such as the Moscow Linguistic University, separate teaching phonetics, grammar and vocabulary, which was due to the specific objectives set for the teaching staff: prepare for short term specialists in international relations, active Germanspeaking. The department can be proud of its graduates, many of whom continue his career in the walls of native high school. Many graduates have dedicated their lives to serving the State in the Ministry of Foreign Affairs.

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33

Böhm, Roger. "Indirect object advancement: From relational to case grammar (via Kalkatungu)∗." Australian Journal of Linguistics 6, no. 1 (June 1986): 73–105. http://dx.doi.org/10.1080/07268608608599356.

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34

Benseler, David P., Waltraud Coles, and Bill Dodd. "Reading German: A Course Book and Reference Grammar." Modern Language Journal 82, no. 4 (1998): 602. http://dx.doi.org/10.2307/330247.

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35

Betz, Emma M., and Thorsten Huth. "Beyond Grammar: Teaching Interaction in the German Language Classroom." Die Unterrichtspraxis/Teaching German 47, no. 2 (September 2014): 140–63. http://dx.doi.org/10.1111/tger.10167.

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36

Taborek, Janusz. "Józef Darski – Sein Leben und sein Werk." Studia Germanica Posnaniensia, no. 38 (June 25, 2018): 9–23. http://dx.doi.org/10.14746/sgp.2017.38.02.

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In this contribution, we present the life and work of Józef Darski (1941–2016), a Polish German Philologist, Linguist and Grammarian. The research profile of Józef Darski contains such fields of interest as: dialectology, German grammar, contrastive German-Polish grammar as well as German as a foreign language. The most important work, which influenced his entire research output, was Linguistisches Analysemodell. Definitionen grundlegender grammatischer Begriffe. That model includes the analysis of phonological, morphological and syntactic levels of language.

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37

McLelland, Nicola. "Albertus (1573) and Ölinger (1574)." Historiographia Linguistica 28, no. 1-2 (September 7, 2001): 7–38. http://dx.doi.org/10.1075/hl.28.1.04mcl.

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Summary This article adapts Linn’s ‘stylistics of standardization’ concept, which Linn (1998) has used to compare Norwegian and Faroese grammarians, to look at grammaticization processes in the first two grammars of German (Albertus 1573, Ölinger 1574). While both are clearly indebted to traditional Latin grammar and humanist ideals, these two grammars differ interestingly in the picture of the language that emerges from their metalanguage and structural principles. In his reflection on the language, his structuring and naming of linguistic phenomena and his attitudes to variation, Ölinger is the practical pedagogue, who imposes systematicity and aims for a one-to-one form-function relationship. Albertus on the other hand, though he too envisages his grammar being used for learning German, has a more cultural patriotic motivation, celebrating the richness and variety of German, worthy to be ranked alongside Latin, Greek and Hebrew. Albertus and Ölinger thus come up with quite different versions of the (as yet arguably non-existent) High German language. Each grammar yields a different subset of possible forms, reminding us that grammar-writing is always a task of creative construction.

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38

Kramsch, Claire. "Grammar Games and Bilingual Blends." PMLA/Publications of the Modern Language Association of America 124, no. 3 (May 2009): 887–95. http://dx.doi.org/10.1632/pmla.2009.124.3.887.

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Grammar Games in the ClassroomIt looked like an error of vocabulary. The class was reading a text by the east german author Thomas Brussig, Wasserfarben, and practicing the indirect discourse subjunctive. In the text, an East German school director, Schneider, summons a student to his office to reprimand him on his lack of motivation:Society places … high expectations on the graduating senior…. A basic expectation is that he engages in meaningful academic study and that he personally contributes to the national defense by standing up for the state.

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39

Travis, Lisa deMena. "Review of Toman (1985): Studies in German grammar." Studies in Language 12, no. 2 (January 1, 1988): 513–18. http://dx.doi.org/10.1075/sl.12.2.16tra.

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40

Fertig, David. "A German Grammar Tutorial in Microsoft Excel." Journal of Educational Technology Systems 25, no. 2 (December 1996): 161–68. http://dx.doi.org/10.2190/bhe9-td2y-9px1-p88x.

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This project exploits the combined strengths of Microsoft Excel and Visual Basic for Applications to create a model of German grammar that can serve as a flexible foundation for sophisticated computer-aided language learning (CALL) applications. A structural representation of a sentence is first built using spreadsheet tables of inflectional forms and endings, a lexicon of appropriate vocabulary, and procedures that implement the basic rules of German grammar. The sentence is then presented to the student leaving some problem to be solved (such as endings left blank). Extensive feedback is available to the student, including step-by-step interactive guidance that leads to the correct answer while reinforcing understanding of the relevant principles. Tutorials such as this one can offer the kind of guidance that many students need in order to learn and practice grammar on their own and can thus make an important contribution to a balanced approach to language learning.

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41

iati, Hafn, Risnovita Sari, and Ahmad Bengar Harahap. "Application based Android as a Development of German Learning Media at Level A1 and its Effectiveness." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 511–17. http://dx.doi.org/10.9756/int-jecse/v13i2.211087.

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This research aims to develop German learning application, namely Deutschlernen which can be downloaded on Playstore. In addition, this research also aims to know the validity, practicality, and effectiveness of German Language Learning Media based on Android’s Deutschlernen. The research method used in this application is a research and developing method ADDIE Model with 5 Steps like analysis, design, development, implementation and Evaluation to improve the language ability to guess an available answer through pictures, vocabulary, expressions, dialogue, grammar, practice questions, quizzes and puzzles that use German. All German learning materials for beginners will be packaged in an application (Deutschlernen) which can be accessed and downloaded by using Playstore in a smartphone, so that this research can be used not only for German language students, but also for the general public who wants to learn German. Through the educational game Deutschlernen, German learners will be enabled to improve their vocabularies, to memorize some useful expressions, to understand the rule of German grammar by mastering German language learning material at level A1 help the students to improve their German language skills quickly and easily. Based on the result of the research, it can be known that the Deutschlernen Android application contains level A1 German learning materials, featuring grammar, vocabulary (Wortschatz) and useful phrases (Redemittel) and is a very flexible learning medium because it can be accessed anywhere via the Playstore.

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TROST, HARALD, ERNST BUCHBERGER, WOLFGANG HEINZ, CHRISTIAN HÖRTNAGL, and JOHANNES MATIASEK. "DATENBANK-DIALOG: A German Language Interface for Relational Databases." Applied Artificial Intelligence 1, no. 2 (January 1987): 181–203. http://dx.doi.org/10.1080/08839518708927970.

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43

Marschall, Matthias. "Suivez le guide... L'acquisition de routines de lecture en langue 1 et en langue 2 (renominalisation et pronominalisation)." Travaux neuchâtelois de linguistique, no. 29 (December 1, 1998): 155–67. http://dx.doi.org/10.26034/tranel.1998.2662.

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The choice of anaphors indicates the architecture of a text. Mothertongue readers integrate by routine those grammatical informations to construct a semantic representation of the text. This article deals with the acquisition of grammar based routines both in first language (French) and in second language (German). The aim of our investigation is to know whether grammar based reading routines are a matter of general cognitive development or of language reading, advanced French speaking learners of German do not use the reading routines they already have acquired in their first language. So, grammar based routines can probably not be considered as a part of general cognitive development but as a part of language acquisition.

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van der Auwera, Johan, and Dirk Noël. "Raising: Dutch Between English and German." Journal of Germanic Linguistics 23, no. 1 (February 15, 2011): 1–36. http://dx.doi.org/10.1017/s1470542710000048.

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As a complement to C. B. van Haeringen's classic comparative study (1956) that positioned the grammar of Dutch in between the grammars of English and German, this study compares the productivity of three kinds of “raising” patterns in these languages: Object-to-Subject, Subject-to-Object, and Subject-to-Subject raising. It establishes the extent to which Dutch, as well as English and German, have evolved from the old West Germanic starting point these languages are assumed to have shared in this area of grammar. The results are a test case for Hawkins' (1986) case syncretism account of the difference in “explicit-ness” between the grammars of English and German.*

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Salmons, Joseph C. "The Structure of the Lexicon." Studies in Language 17, no. 2 (January 1, 1993): 411–35. http://dx.doi.org/10.1075/sl.17.2.06sal.

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Data from language acquisition, psycholinguistics, and diachronic studies have all shown that the lexicon has a clear internal structure, which includes relationships among lexical items based on phonetic and phonological characteristics, semantic features, morphology, and frequency of use. In the absence, however, of direct evidence from grammar, such lexical structure has even recently been deemed irrelevant to linguistic theory. In this paper, I use evidence from German grammar, specifically gender assignment, to support a model of lexical structure like that proposed particularly within Natural Morphology. German gender assignment has been shown to be largely predictable on the basis of phonological shape (e.g. final and initial segments or clusters), semantic features, and morphological features — all factors considered to be part of the lexicon's internal structure by Bybee and others. In this way gender assignment reflects lexical structure. Moreover, frequently used vocabulary tends to violate such rules, as Bybee's view of lexical structure would predict. By so doing, German grammar exploits almost exactly the structure of the lexicon which has been proposed based on data from areas other than grammar in its narrow sense.

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Danylenko, Oksana. "INPUT- AND OUTPUT-BASED GRAMMAR INSTRUCTION IN TEACHING ENGLISH AFTER GERMAN." World Science 3, no. 6(58) (June 30, 2020): 11–17. http://dx.doi.org/10.31435/rsglobal_ws/30062020/7116.

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The article dwells on the peculiarities of instruction and the role of input and output for teaching English grammar to prospective teachers of foreign languages whose major and first foreign language is German. The aim of the survey is to analyze approaches to designing instruction for the second language grammar teaching and develop activities providing effective teaching of the grammar of English for the students with previous experience in learning German as their first foreign language. The emphasis is made on the usage of processing instruction for presenting target forms that entails input-based instruction as a means for transfer enhancement during grammar teaching and a model raising students’ grammar comprehension. As far as production skills constitute one of the aspects of our investigation, we investigated the role of output-based instruction. Grammar teaching deals with grammatical forms and their usage in a particular context. Thus, developing input-based and output-based grammatical activities, we suggested activities that demonstrate the grammatical form and clarify its structure, provide possibilities for comparison of grammatical structures in English and German. The proposed output-based task provides productive grammatical skills development. The focus on form is supported with tasks explicating meaning. Consequently, the connection between grammatical form and its meaning in a certain context is provided. Tasks are communicatively oriented.

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Conner, Maurice W., Charles J. James, and Janet D. Rodewald. "German Verbs and Essentials of Grammar: A Practical Guide to the Mastery of German." Modern Language Journal 69, no. 3 (1985): 309. http://dx.doi.org/10.2307/328372.

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Tammenga-Helmantel, Marjon, and Minna Maijala. "The position of grammar in Finnish, Dutch, and global course books for German as a foreign language." Language Teaching Research 23, no. 5 (February 8, 2018): 562–83. http://dx.doi.org/10.1177/1362168817752542.

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Communicative language teaching and language teaching research suggest forms for desirable and effective grammar teaching. This study investigates to what extent these suggestions are integrated into teaching materials. On the basis of prior studies, we developed a list of both qualitative and quantitative criteria to determine the position of grammar in foreign language course books. This list was then applied to course books for German as a foreign language that are used in Finland and the Netherlands to examine the role grammar plays in these materials. Our results show that many similarities exist between the Dutch, Finnish, and global course books with regard to the location and integration of grammar, and the instructional approach adopted. However, a striking difference was found in the Finnish materials: they provide more grammar exercises and generally a lower progression rate than the Dutch and global materials. We relate this to the typological distance between German and Finnish. In general, even though the analysed teaching materials all follow the rationale behind communicative language teaching, they are traditional in the sense that grammar inhabits a prominent position in the course books. On the other hand, we have observed pedagogical innovations with respect to grammar teaching, such as inductive grammar presentation, a spread of the learning load as well as self-evaluation tools for learners.

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Sembiring, Bahtera. "The Language of Classification in Accounting Texts in the Framework of SFL." Jurnal Bahasa Inggris Terapan 4, no. 1 (April 30, 2018): 34–47. http://dx.doi.org/10.35313/jbit.v4i1.1356.

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This paper reports the study of language of classification on accounting texts using the Systemic Functional Linguistics (SFL) framework. It focuses on how language of classification is realized structurally on a such text. The studies conducted by Wignell, Martin and Eggins (1993) focusing on physical geography texts and Khorina, Suyatna and Indira (2017) concerning with electronics engineering texts, identified that classification was realized either by intensive or possessive relational process clauses working on attribute mode. In relation to the prior studies, the data were collected from two accounting textbooks used as references by the students of Accounting Department at PoliteknikNegeri Bandung (Polban). Both of the types of relational process clauses were found in the texts consisting of 14 clauses classified as intensive and 17 belonging to possessive ones. Both types of the clauses contain attributive relational process. The attributive relational process occuring in intensive relational process clauses is realized solely by verb be. However, the relational process which appears in possessive relational process is realized by several verbs which are break, classify, consist, divide, and include. The implication of this study is not only for modelling English grammar of Accounting texts, but also for translation study.Key words: SFL, classification, intensive relational process clause, possessive relational process clause

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Roche, Jörg, and Ferran Suñer. "Metaphors and grammar teaching." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 89–112. http://dx.doi.org/10.1515/gcla-2016-0008.

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Abstract Despite the need for transparency and efficiency in explaining grammatical features to learners of a foreign language only very few systematic attempts have been undertaken to demonstrate the pedagogical added value of concept-based approaches to grammar instruction. The purpose of the paper is (1) to discuss the theoretical underpinnings of such an approach, to (2) present relevant theories of multimedia learning and (3) to summarize some empirical evidence on the efficiency of such an approach to language teaching and learning. The concept-based animated grammar, developed for German, uses a broad range of cognitive linguistic principles for foreign language learning in such areas as, for example, modal verbs or the passive voice.

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