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Worsfold, Elliot. "Cast Down, But Not Forsaken". Ontario History 106, n.º 1 (30 de julho de 2018): 57–76. http://dx.doi.org/10.7202/1050721ar.
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This study seeks to reassess the notion that German-Canadians in Ontario were “silent victims” during the Second World War by exploring the wartime experience and memory of German-Canadian Lutheran congregations in Oxford and Waterloo Counties. Far from silent, Lutheran pastors initiated several strategies to ensure their congregants did not face discrimination and internment as they had during the First World War. These strategies encompassed several reforms, including eliminating German language church services and embracing English-Canadian symbols and forms of post-war commemoration. However, these reforms were often met with resistance and ambivalence by their congregations, thereby creating a conversation within the German-Canadian Lutheran community on how to reconcile its Germanic and Lutheran heritage with waging a patriotic war. While previous studies have primarily focused on identity loss, this study suggests that the debates that occurred within these Lutheran churches were representative of the community’s German-Canadian hyphenated identity.
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Greenberg, Lea H. "Between Remembering and Forgetting in Adriana Altaras's Titos Brille (2011)". Feminist German Studies 39, n.º 1 (março de 2023): 125–46. http://dx.doi.org/10.1353/fgs.2023.a899995.
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Abstract: This article considers how the demands of forgetting collide with the imperative for a coherent familial narrative in Adriana Altaras's memoir Titos Brille (2011; Tito's eyeglasses). Altaras's work engages with her family's post–World War II trauma between Croatia and Germany and points toward the parallel demands of national memory politics. The memoir grapples with the pressures of maintaining a story's continuity while reaching the limits of this project, as processes of recollection and omission are in constant tension. This article contextualizes Altaras's work within contemporary German memory politics and then considers Altaras's memoir in conversation with Astrid Erll's concept of traveling memory , Marianne Hirsch's work on postmemory, and the dybbuk figure of Jewish folklore. A feminist recognition of Altaras's distinctive role at the center of memory work, attentive to inequities based on gender and religious and national affiliation, deepens an understanding of the personal and political stakes of this mediation process.
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Karadžić, Vuk Stefanović, Ena Selimović, Katja Perat e Selimović. "The Wedding of Radul Vlašić". PMLA/Publications of the Modern Language Association of America 135, n.º 3 (maio de 2020): 546–50. http://dx.doi.org/10.1632/pmla.2020.135.3.546.
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In January 1827, a serbian poem enters into the conversation between johann wolfgang von goethe and his faithful scribe, johann peter eckermann, who writes, “Mit diesen Worten reichte er mir eine Übersetzung eines serbischen Gedichtes von Herrn Gerhard. . . . Das Gedicht führte den Titel ‘Die Gefängnisschlüssel‘” (“[With these words he] handed to me a translation by Herr Gerhard of a Serbian poem. . . . It was entitled The Prison-Key”; Eckermann 195; Goethe 131). The following week, the two men's conversation returns to the Serbian poem; in the published record of their discussion, the poem is mentioned in the same passage that contains the first appearance in print of the term Weltliteratur (“world literature” [Eckermann 198; Goethe 133]). The original poem on which the translation is based has curiously remained unnamed in Gespräche mit Goethe (Conversations with Goethe)—and it has not yet been named in the large body of Goethe scholarship until now. In the edited volume of Gespräche, one finds a note appended to Eckermann's reference to “Die Gefängnisschlüssel” (“Prison Key”). It clarifies that the title of the German translation of the unnamed original Serbian poem is not “Die Gefängnisschlüssel,” as Eckermann recorded it, but “Die Kerkerschlüssel” (“Dungeon Key” [734]). The latter appears in Gerhard's Wila: Serbische Volkslieder und Heldenmährchen (Vila: Serbian Folk Songs and Heroic Tales), published in 1828. The recovered title of the original Serbian poem is ( “The Wedding of Radul Vlašć”). While world-literary approaches to Gespräche have largely focused on the unnamed Chinese novel that, like the Serbian poem, appears in the same passage in Gespräche as Weltliteratur, this introduction traces how the Orientalist production of the phrase Weltliteratur takes two forms: one in reference to the Chinese novel, the other in reference to the Serbian poem.
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Padilla-Castillo, Graciela, e Jonattan Rodríguez-Hernández. "International Youth Movements for Climate Change: The #FridaysForFuture Case on Twitter". Sustainability 15, n.º 1 (23 de dezembro de 2022): 268. http://dx.doi.org/10.3390/su15010268.
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Agenda 2030 and Sustainable Development Goals (SDGs) are critical pieces of climate change communication. #FridaysForFuture (FFF) is one of the movements with the most coverage. This paper analyzes the network structure generated in Twitter by the interactions created by its users about the 23 September 2022 demonstrations, locates the most relevant users in the conversation based on multiple measures of intermediation and centrality of Social Network Analysis (SNA), identifies the most important topics of conversation regarding the #FridaysForFuture movement, and checks if the use of audio-visual content or links associated with the messages have a direct influence on the engagement. The NodeXL pro program was used for data collection and the different structures were represented using the Social Network Analysis method (SNA). Thanks to this methodology, the most relevant centrality measures were calculated: eigenvector centrality, betweenness centrality as relative measures, and the levels of indegree and outdegree as absolute measures. The network generated by the hashtag #FridaysforFuture consisted of a total of 12,136 users, who interacted on a total of 37,007 occasions. The type of action on the Twitter social network was distributed in five categories: 16,420 retweets, 14,866 mentions in retweets, 3151 mentions, 1584 tweets, and 986 replies. It is concluded that the number of communities is large and geographically distributed around the world, and the most successful accounts are so because of their relevance to those communities; the action of bots is tangible and is not demonized by the platform; some users can achieve virality without being influencers; the three languages that stood out are English, French, and German; and climate activism generates more engagement from users than the usual Twitter engagement average.
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Naydesh, Olha. "THE FORMATION OF A FOREIGN-LANGUAGE COMPETENCE IN READING BY MEANS OF GERMAN CLASSICS` AUTHENTIC TEXTS". Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, n.º 841 (outubro de 2022): 44–50. http://dx.doi.org/10.31861/gph2022.841.44-50.
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The article deals with the methodology of developing foreign language competence in reading on the basis of the authentic text of the classic German literature author. Three Comrades, a novel by E.M. Remarque, is considered a classic of world literature, as it touches upon important topics universal for all generations - human relationships, friendship and love. We have processed 385 pages of the authentic novel with 28 chapters and a total number of 199430 units of word usage, and analyzed the findings of domestic and foreign experts on methods of forming foreign language competence in reading. To meet the objectives, the main stages of the incremental formation of communicative competence in reading were identified, interactive techniques were proposed together with a subsystem of exercises and tasks for each of the stages. When developing practical exercises and tasks for the work at the first stage, it was found that the use of such tools as the interactive method of clusters, direct replacement of words, mnemonic methods and didactic-methodological principle of personalization, has a positive effect on the removal of difficulties of linguistic and semantic nature and enables the beginning of successful work with the text. The article presents different types of reading and shows that introductory home reading is optimal for reading authentic literature. In practice, it has been found that the method of heuristic conversation is the main technique for the development of students' communication at the third stage; the auxiliary methods are the research method, analysis of stories and situations, mental map and analysis of the protagonists. It is proved that the most efficient methods for the development of foreign language competence in reading are dramatization of what has been read, and the method of express debate, which has a positive effect on the development of critical thinking, fluency and stating one's opinion. Validity of the obtained results is confirmed by statistically significant results by calculating the chi-square criterion and the mutual conjugation coefficient. The efficiency of the proposed methods and subsystem of exercises contributes to overcoming the language barrier, enriching the vocabulary, the ability to express one' own opinion and allows using textual information in various situations in life.
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MUSHERY, Huda Hasan. "USAGE OF THE TWO VERBS ( YE / IC ) IN TURKISH LANGUAGE". RIMAK International Journal of Humanities and Social Sciences 04, n.º 02 (1 de março de 2022): 324–39. http://dx.doi.org/10.47832/2717-8293.16.22.
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This research paper studies the wide use of the two verbs: “lç -” and “Ye-”. It studies those two verbs basing on the novel “Arafat ta ir Cocuk” by (Zulfu LIVAN ELI) and the novel “Hasret” by (Canan TAN) to identify the usages of the verb. The reason for choosing those two novels because the novelists are considered very famous writers in the present day. Their writings are read widely by readers. The novel “Arafat ta ir Cocuk”, that is considered the first literary work by (Zulfu LIVAN ELI), has been published in 1978. It received a wide interest in Turkey and all over the world. It has been published in Turkey for several times and translated into German and Persian as well. The novel has been turned to be a movie in the German and Swedish TV. They took in consideration that the text written in the novel represents daily conversation language with a simple style. As for (Canan TAN) and her novel “Hasret”, is considered one of the best-selling novels and this why we decide to choose it for this study. I want in this study to show the wide use of the two verbs “lç -” and “Ye-”. The research paper consists of main sections. The first one studies the verb “Ye-” and the second studies the verb “lç -”. The final section studies the two verbs together. The sections are divided within according to the features meaning and pattern and the formalistic and usage features. The classification has been indexed in sections according to alphabetical letters and in the end of any form I mentioned abbreviation of product and the form that is taken from. I identify these expressions that widely contain the two verbs “lç -” and “Ye-” with a bold style following the procedures of the book of (Zeynep Korkmaz) entitled (Turkish Language Grammar) and Turkish Language Grammar book by (Tahsin Banguoglu). In the conclusion I divided the classification as well as what have been identified in the usages of the two verbs, the subject of the study.
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Bychok, Alla. "Application of teaching methods and tools in "Linguistic study" classes (german language) in the training of students of the specialty "Business communications and translation"". ScienceRise: Pedagogical Education, n.º 5 (56) (30 de setembro de 2023): 25–28. http://dx.doi.org/10.15587/2519-4984.2023.293255.
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During the training of highly qualified specialists of the "Business Communications and Translation" program, the course "Linguistic Studies (in German) is studied. In this course, teaching methods and tools are widely used to ensure perception and consolidation with the help of feedback and self-control and taking into account the individual capabilities of students of authentic material of a country science nature. The aforementioned discipline contributes to the formation of communicative and translation competence for effective communication, as well as adequate translation and mutual understanding. Thus, in classes, those methods and teaching tools are widely used, which provide an opportunity to improve students' communication skills in combination with grammar skills.
In our study, the methods and means of education are considered through the prism of training students – future translators. This makes it possible to prepare qualified and competitive translators for work on the world market of labour and services with appropriate interdisciplinary coordination of all cycles of humanitarian and specialized educational disciplines. It is a well-known fact, that perfect command of a foreign language involves not only the knowledge and ability of students to correctly use lexical units in combination with grammatical constructions at the level necessary for oral and written communication. In the educational process, students learn to perceive information of authentic content by ear and improve their reproduction skills. In practical classes, future specialists learn to model professional situations in German in order to prepare for foreign language professional communication, as well as when writing business letters, drawing up annotations, able to conduct dialog-conversation, presentation-advertising and presentation-report.
When training future translators, it is essential to evaluate the achievements of the culture of native speakers in German-speaking countries, to understand its essence, meaning and role for humanity. The fact of awareness of the importance of using information and computer technologies in order to improve professional activity is integral. It is also worth paying attention to the personal traits of the communicator - the future translator: features of the use of oratory, sociability, self-development skills and self-evaluation in certain professional and communicative situations. Such methods as "Brain-ring", press conference, round aquarium, simulation games, game design, trainings, creation of a situation of success, etc. contribute to this. The following tools are important: the Internet, virtual simulators, audio and video recordings of a creative direction, video conferences, presentations
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Petrović-Jilih, Marina M. "A DISCURSIVE APPROACH TO TEACHING GERMAN LITERATURE ON THE EXAMPLE OF THE NOVEL BRICKS AND MORTAR BY CLEMENS MEYER". Филолог – часопис за језик књижевност и културу 14, n.º 27 (30 de junho de 2023): 480–96. http://dx.doi.org/10.21618/fil2327480p.
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The presented qualitative content analysis in this paper refers to the aspirations of modern didactics of foreign literature towards discursive, multimedia and constructive approaches to literary texts. The criteria for the selection of literary texts in teaching point to the fact that the novel ʻBricks and Mortarʼ by Clemens Meyer is an adequate choice for university literature teaching, both for the analysis of the discourse and for achieving the set teaching goals. The main figures in the novel belong to the milieu of prostitution, shown both from the point of view of women and from the point of view of pimps. The internal monologues, the flow of thoughts and the dizzying change of the narrative perspective enable a detailed psychological picture of the characters and the impossibility of dividing them into ʻgoodʼ and ʻevilʼ. What is ʻevilʼ is woven into modern society where the only God is – money. The applied qualitative methodology deals with a case study, which is composed by fourth year students of German Studies at the Faculty of Philology and Arts of the University of Kragujevac. The presented classes were held in the summer semester of the academic year 2021/2022. The goals of the class are strengthening the existing literary competences and acquiring new literary competences, especially the competence of independent reading, independent individual understanding of the text, independent decision-making about the literary value of the literary text and conscious acceptance of the ambiguity of the text. Special attention is drawn to the conscious mastery of discursive comments. The main discourses of the novel are sex, power, prostitution and money. These topcis were broken down by students into subtopics, presented in multimedia presentations. In the conversation after (Anschlussgespräch), an attempt was made to transfer the fictitious world of the book to the so-called ʻrealʼ world that surrounds us. The respondents showed a high level of literary and life knowledge at their disposal. It is believed that mastering the aforementioned competencies is essential for future German as a foreign language teachers. It enables them not only to independently choose literary texts, goals and methods in their own teaching, but also to teach and transfer discursive competences to their students, thereby educating them in a humanistic and democratic spirit.
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Joo, Rocío, Andrea Sánchez-Tapia, Sara Mortara, Yanina Bellini Saibene, Heather Turner, Dorothea Hug Peter, Natalia Soledad Morandeira et al. "Ten simple rules to host an inclusive conference". PLOS Computational Biology 18, n.º 7 (21 de julho de 2022): e1010164. http://dx.doi.org/10.1371/journal.pcbi.1010164.
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Conferences are spaces to meet and network within and across academic and technical fields, learn about new advances, and share our work. They can help define career paths and create long-lasting collaborations and opportunities. However, these opportunities are not equal for all. This article introduces 10 simple rules to host an inclusive conference based on the authors’ recent experience organizing the 2021 edition of the useR! statistical computing conference, which attracted a broad range of participants from academia, industry, government, and the nonprofit sector. Coming from different backgrounds, career stages, and even continents, we embraced the challenge of organizing a high-quality virtual conference in the context of the Coronavirus Disease 2019 (COVID-19) pandemic and making it a kind, inclusive, and accessible experience for as many people as possible. The rules result from our lessons learned before, during, and after the organization of the conference. They have been written mainly for potential organizers and selection committees of conferences and contain multiple practical tips to help a variety of events become more accessible and inclusive. We see this as a starting point for conversations and efforts towards building more inclusive conferences across the world. * Translated versions of the English abstract and the list of rules are available in 10 languages in S1 Text: Arabic, French, German, Italian, Japanese, Korean, Portuguese, Spanish, Tamil, and Thai.
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Perederii, Kyrylo, e Iryna Pokrovska. "The Place that Loanwords from the Persian Language Take in the Contemporary Turkish Language". Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu Serìâ Fìlologìâ 14, n.º 25 (2021): 254–60. http://dx.doi.org/10.34079/2226-3055-2021-14-25-254-260.
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This article is dedicated to the problem of loanwords from Persian in the contemporary Turkish language. The list of Persian loanwords in Turkish that was created by Turkish Language Association was closely examined. In order to make valid conclusions 250 most frequent loanwords had been analyzed by their frequency, part of speech that they represent and semantic meaning of those words. To begin with, loanwords are important evidences of historic communication between nations. Turkish language, like any other language in the world, has a noticeable amount of borrowings in its vocabulary. Such European languages as English, French, Italian, Greek, German and such Middle Eastern languages as Arabic, Persian and Kurdish languages influenced Turkish in terms of borrowed lexemes. Furthermore, loanwords of world languages conceive a system and allocate into two categories according to the reason of their borrowing. Those are interlingual (the necessity of naming new objects; the will to avoid polysemy; etc.) and extralingual (historical interactions between peoples; superiority of one nation in a specific field; etc.) reasons. Besides pure linguistic systems, during the period of the Ottoman Empire the Turkish language borrowed massive amount of lexemes, and not only them, grammatical forms too, from Persian. Nomadic lifestyle that was natural for Turks from the beginning of their existence in the Göktürk Empire couldn’t bring their gathered tribes to the level of civilization. Thus, Turks when changing their lifestyle to a settled one with the goal of building strong and civilized country borrowed many words from the advanced Persian people. Persian became a leading language in government, literature and art for many centuries and appearance of hundreds of loanwords in Turkish vocabulary was unavoidable. Moreover, massive practical research also took place. The list of the Persian loanwords in the Turkish language that was constructed by the Turkish Language Association was taken as the main material of the research. The Turkish National Corpus which was chosen according to its relevance (the corpus was updated in 2013; the texts it uses were written between 1990 and 2013; 2 % of its texts are transcribed conversations) was the main instrument of the held research. Using corpus, 1082 words from the list were evaluated in terms of the frequency variable. Next step was choosing 250 most used words to run a deeper study over them. Each word was translated and separated to categories according to the part of the speech and its semantic meaning. After calculating the data, it turned out that in terms of the number of words “noun” was at the first place, yet according to the average frequency “conjunctions” had highest numbers. In terms of meaning such categories as “Government, economics”, “Religion” and “Time, measures” were influenced the most by the Persian loanwords. To sum up, taking Persian people as an example of creating a civilized settled country, Turks borrowed many words from them. Nevertheless, Atatürk’s reforms against Persian and Arabic words that were implemented at the beginning of the 20th century influenced language a lot, loanwords still remain there until now. Such parts of speech as “conjunctions” and “adverbs” lead in terms of frequency. However, when talking about fields of usage such categories as “Government, economics”, “Religion” and “Time, measures” were the ones Turks learned about or improved at the most with the help of Persian people and that are still used today actively.
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Dengel, Andreas, Rupert Gehrlein, David Fernes, Sebastian Görlich, Jonas Maurer, Hai Hoang Pham, Gabriel Großmann e Niklas Dietrich genannt Eisermann. "Qualitative Research Methods for Large Language Models: Conducting Semi-Structured Interviews with ChatGPT and BARD on Computer Science Education". Informatics 10, n.º 4 (12 de outubro de 2023): 78. http://dx.doi.org/10.3390/informatics10040078.
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In the current era of artificial intelligence, large language models such as ChatGPT and BARD are being increasingly used for various applications, such as language translation, text generation, and human-like conversation. The fact that these models consist of large amounts of data, including many different opinions and perspectives, could introduce the possibility of a new qualitative research approach: Due to the probabilistic character of their answers, “interviewing” these large language models could give insights into public opinions in a way that otherwise only interviews with large groups of subjects could deliver. However, it is not yet clear if qualitative content analysis research methods can be applied to interviews with these models. Evaluating the applicability of qualitative research methods to interviews with large language models could foster our understanding of their abilities and limitations. In this paper, we examine the applicability of qualitative content analysis research methods to interviews with ChatGPT in English, ChatGPT in German, and BARD in English on the relevance of computer science in K-12 education, which was used as an exemplary topic. We found that the answers produced by these models strongly depended on the provided context, and the same model could produce heavily differing results for the same questions. From these results and the insights throughout the process, we formulated guidelines for conducting and analyzing interviews with large language models. Our findings suggest that qualitative content analysis research methods can indeed be applied to interviews with large language models, but with careful consideration of contextual factors that may affect the responses produced by these models. The guidelines we provide can aid researchers and practitioners in conducting more nuanced and insightful interviews with large language models. From an overall view of our results, we generally do not recommend using interviews with large language models for research purposes, due to their highly unpredictable results. However, we suggest using these models as exploration tools for gaining different perspectives on research topics and for testing interview guidelines before conducting real-world interviews.
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Locker, Markus Ekkehard. "And who shaves God? Nature and role of paradoxes in science and religion communications: A case of foolish virgins". Empedocles: European Journal for the Philosophy of Communication 1, n.º 2 (1 de junho de 2010): 187–201. http://dx.doi.org/10.1386/ejpc.1.2.187_1.
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Speaking of truth inescapably confronts us with paradoxes, i.e., correct deductive propositions like a Cretan claiming that all Cretans lie which (due to negative systemic self-reference) end up as circular contradictions, indeterminable questions, or dilemmas. Faced with the numerous paradoxical statements (apparently 82) found in the Bible, the German Protestant reformer Sebastian Franck (14991542), for example, conceded that any truth of God cannot be found in language but only in the immediate silent experience of God. Likewise, believers in an uncompromising search for true facts about this world would certainly agree with (though arguably misappropriate) Wittgenstein in claiming that Whereof one cannot speak, thereof one must be silent. Paradoxes this article claims must neither be feared, nor avoided, nor become subject to hopeless attempts in searching for logic solutions. Paradoxes lead the way to truth in demonstrating that questions of truth, or truth claims, cannot be adequately addressed within the same system of communication (ortho-system) in which they are raised. The encounter with paradoxes (e.g., a God who creates but is uncreated) elevates language and communication onto a meta-level (or system) of communication in which new means (like for instance Gdel's numbering) are needed to speak of what is real but apparently cannot be true. These means, however, will turn out to be likewise paradoxes that furthermore call for new and creative ways of speaking of such truths that previously could not be communicated. The creative admission of paradoxes into communication philosophy will not solve age-old problems or dilemmas; however, it will playfully open up the conversation of science with religion to the creative means of the arts were truth is not argued but performed in paradoxes.
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Zubko, O. Y. "THE WAY UKRAINIANS LEARNT THE CZECH LANGUAGE IN CZECHOSLOVAKIA OR UKRAINIAN INTERWAR IMMIGRATION IN THE NEW LINGUISTIC FIELD (1918-1939)". Sums'ka Starovyna (Ancient Sumy Land), n.º 58 (2021): 25–34. http://dx.doi.org/10.21272/starovyna.2020.58.3.
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The phenomenon of cross-linguistic homonymy is the result of closely related languages’ interaction, confusing the same or similar sounding words which have different meanings in different languages. The Ukrainian immigrant community in the interwar Czechoslovakia is no exception. The life of the people of Ukrainian origin in the interwar Czechoslovakia can be conditionally divided into four periods. The first one dates back to 1918-1921 when the detachments of Ukrainian Galicia Army entered the territory of the First Czechoslovak Republic: “Hirska Brygada”, “Stary Tabir”, “Hlyboka”, “Krukenychy”. This first period for the people of Ukrainian origin in the interwar First Czechoslovak Republic is characterized by the lack of interest in learning the Czech language in general as far as most of the campers, who had conversational fluency in German and Polish, were waiting for settling the status of Eastern Galicia, the fate of the Western Ukrainian People’s Republic and solving the conflict in Cieszyn Silesia. The second period dates back to 1921-1925 when the majority of antibolshevik immigration arrived in the interwar First Czechoslovak Republic. Especially this period is characterized by the active learning of the Czech language. The immigrants had two ways of mastering the language. The official way was acquiring the high education in the Czech and Ukrainian educational establishments. However, the most widespread way was the unofficial one, when the language was learnt in the shops, restaurants, bars or other working places where unskilled manual labour was required (for example, at Tomash Batia’s shoe factory, different plants and enterprises); right in the streets after all within different communication situations. The third period in the life of the people of Ukrainian origin on the territory of the interwar First Czechoslovak Republic took place in 1925-1929 and was called “povorontnytstvo”. During this period there was no way of speaking about mastering the Czech language and using cross-linguistic homonyms. In the 1930s due to the world economic crisis and shutting down the access to the Czechoslovak labour market for the people of Ukrainian origin the issue of learning the Czech language was not raised at all. The majority of the people of Ukrainian origin who stayed in Prague and its suburbs or moved to Transcarpathia had already mastered the Czech language by that time. Thus, on the one hand the provocative similarity created a number of obstacles, misunderstandings, it caused tragic and sometimes comic situations. On the other hand, it spiced up the everyday lives of the people of Ukrainian origin.
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Mykhailova, Tetiana. "Vasyl Stus and Osyp Mandelstam: on crossroads of poetic worlds". Слово і Час, n.º 5 (2 de outubro de 2020): 21–35. http://dx.doi.org/10.33608/0236-1477.2020.05.21-35.
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The article focuses on the coincidences in V. Stus’s and O. Mandelstam’s biographies and notes the psychological and typological similarities of their personalities as well as their fascination with the German language and natural sciences (biology, chemistry). Both writers’ literary interests were alike, they were especially focused on the works of such Russian authors as A. Pushkin, A. Herzen, A. Blok, B. Pasternak, N. Gumilyov, M. Lermontov, F. Tyutchev, and others). Among world classical writers, Stus loved the works of J. W. von Goethe most of all, and Mandelstam admired the works by Dante Alighieri. The paper also deals with Stus’s translations from R. M. Rilke and Mandelstam’s translations from F. Petrarca. The critical activity of Stus and Mandelstam is also mentioned, in particular, O. Mandelstam’s essay “Conversation about Dante” and V. Stus’s paper about P. Tychyna “Phenomenon of the Age (Ascension on Calvary of Glory)”.
Stus’s letters and manuscripts reveal his attitude to the works of O. Mandelstam, whose poetry appeared in Stus’s life at crucial points. Stus referred to it during his imprisonment in the Soviet camps and tried to understand the problem of “poet and power”. A comparative analysis of the fragments from Mandelstam’s poems, cited in the works by the Ukrainian poet, and the original texts written by Mandelstam revealed сertain deviations. Stus used repetitions instead of the ‘forgotten’ words, which is a general characteristic of his own poetics.
At the textual level, the poems of Stus and Mandelstam are future-oriented. It can be observed in the appeals to the reader used by each of them in a specific way: the Ukrainian poet speaks as a ‘son’, while the Russian one as a ‘teacher’, echoing the practice of Pushkin. Both poets loved their homelands very much and were attached to it; both of them could not imagine their life outside the motherland. In their texts, Mandelstam and Stus created the images of a dead city, a prison state, emphasizing the impossibility of the poet’s existence in his own country.
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Bücker, Jörg. "Indexing narrative metalepsis in German conversational story-telling". Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 23, n.º 1 (1 de março de 2013): 23–49. http://dx.doi.org/10.1075/prag.23.1.02buc.
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The purpose of this study is to show that direct speech in narratives introduced by “von wegen” (‘like’) and “nach dem Motto” (‘along the lines of’) can be analyzed as a powerful means to transform a stretch of talk into a massive “stance index” which transcends the boundaries between the narrator’s world and the narrated world in terms of narrative metalepsis. “Von wegen” and “nach dem Motto” are non-canonical reporting frames which are syntactically flexible and semantically facilitate a transformation of direct speech into a “category-animation”. For these reasons, they can be employed spontaneously in spoken talk-in-interaction and make it possible to shape a stretch of direct speech creatively in order to position oneself, other discourse participants and narrated characters as committed or non-committed to what is seen to be a relevant normative point of reference. The way direct speech introduced by “von wegen” and “nach dem Motto” can be used to construct positions in order to evaluate discourse participants and narrated characters can be grasped schematically by means of a slightly revised and extended version of Du Bois’ “stance triangle”.
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Loos, Eugène. "Language policy in an enacted world". Language Problems and Language Planning 31, n.º 1 (27 de fevereiro de 2007): 37–60. http://dx.doi.org/10.1075/lplp.31.1.04loo.
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Increasingly, foreign contacts are a daily fact of life for many companies. It is therefore remarkable that little to no empirical research has been conducted into the language policy applied by such organizations. Companies with transnational contacts are generally assumed to use English throughout the world as a “lingua franca,” yet whether this is actually the case is questionable. In a multicultural Europe that is striving to unite, there may well be other languages that could qualify as the international language of choice. Research is needed to investigate which language or languages are chosen, by whom the choice is made and why, in certain situations, speakers switch to different languages. This article focuses on the report of an empirical study addressing these aspects. A case study of a Dutch parent company that runs a holiday centre in Germany is presented in order to analyse micro-level interactions which can only be understood by considering the language choice as a result of the way in which the environment is “enacted.” For this analysis, use was made of an interview conducted with the Dutch head of the human resources department, along with transcripts of audio-recorded conversations, and also documents such as the mission statement.
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Massal'skaya, Yuliya Vladimirovna. "Manifestation of allophrony in German colloquial language (stylistic aspect)". Филология: научные исследования, n.º 7 (julho de 2020): 61–67. http://dx.doi.org/10.7256/2454-0749.2020.7.33407.
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The subject of this research is the functionality of allophronic elements German colloquial language. The object of this research is lexical units of German colloquial language. The goal consists in determination of allophronic elements in German colloquial language from the stylistic perspective. .The author outlines the theoretical framework of the category of “allophrony”, its key characteristics and manifestations in the stylistic aspect of German colloquial language. The relevance this work is substantiated by the fact that the concept of allophrony is of great interest to modern linguistics from both, practical and theoretical perspectives. It is important to study this phenomenon in the colloquial language, since this communication layer involves all aspects of speech and language. Namely in conversational style, allophrony is manifested not only on usual level, but also occasionally. This work is first to analyze the contradictory elemnents in German colloquial language within the framework of studying the theory of allophrony. Allophrony is a linguistic category, introduced by the Professor of Philology B. T. Ganeev, which encompasses language and speech manifestations of contradictions. Analysis is conducted on the linguistic units of German colloquial speech in existence of allophronic elements. It is established that allophrony is present in the colloquial language and manifests in form of such stylistic means as enantiosemy, oxymoron, and irony. The contradictions of colloquial language, on the one hand, can be associated with certain contradictions of today’s world, and on the other hand – with the peculiarities of speech that are in constant “motion”.d
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Koswara, Aang, e Syauqy Lukman. "Communication competence of Indonesian workers in intercultural interaction in Munich and Canberra". Jurnal Kajian Komunikasi 10, n.º 2 (29 de dezembro de 2022): 199. http://dx.doi.org/10.24198/jkk.v10i2.41976.
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The discourse of intercultural communication competence is increasingly important in the globalized world. However, there need to be more studies reported on the communication competence of Indonesian workers in intercultural interaction, particularly in the host country Germany and Australia. This study investigates communication competence in the intercultural interaction of Indonesian workers in two cities, Munich and Canberra. It focuses on intercultural challenges encountered by Indonesian workers working at different corporations and organizations in Munich and Canberra. Using qualitative methods, we examine Indonesian workers' intercultural awareness, sensitivity, and language competence in the host cities. This ethnographic study is based on interviews and informal conversations with Indonesian workers in Munich and Canberra and observations through the engagement of the researchers in the various Indonesian Diaspora community in the two cities. Based on thematic analysis, two empirical findings are essential to everyday intercultural interaction. First, intercultural awareness and sensitivity explain the knowledge and experiences of Indonesian workers on local rules and regulations, culture, and history of the host cities. Second, language competence describes the ability of Indonesian workers to understand the accents and dialects (German Bavaria and English Australian) and to overcome language barriers in everyday work and community life. The study concludes that participants have different experiences implementing communication competence in everyday interaction. It depends on the intercultural interaction intensity of Indonesian workers with their colleagues and the local community.
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Kaharov, K. Sh. "Formal and informal ways of conversation in the german and uzbek languages". ACADEMICIA: An International Multidisciplinary Research Journal 10, n.º 9 (2020): 286. http://dx.doi.org/10.5958/2249-7137.2020.01030.7.
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De Donno, Fabrizio. "Translingual Affairs of World Literature". Journal of World Literature 6, n.º 1 (26 de novembro de 2020): 103–22. http://dx.doi.org/10.1163/24056480-20201005.
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Abstract This essay explores a number of texts of the exophonic, or non-native literary production, respectively in Italian and German, of translingual authors Jhumpa Lahiri and Yoko Tawada. While the paper looks at how their dominant languages, respectively English and Japanese, continue to play a role in these writers’ non-native production, it focuses on the different approaches the two authors adopt to translingualism and the “linguistic family romance” metaphor, which they equally employ in highly imaginative ways in order to address both their condition of rootlessness and their attitudes to the notion of “mother tongue.” The essay argues that while Lahiri seems to remain a writer that does not contaminate languages (she is a writer in English, a writer in Italian, and a translator of Italian literature into English), Tawada brings German and Japanese together and dwells on the space of contamination between them in her production in German (and Japanese).
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Egbert, Maria M. "Context-sensitivity in conversation: Eye gaze and the German repair initiatorbitte?" Language in Society 25, n.º 4 (dezembro de 1996): 587–612. http://dx.doi.org/10.1017/s0047404500020820.
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ABSTRACTJust as turn-taking has been found to be both context-free and context-sensitive (Sacks, Schegloff & Jefferson 1974), the organization of repair is also shown here to be both context-free and context-sensitive. In a comparison of American and German conversation, repair can be shown to be context-free in that, basically, the same mechanism can be found across these two languages. However, repair is also sensitive to the linguistic inventory of a given language; in German, morphological marking, syntactic constraints, and grammatical congruity across turns are used as interactional resources. In addition, repair is sensitive to certain characteristics of social situations. The selection of a particular repair initiator, Germanbitte?‘pardon?’, indexes that there is no mutual gaze between interlocutors; i.e., there is no common course of action. The selection ofbitte?not only initiates repair; it also spurs establishment of mutual gaze, and thus displays that there is attention to a common focus. (Conversation analysis, context, cross-linguistic analysis, repair, gaze, telephone conversation, co-present interaction, grammar and interaction)
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Barevičiūtė, Jovilė. "Editorial. Dialogue, Communication and Collaboration: Aspects of Philosophy and Communication". Coactivity: Philosophy, Communication 24, n.º 1 (31 de março de 2016): 1–2. http://dx.doi.org/10.3846/cpc.2016.246.
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Acting as a usual means of everyday communication and collaboration, dialogue is also a fundamental mode of human presence in the world. It is innate and, therefore, feels organic to people. Nothing but a dialogue determines and defines the inborn human potential of reflexivity, empathy and communitivity. Naturally, it is hardly surprising that as a phenomenon, a dialogue constantly fell within the purview of most prominent European thinkers and throughout different historical epochs, in the spaces of philosophy and communication, it unfolded in a diverse and multidimensional manner. Ancient Greek philosopher Plato wrote in the form of dialogue, this way opening the possibility to a reader to learn about the world and the order of things as well as defining a certain relationship between the perceiving subject and the perceivable object. In the early Middle Ages, writings of Saint Augustine encouraged people to immerse into themselves and start a conversation with God, which established a certain living relationship between spaces empirical and transcendental. Much later, towards the end of the 19th and the beginning of the 20th century, German phenomenologist Edmund Husserl, who developed the theory of the intentionality of the consciousness, perceived that no living relationship between people is feasible without intersubjectivity. In this case, the communication is conditioned on the focus of at least two subjects on a certain object. This object, in particular, ensures the potential of the meaning, content and the purpose of communication. Another German author Martin Buber treated the dialogue as a phenomenon, in which an individual establishes a personal relationship with the Christian God, and this gives rise to a certain immediacy: a confrontation with the Ruler of the Kingdom of Heaven gives meaning to all the other interpersonal relationships. These are but few different philosophical interpretations of dialogue as a phenomenon. The universe of issues related to dialogue emerges from thinking perspectives of philosophers as well as communication theorists. On the one hand, the perspective of communication trivializes the phenomenon of dialogue, depriving it of its depth and profoundness; and on the other hand, it defines and specifies the concept of dialogue, assigning to it a form or function. This issue of the journal is devoted to the analysis of the phenomenon of dialogue both in the fields of philosophy and communication, inquiring into different contexts of its development. In her article Communication Solutions by Improving Interactive Art Projects, Gintarė Vainalavičiūtė analyses the relationship between visual arts and contemporary technologies, which determines both the rise of the forms of dialogue and non-traditional understanding of works of art. Mindaugas Stoškus contributed an article entitled Disciplines of Political Philosophy and Political Science: Antagonism, Cooperation or Indifference? in which he investigates the relationship between these two disciplines, conditions and problems pertaining to their dialogue, and the particularly intensified dynamics of the dialogue in the fifties of the 20th century. In their article Online Artistic Activism: Case-Study of Hungarian-Romanian Intercultural Communication, Gizela Horváth and Rozália Klára Bakó delve into the interactive relationship between works of art and their perceiver, as these works of art send messages via the social media environment. Moral Perception, Cognition, and Dialogue is an article authored by Vojko Strahovnik, in which he examines the causes for the rise of cases that hinder intercommunication and mutual understanding, such as disagreement, intercultural dialogues, etc. Problems of visual communication and the specificity of visual languages, bringing together subjects into dialogue are discussed by Arto Mutanen in his article Relativity of Visual Communication. Another article entitled Scientific Realism versus Antirealism in Science Education is a contribution by Seungbae Park, in which he attempts to define how the dialogue between teachers and students is possible, as he takes the position stating that the doctrine of scientific realism is much more effective than provided opportunities of scientific antirealism. And finally, Algis Mickūnas, in his article The Different Other and Dialogue, discusses the reasons why members of different communities find it difficult to establish dialogue-based relationships and why in some cases they remain imprisoned in the state of a monologue. This issue of the journal presents a truly wide field of investigations into opportunities and obstacles for communication, interaction and collaboration. It is pleasing to see that representatives of various humanities and social sciences joined the same dialogue. Looking forward to the productive insights in the future, the Editor would like to express her gratitude to the authors of this issue.
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Wiggers, Heiko. "Digital Divide: Low German and other Minority Languages". Advances in Language and Literary Studies 8, n.º 2 (30 de abril de 2017): 130. http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.130.
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This paper investigates the online presence of Low German, a minority language spoken in northern Germany, as well as several other European regional and minority languages. In particular, this article presents the results of two experiments, one involving Wikipedia and one involving Twitter, that assess whether and to which extent minority languages are used on these websites. The article argues that minority and regional languages are not only underrepresented online due to a combination of historical, linguistic, sociological, and demographic reasons, but that the overall architecture of the World Wide Web and its most visited websites is such that smaller languages do not stand a chance to gain a meaningful online presence.
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Vismans, Roel, Matthias Hüning e Fred Weerman. "Guest Editors' Preface". Journal of Germanic Linguistics 22, n.º 4 (dezembro de 2010): 297–99. http://dx.doi.org/10.1017/s1470542710000061.
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It is not uncommon for the naive native speaker of English to confuse German and Dutch. One reason for this lies in the English names for the languages, but another reason is that Dutch and German sound similar to the anglophone ear. Many, perhaps even most, university students of Dutch in the United Kingdom and elsewhere in the anglophone world come to Dutch with a good knowledge of German and again, often draw parallels between their mother tongue, and Dutch and German. Of course, professional linguists know that English and German are neighbors of Dutch and members of the same Germanic language family. However, comments by naive native speakers serve to highlight questions about the typological contrasts between these three languages.
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Shkolyarenko, Vira. "Diachronic cultural-linguistic phraseological research in German and Ukrainian". Germanistik in der ukraine, n.º 18 (19 de junho de 2024): 81–93. http://dx.doi.org/10.32589/2408-9885.2023.18.305065.
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The thesis is devoted to the cultural and linguistic study of the formation of German and Ukrainian phraseological units. The paper suggests a new approach to the study of German and Ukrainian phraseology from diachronic aspect of culturology, which consists in identification of national-cultural factors relevant for the formation of phraseological world representation of German and Ukrainian languages. The criteria for establishing the national-cultural specificity of phraseology have been defined. The experience of systematization of phraseological units in diachrony based on a system of images and values of a certain historical period have been described. Historical and genetic analyses of phraseological units have been determined.Phraseological unit in German and Ukrainian is a complex verbal formation. Linguistic and extralinguistic factors play an importanat role in the formation and development of phraseological units. But there are still questions – how are these phraseological units created. Our goal is to study the origin and structure of German and Ukrainian phraseological units. We also aim at enriching idiomatic phraseologisms with the examples of their actual use in current parlance.The article is closely connected with the definition of peculiarities of national-cultural symbols of the speakers of German and Ukrainian languages as one of the most important extralingual fragment of reality. The usage of this approach can give a complete picture of national-cultural peculiarities of phraseological system of German and Ukrainian languages. National-cultural factors relevant for formation of phraseological world representation of German and Ukrainian have been determined. The present work tries to contribute to broadening the scope of investigation and methodology of the previous cultural and linguistic research of German and linguistic phraseology and fill research gaps in this field.
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Mouelhi, Oumeima. "The German Shakespeare". American International Journal of Humanities, Arts and Social Sciences 2, n.º 1 (19 de março de 2020): 9–17. http://dx.doi.org/10.46545/aijhass.v2i1.147.
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Over The past four hundred years, Shakespeare has played a significant role within a European framework, particularly, where a series of political events and ideologies were being shaped. The birth of the nation during the late 18th and 19th centuries, the first and second world wars, the process of European unification during the 1990s, are a case in point. This part challenges the idea of an all-encompassing universal Shakespeare by demonstrating that Shakespeare and his plays transmitted across different histories, languages, and traditions meant something significantly different in these geographical contexts. Rejecting the existence of a universally absolute and singular Shakespearean meaning, I attempt to demonstrate that Shakespeare is always what he is imagined to be in a cultural and historical context. The various local and national appropriations and the universality of the cultural icon, “Shakespeare”, clash in the daily practice of interpreting, performing, and teaching his plays. This paper discusses Shakespeare’s appropriation and performance in East Germany. It focuses on the theatrical production and its cultural context in this country.
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Antonyuk, Halyna, e Lilia Chernysh. "COMPARATIVE ANALYSIS OF PHRASEOLOGICAL UNITS WITH AN ANIMALISTIC COMPONENT IN THE UKRAINIAN AND GERMAN LANGUAGES (TRANSLATIONAL ASPECT)". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, n.º 16(84) (22 de dezembro de 2022): 11–14. http://dx.doi.org/10.25264/2519-2558-2022-16(84)-11-14.
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In the proposed study, phraseological units with an animalistic component (PhAK) based on the Ukrainian and German languages were analyzed. It has been established that the specified language layer is widely represented in the Ukrainian and German languages and represents the linguistic picture of the world of these peoples. The role of animalisms (zoonyms) in the formation of the linguistic picture of the world is determined by the natural environment, features of socio-historical development and culture. On the basis of the conducted comparative analysis, it was established that the most used zoonyms in the group of phraseological units in the Ukrainian and German languages are animals with which a person has the most contact in everyday life – these are domestic and domestic animals, and for both cultures these animals are almost identical, which is explained similar natural conditions (climate, temperature regime, etc.), common features of household management. However, not all animals in the PhAK in the two languages are equally endowed with positive and negative traits, which we explain by the discrepancy in the levels of socio-economic development and the way of perceiving the surrounding world in the Slavic and Old Germanic worldviews. We see the practical significance of the research in the use of data in the process of practical teaching of German as a second foreign language, as well as in translation from one language to another.
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Wilton, Antje. "Epistemic Stance Markers in German and English as a Lingua Franca Media Sports Interviews". Revista Alicantina de Estudios Ingleses, n.º 32 (15 de dezembro de 2019): 217. http://dx.doi.org/10.14198/raei.2019.32.09.
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This study investigates a particular type of media interview to explore the use of epistemic stance markers in professional media sports contexts. The study focuses on interviews with male professional football players usually taken straight or very shortly after the match (post-match interviews or PMIs). Two data sets were investigated using a simple quantitative and an ethnographic conversation analytic approach: 57 interviews conducted with German professional football players in German, and 27 interviews conducted with professional football players of various nationalities and first languages, including German, in English as a lingua franca (ELF). The aim of this study is to find out how the use of epistemic stance markers such as I think in English and the German equivalents ich denke/ ich glaube contributes to the foregrounding of the player’s perspective and thus the maintenance and negotiation of an epistemic gradient, which is essential for a smooth and unproblematic progression of the interview.
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Kozak, Alla, e Lyudmyla Blyznyuk. "INTERCULTURAL COMMUNICATION IN A GERMAN LANGUAGE STUDY". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, n.º 12(80) (23 de dezembro de 2021): 143–46. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-143-146.
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The article deals with a study of intercultural communication formation problems in the process of learning German language. Foreign languages in a modern society are becoming increasingly important, as well as the growing need for a high level of proficiency, but it is impossible to fully communicate with other cultures without knowing anything about the characteristics of this people. A foreign language is an effective factor in the development of personality in a multicultural space. As a phenomenon of the spiritual life of mankind, it plays a major role, it promotes the process of communication, socialization, professionalization and social adaptation. At the present stage of development of teaching foreign languages methods, researchers identify three main goals of teaching a foreign language as a language of international communication and communication itself. It is noted that a foreign language should be studied in an inseparable unity with the world and culture of the peoples who speak these languages. The main components of foreign culture include the following elements: everyday behavior; traditional household culture; traditions, as well as rites that can be perceived as traditions; national pictures of the world that reflect the specifics of perception of the world around; artistic culture, which can also be attributed to the elements of ethnography and ethnology. It is emphasized that it is necessary to use authentic materials for its mastering when including aspects of intercultural communication in the content of foreign language teaching. We have identified the following ways to simultaneously study of German language and culture by the students who have proven themselves best during the learning process: role-playing games, preparation of individual messages, group messages or dialogues, presentations of the topics, home reading, contacts with other cultures, general discussion, homework on a given topic. Thus, the emphasis in the educational process on the features of intercultural communication make foreign language classes more diverse, interesting, which leads to the increased learning motivation and perception of the real picture of the world.
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Kibler, Amanda. "Speaking like a “Good American”: National Identity and the Legacy of German-Language Education". Teachers College Record: The Voice of Scholarship in Education 110, n.º 6 (junho de 2008): 1241–68. http://dx.doi.org/10.1177/016146810811000604.
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Background/Context As a case study in minority language restriction, the German example provides a useful historical counterpoint to more recent debates regarding the place of non-English languages in American schools. Focus of Study and Research Design This historical analysis examines the role of education in the changing discourse of minority languages and national identity, specifically analyzing the tradition of German-language education in the United States as it changed during World War I. Findings The establishment of German-medium public and private schooling in the United States prospered until the late 1800s as the result of practical considerations and German communities’ own commitments to linguistic, religious, and/or cultural maintenance. German use in some of these schools declined in relation to English as the result of demographic shifts and efforts in the 1880s and 1890s to restrict non-English languages in schools. The advent of World War I, however, dramatically altered the status of German in society generally, and in education specifically. Wartime federal rhetoric and involvement, educational and social policies, and debates within the educational community indicate not only a period of restricted non-English language use in schools, but they also signal the emergence of a new conception of American identity, one defined in linguistic terms and displayed through the exclusive use of English. Conclusions/Recommendations Shifts in rhetoric and policy offer significant insight into the relationships between minority languages and larger issues of power and social control; the restriction and subsequent loss of a seemingly privileged non-English language in the United States reveals the precarious position of any minority language in society. Contemporary discussions about immigration, official languages, and national identities continue to operate within a monolingual English paradigm, carrying significant implications for schools serving immigrant and language minority students.
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Lee, Timothy, e Ludwin E. Molina. "“If You Don’t Speak English, I Can’t Understand You!”: Exposure to Various Foreign Languages as a Threat". Social Sciences 10, n.º 8 (14 de agosto de 2021): 308. http://dx.doi.org/10.3390/socsci10080308.
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The number of non-English speaking and bilingual immigrants continues to grow in the U.S. Previous research suggests that about one third of White Americans feel threatened upon hearing a language other than English. The current research examines how exposure to a foreign language affects White Americans’ perceptions of immigrants and group-based threats. In Study 1, White Americans were randomly assigned to read one of four fictional transcripts of a conversation of an immigrant family at a restaurant, where the type of language being spoken was manipulated to be either Korean, Spanish, German, or English. In Study 2, White Americans read the same fictional transcript—minus the Spanish; however, there was an addition of two subtitles conditions in which the subtitles were provided next to the Korean and German texts. The two studies suggest that exposure to a foreign language—regardless of whether they are consistent with Anglocentric constructions of American identity—lead White Americans to form less positive impressions of the immigrant targets and their conversation, experience an uptick in group-based threats, and display greater anti-immigrant attitudes. Moreover, there is evidence that the (in)ability to understand the conversation (i.e., epistemic threat) influences participants’ perceptions of immigrants and group-based threats.
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DZHUMANOVA, L. S., e A. E. DARIBAEVA. "LEARNING A SECOND FOREIGN LANGUAGE BASED ON ENGLISH". Iasaýı ýnıversıtetіnіń habarshysy 123, n.º 1 (15 de março de 2022): 207–18. http://dx.doi.org/10.47526/2022-1/2664-0686.18.
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The topic of this scientific article is one of the most important issues in the field of education. In today's rapidly changing world, where yesterday's news is today's story, there has been an increase in the number of people who are eager to move forward and learn several languages in accordance with modern requirements. Because people today speak several languages. This article emphasizes the importance of learning German as a related language, based on the knowledge of this language after English, which is the main foreign language. At present, knowledge of the German language is one of the mandatory requirements for the professional world. There are a lot of people who speak English, and every student, every young specialist, satisfied with their knowledge and experience, clearly understands that, having mastered other languages, one can find a decent job on the global labor exchange. By teaching students German in higher education, we prepare them for the future. Instead of theory, we focused on discussing modern situations in practical classes. We hope that this will allow young professionals to use the knowledge gained in higher education with benefit in working conditions. However, very few hours are devoted to teaching German as a second foreign language in higher education. Therefore, teachers consider it necessary to use unique, effective, useful, understandable, simple methods of teaching the German language, relying on the knowledge of the main foreign language (English) of students on a comparative basis in German classes. In this article, we will talk about such useful and effective methods used in teaching German as a second foreign language based on linguistics.
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Babušytė, Diana, e Justina Daunorienė. "Multilingual Competence of Philology Students: Results of a Case Study on Multilingualism as a Resource in German as a Foreign Language Lessons". Sustainable Multilingualism 21, n.º 1 (1 de dezembro de 2022): 86–104. http://dx.doi.org/10.2478/sm-2022-0014.
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Summary The importance of promoting individual multilingualism is emphasized repeatedly around the world. Likewise, in the Common European Framework of Reference for Languages (2020), the prior knowledge of the learners and the networking of languages are pointed out. For this reason, the principles and methods of multilingual didactics with their positive effects occupy a prominent place in foreign language teaching, and the question of how individual differences between learners regarding their linguistic backgrounds can be considered in language teaching is increasingly being dealt with. This article examines the question of whether and how Lithuanian university students see their multilingual repertoire as a resource for learning German. For this purpose, a survey was carried out among the students at Vilnius University who are studying German as their major or German as an elective course. The aim of this study was to find out whether the previous knowledge of other languages helps the students to learn German or whether they see the influences of their mother language and other foreign languages as interference phenomena and judge them negatively. The data obtained from the survey present the students’ attitudes towards multilingualism, their multilingual skills, and language awareness as well as their language-related experience in acquiring German as a foreign language.
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Brahim, Khaled. "Wirtschaftsdeutsch in Algerien: Perspektive für den algerischen universitären DaF-Unterricht". Traduction et Langues 15, n.º 2 (31 de dezembro de 2016): 107–17. http://dx.doi.org/10.52919/translang.v15i2.679.
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Business German in Algeria: Perspectives for Algerian University Deutsch classes
In the teaching of foreign languages, the acquisition of the specialized language has now become a necessity. The important position of foreign languages in the world of work opens up many perspectives for the learner of these languages. In this sense, Business German should be more important in the context of studying German as a foreign language at the Algerian university. The labor market constantly demands graduates with technical and linguistic language skills. With the presence of German companies in Algeria, Algerian Germanists with language skills in Business German will have the opportunity to sink into these companies. In the unit “German specialized language GSL” learners can acquire knowledge of technical German, namely Business German to meet the requirements of these companies. As a result, it can be stated that the LS (Langue de spécialité) lessons in German studies in Algeria should prepare the students not only for the teaching profession, but also for aspects of economic life. Technical language teaching in this context requires more hours of its own. Companies now see the importance of foreign language skills in their employees to ensure and expand the success of their company, which allows foreign speakers to penetrate these companies. The aim of offering business German courses is to provide students with the conditions on the labor market and to present important sources of information about the German economy in German. The focus of the lessons can be collected empirically using the results of the market analyses. As a result, Business German could become independent and be introduced as a separate subject as part of the German studies at the Algerian university. As for the choice of topics, content, goals and other curricular issues of this learning process could apparently be inspired to be discussed by the academics with the participation of the companies operating in the country.
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Moroni, Manuela Caterina, e Ermenegildo Bidese. "Deutsches auch und italienisches anche im Vergleich". Linguistik Online 111, n.º 6 (11 de dezembro de 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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Komilovna, Khaydarova Dildora. "The Literary Relations In Uzbek And German Poetry". American Journal of Social Science and Education Innovations 02, n.º 12 (30 de dezembro de 2020): 294–97. http://dx.doi.org/10.37547/tajssei/volume02issue12-51.
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Our Uzbek classical poetry has a special role in the world literature as its ideological and artistic maturity and the richness of its genres as well. The names of such poets as Alisher Navoi, Firdavsi, Jami, Hafiz, Nizami, Umar Khayyam and Babur who were recognized as great figures, have been rediscovered and continue to have an impact on world poetry. In this regard, many great epics of Oriental literature have been studied and translated into European languages. In this article, I will discuss the literary relations in Uzbek and German poetry.
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Bramo, Elvis, e Salian Cullhaj. "The Classical Languages and Their Actual Contribution - The Case of German and Greek". European Journal of Language and Literature 6, n.º 1 (1 de dezembro de 2016): 111. http://dx.doi.org/10.26417/ejls.v6i1.p111-114.
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In our research on lexical and linguistic interference from one language to another, the case of the Greek language contact with German has drawn our attention. Greek, as one of the most widespread classic languages in the world, came through the Latin channel to convey her words, mostly science (eg mechanics) and the arts (eg aesthetics) in German-speaking countries.
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Czech Rogoyska, Agnieszka, e Magdalena Zboch. "Anglicisms in Online German Newspapers and Magazines. A Quantitative and Qualitative Analysis of Articles in ‘Die Welt’, ‘Der Spiegel’, and ‘Der Stern’ in February 2016". Social Communication 2, n.º 1 (1 de julho de 2016): 25–58. http://dx.doi.org/10.1515/sc-2016-0004.
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Abstract Needless to say, words originating in English largely influence other languages. As postulated by Plümer [2000, p. 28], since the nineteenth century English has become the main donor language for German and due to the ongoing influx of Anglicisms used in German both in Fachsprache, i.e. German for specific purposes and on a daily basis, lexical interference between the two languages increases. Some linguists oppose the excessive use of words originating in English postulating that as a consequence, German may become a peripheral language, whereas others posit that it indicates openness to world and language development. The study focuses on the application of Anglicisms in German newspapers in February 2016. The corpus encompasses 90 articles in online versions of three newspapers, viz. Die Welt, Der Spiegel and Der Stern, structured into three categories, be it Beauty, Politics, and IT. Every category covered thirty parallel topics, in order to arrive at a succinct yet comprehensive summary of the total ratio of Anglicisms. The article was divided into four main categories, i.e. theoretical framework, quantitative analysis, qualitative analysis, and concluding remarks.
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Meng, Katharina, e Ekaterina Protassova. "Running out of words: tactics for maintaining conversation among Russian-German bilinguals". Communication Studies 7, n.º 2 (30 de junho de 2020): 283–99. http://dx.doi.org/10.24147/2413-6182.2020.7(2).283-299.
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The study combines analysis of social interaction between bilingual RussianGerman speakers competent in the two languages to different degrees with assessment of the levels of oral and written proficiency of the young Russian Germans who came as small children to Germany or were born here. This is a part of
a larger longitudinal project dedicated to the linguistic integration of the Russian
Germans in Germany conducted since shortly after their arrival as repartees to
the historical homeland. The communication took place at the family home after
25 years of immigration. It was interesting to discover bilingual practices and
means that are in use to achieve certain goals of communication. Questions were
asked about different aspects of their life and their attitudes toward the previous
and actual situation. The peculiarities of the oral and written German as well as
of the oral Russian and of the ability to read were tested and analyzed. The results obtained allow to understand bilingual development of children, now young
adults, without systematical support for the literacy in the Russian language.
Even if they hear a lot of Russian from their relatives, it is not important to maintain the language and they do not make additional efforts to do it. This is an outcome of the family language policy and the consequences of parents’ comunicative practices.
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Idrizi, Faik, e Arbër Çeliku. "The verbs with the prefix ver- in German and the possibilities of their textual realisation in Albanian and English language". South Florida Journal of Development 5, n.º 7 (17 de julho de 2024): e4122. http://dx.doi.org/10.46932/sfjdv5n7-020.
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The word formation of the verb in German is very productive compared to the other world languages. This linguistic phenomenon can be very misleading, especially when learning German. So, the main purpose of this article is to recognize how the word formation process in German is manifold and how to deal with the German verbs, especially with the verbs with prefix ver- and their concrete textual realization in Albanian and English. This work does not serve as an instruction on how to form new German verbs can be formed, but primarily discusses the process of semantics from which can be used as a basis for derivations, and which could help foreign language learners to expand their vocabulary for foreign language learners. Understanding the systematics of the German verb prefix ver- can help non-speakers to find their way around the extensive lexicon of German verbs more easily.
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Krasnova, T. A., e E. S. Oshanova. "CASES OF SPATIO-TEMPORAL ORIENTATION (ON THE MATERIAL OF LANGUAGES OF DIFFERENT TYPOLOGICAL AFFILIATION)". Bulletin of Udmurt University. Series History and Philology 32, n.º 2 (29 de abril de 2022): 217–23. http://dx.doi.org/10.35634/2412-9534-2022-32-2-217-223.
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The purpose of this study is to identify the features of spatial and temporal perception of the world by native speakers of the Udmurt and German languages by describing the semantic functions of spatial and temporal prepositions. The paper considers the functioning of prepositions in free word combinations, where each structural element has its own lexical meaning. It is noted that the case system of the Udmurt language is not frozen, once and for all given. It underwent many changes in its development before linguists came to a consensus. The developed system of cases of the Udmurt language contributes to the manifestation of a tendency to specialization, monosemization of forms, in contrast to homonymy and polysemy of case forms of the German language. As for the system of German cases, there is no fixed form that would express spatial relations. Moreover, there are no cases of spatio-temporal orientation expressing both the values of time and space, which are quite widespread in the Finno-Ugric languages. Udmurt and German are languages of different typological affiliation. Thus, each language type reflects a particular conceptual content in its own way. The Udmurt language, being agglutinative, uses synthetic means (suffixes and endings) to express the phenomena under study, while the German (analytical-synthetic language) is characterized by analytical means - articles and prepositions.
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Andreyeva, Yelena Anatolyevna, Inna Germanovna Korneva e Kadria Azatovna Sakhibullina. "VALUES AND ANTI-VALUES IN FIGURATIVE PHRASEOLOGICAL UNITS IN THE RUSSIAN AND GERMAN LANGUAGES". Humanities & Social Sciences Reviews 7, n.º 4 (18 de setembro de 2019): 427–32. http://dx.doi.org/10.18510/hssr.2019.7458.
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Purpose of the Study: The article discusses values and anti-values in the figurative phraseological units of the Russian and German languages. The object of the research is phraseological units of the Russian and German languages that have similar and specific images. The subject of the research is hedonistic and material-utilitarian values and anti-values contained in the Russian and German figurative phraseological units.
Methodology: The relevance of the study is due to the spiritual needs of modern society. The analysis of phraseological units in the axiological aspect is motivated by the anthropological orientation of modern linguistics where the language is considered in close connection with the consciousness and thinking of a person, their spiritual world, values, and anti-values. The research methods are the following: descriptive method, analysis of lexicographical interpretations, and etymology of the Russian and German phraseological units; the method of component analysis to research the structure of meaning of studied units; the method of conceptual and interpretative analysis.
Results: Hedonistic and material-utilitarian values and anti-values are represented by the Russian and German phraseological units that have similar images in their composition, which is due to the common source of the origin of phraseological units, and specific images associated with the Russian and German cultures.
Application: Research results can be helpful for the German language training and professional activities of translators and linguists.
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Mak, Pim, Julia Lomako, Natalia Gagarina, Ekaterina Abrosova e Elena Tribushinina. "Keeping two languages apart: Connective processing in both languages of Russian–German bilinguals". Bilingualism: Language and Cognition 23, n.º 3 (28 de maio de 2019): 532–41. http://dx.doi.org/10.1017/s1366728919000300.
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AbstractMultilingual children are faced with the task of selectively using the linguistic systems of their languages. Previous research has shown that although bilinguals may make more errors in production and comprehension than their monolingual peers, less cognitively demanding processing experiments may reveal target-like performance. This has been attributed to several factors, among which language transfer and processing limitations. In this study we investigate the processing of additive connectives in both languages of German–Russian bilingual children using the Visual World Paradigm. Previous research has shown that bilingual children make many errors in the production of these connectives in Russian. The results show that the processing behaviour in both languages of the bilingual children does not differ from that of their monolingual peers. This finding is compatible with the view that errors in production and in more demanding comprehension tasks are due to processing limitations.
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Zhang, Wenjia, Jiancheng Zhu e Pu Zhao. "Comparing World City Networks by Language: A Complex-Network Approach". ISPRS International Journal of Geo-Information 10, n.º 4 (1 de abril de 2021): 219. http://dx.doi.org/10.3390/ijgi10040219.
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City networks are multiplex and diverse rather than being regarded as part of a single universal model that is valid worldwide. This study contributes to the debate on multiple globalizations by distinguishing multiscale structures of world city networks (WCNs) reflected in the Internet webpage content in English, German, and French. Using big data sets from web crawling, we adopted a complex-network approach with both macroscale and mesoscale analyses to compare global and grouping properties in varying WCNs, by using novel methods such as the weighted stochastic block model (WSBM). The results suggest that at the macro scale, the rankings of city centralities vary across languages due to the uneven geographic distribution of languages and the variant levels of globalization of cities perceived in different languages. At the meso scale, the WSBMs infer different grouping patterns in the WCNs by language, and the specific roles of many world cities vary with language. The probability-based comparative analyses reveal that the English WCN looks more globalized, while the French and German worlds appear more territorial. Using the mesoscale structure detected in the English WCN to comprehend the city networks in other languages may be biased. These findings demonstrate the importance of scrutinizing multiplex WCNs in different cultures and languages as well as discussing mesoscale structures in comparative WCN studies.
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Matijašević, Miljen. "LANGUAGES FOR SPECIFIC PURPOSES AT THE FACULTY OF LAW, UNIVERSITY OF ZAGREB". Language for Specific Purposes – Trends and Perspectives XIII, n.º 42 (outubro de 2022): 73–93. http://dx.doi.org/10.31902/fll.42.2022.6.
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The teaching of languages for specific purposes has been an increasingly appealing and relevant topic both in the academic and the professional sphere for decades. In today’s globalised world and, more specifically, in an increasingly united Europe, the importance of learning and using foreign languages need no longer be particularly emphasized. Using foreign languages in professional communication facilitates participation in political and economic exchange and arrangements. The field of law is a peculiar area in terms of its professional language. Law is firmly dependant on its national language, making it an even more closed system, creating its own unique concepts in the national language, often without obvious counterparts in other systems. However, communication between legal experts and the European integration of which Croatia is part make it necessary for legal professionals to master the foreign languages of the legal profession. This is particularly true of English, as it is still the dominant working language in EU institutions, but also of French, being the principal working language of the Court of Justice of the EU, and finally of German. The importance of German is twofold – not only is the Croatian legal system rooted in the traditions of German and Austrian law, but it is also those two countries that have a strong presence in economic transactions in Croatia. The importance of German in the legal professions seems sometimes to be recognized by students in their senior years or even after they graduate. This is evident from the fact that many students who enrol in the paying lifelong learning courses of German for law are in fact senior-year students or fresh graduates of Law. Hopefully, the interest in German in other study programmes will be rekindled in the coming years, despite the growing dominance of English as the language of international communication.
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Reichl, К. "TRANSLATING TURKIC ORAL EPICS INTO ENGLISH AND GERMAN: PROBLEMS AND INSIGHTS". Эпосоведение, n.º 1(1) (29 de novembro de 2017): 76–82. http://dx.doi.org/10.25587/svfu.2017.1.8093.
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It is a well-known fact that the Turkic-speaking peoples of Eurasia and Siberia possess a rich heritage of oral epic poetry. Much has been written down, and in some areas the oral tradition of epic poetry is still flourishing today. While a few of the early texts, written down in the 19th century, are available in older German translations (A. Schiefner, W. Radloff), the majority of these epics can only be accessed either in their original language or (in some cases) in Russian translation. Translations of Turkic oral epics into European languages such as English, German or French are urgently needed in order to familiarize epic scholars outside the Turkic- or Russianspeaking world with this important corpus. Translating Turkic epics into European languages poses, however, a number of problems. In the following some of these problems are identified and discussed with reference to my translations of the Uzbek oral epics Ravshan and Alpamysh into German, the Karakalpak epic Edige and the Kirghiz epic Manas both into English. ´The latter translation is still ongoing; two volumes have so far been completed. The translation problems concern basic methodological questions such as the choice between a literary and a literal translation and the strategies available to overcome differences in linguistic structure between the source languages and the target languages. An important element in translation is not only the linguistic, but also the stylistic level of the text. In addition, a translation has to pay attention to paralinguistic aspects (e.g., music and performance modes) and to the cultural world of the original. The translator is not only a mediator between languages, but also between cultures.
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Bhatti, Natalia, Ekaterina Kovsh, Elena Kharitonova e Irina Sapranova. "Grammar aspect of English and German acquisition in Russian medium". E3S Web of Conferences 210 (2020): 21005. http://dx.doi.org/10.1051/e3sconf/202021021005.
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Bilingualism and multilingualism in education has become a reality in the modern multi-cultural world. In recent years, there have been numerous studies proving benefits from bilingual and multilingual approaches in education. Proficiency in second or third languages has many benefits starting from excellence in academic studies and easier access to global information resources and ending with personal awareness of cultural diversity of the world and global mobility. There is overwhelming evidence that English and German are the most popular languages chosen for the Unified State Exam in a foreign language in Russia. The study shows that a worthwhile investment of time and effort into grammatical aspect of language acquisition is of great value. The research is based on the data collected in an experiment involving 38 senior students of gymnasium 6 in Ivanteevka (Moscow Region, Russia). The result of the experiment proves the efficiency of the translanguaging approach to teaching English or German grammar. The successful formation of grammar skills in oral and written speech is based on the comparative analysis of the languages (L1, L2, L3). The mistakes which were predetermined by the differences in grammatical features of the target languages were eliminated by laying emphasis on developing mostly productive rather than reproductive skills. The cognitive exercises used the experiment enlarged the students` meta-disciplinary knowledge and helped them to master analytical skills. By comparing cultural, linguistic and social phenomena existing in L1, L2 and L3 the experimentees came to realize their belonging to the global community and the necessity of application of their language skills to successfully function as an equal member of this community. This approach could be widely used in comprehensive schools in the Russian Federation, adding to the positive effects on intellectual growth and enhancing students` linguistic, emotional and personal development.
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Degler, Janusz. "Witkacy around the World". Tekstualia 1, n.º 2 (2 de janeiro de 2014): 105–28. http://dx.doi.org/10.5604/01.3001.0013.5944.
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Fifty years have passed since the publication of the first translations of Witkiewicz. Today, the number of translations and the languages in which his work functions is more than impressive. Plays, novels, theoretical dissertations, and philosophical treatises have been translated into 25 languages: English, Arabic, Bulgarian, Croatian, Czech, Danish, Dutch, Estonian, Finnish, French, Greek, Spanish, Dutch, Japanese, German, Norwegian, Portuguese, Romanian, Russian, Serbian, Slovak, Slovenian, Spanish, Swedish, Ukrainian, Hungarian and Italian. There have been over three hundred productions in twenty-six countries and sixteen exhibitions of paintings, portraits and photographs have been organized in ten countries. There are several factors that have turned out to be decisive for Witkiewicz’s international fame.
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Westergaard, Marit, e Tanja Kupisch. "Stable and vulnerable domains in Germanic heritage languages". Oslo Studies in Language 11, n.º 2 (22 de janeiro de 2021): 503–26. http://dx.doi.org/10.5617/osla.8515.
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This paper provides an overview of Germanic languages as heritage languages, i.e. languages acquired naturalistically by children in parts of the world where these languages are not the majority language. Summarizing research on different types of heritage speakers of Danish, German, Icelandic, Norwegian, and Swedish, we identify certain stable and vulnerable domains. We focus on the so far best studied areas, word order and grammatical gender, adding evidence from other lesser studied domains, such as definiteness and phonology. We propose that in addition to the linguistic make-up of the phenomena in question, the size of the heritage community and, relatedly, opportunities to use the language need to be taken into account. The latter may explain, for example, why moribund varieties of German and the Scandinavian languages in North America appear to be less stable than the language of second-generation heritage speakers in Europe.
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Bukharov, V. M., e O. V. Baykova. "Interaction and Interference of Languages in Bilingual Germans of the Vyatka Region of Russia". NSU Vestnik. Series: Linguistics and Intercultural Communication 19, n.º 2 (9 de junho de 2021): 5–18. http://dx.doi.org/10.25205/1818-7935-2021-19-2-5-18.
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The article examines the interaction of the German and Russian languages in the speech of bilingual Germans who were born and live in a Russian-speaking environment in the Vyatka region of Russia. This task involves the study of their usage, interference (including phonetic, lexical and syntactic assimilation), as well as borrowings and code-switching. The dialects of the Russian Germans of the Vyatka region have a status of migrant and belong to a category of vanishing supraregional linguistic entities. The function of this variety of language is to provide a link between the native German language of the immigrants (L1) and Russian, their major surrounding language (L2). In addition, the German language of the Vyatka region reflects new linguistic contacts caused by multiple forced migrations during the Second World War. As a result of these mass relocations, some new processes in interaction of dialects arose, not observed in their mother colonies. The resulting variety of usage can be referred to as a German-Russian interlanguage. Before the World War II, all German dialects for more than two centuries have been confined in Russia to enclaves (or dialect islands). After mass deportations, they transformed both geographically and, for certain dialects, in terms of social composition. Taking this into account, the study of their interactions acquires greater importance for understanding similar processes associated with modern intercultural language contacts, in general. These changes in the language environment boosted linguistic interference at all levels; they also account for the tendency to bilingual behavior common both for speakers of standard and dialectal German. Our analysis of these processes is based on the interviews with bilingual Germans of the Vyatka region of Russia recorded during dialectological trips to this enclave. The study identifies and describes phonetic interactions (both segmental and supersegmental), morphological and syntactic interferences in the Russian and German speech of the Germans of this dialect island. All these processes in L1 and L2, as well as their distortion and mixing, are typical for the mechanisms governing their bilingual performance as well as the degree of its stability.