Abstract In the last few years, usage of the term narrative has increased both in the media and in different scientific disciplines. This development has not been met with unanimous approval. In light of this and building on corpus studies of hydrogen, the following article introduces the term narrative and describes constructions that can be subsumed under narrative other than narrations in a narrower sense. At the same time, it is argued that this reading of the term narrative is suitably broad to be used for relevant developments in current mediated discourse.
{"title":"Zum Wasserstoffnarrativ und der diskursiven Rolle des Narrativs der Brückentechnologie – Ein empirisch gestützter Definitions-vorschlag","authors":"D. Meer","doi":"10.1515/zfal-2023-2001","DOIUrl":"https://doi.org/10.1515/zfal-2023-2001","url":null,"abstract":"Abstract In the last few years, usage of the term narrative has increased both in the media and in different scientific disciplines. This development has not been met with unanimous approval. In light of this and building on corpus studies of hydrogen, the following article introduces the term narrative and describes constructions that can be subsumed under narrative other than narrations in a narrower sense. At the same time, it is argued that this reading of the term narrative is suitably broad to be used for relevant developments in current mediated discourse.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"78 1","pages":"1 - 32"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41473896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Classroom discourse is the central form of conveying knowledge in schools. Currently, the view on language use in schools is strongly influenced by the concept of academic language. Since learners with different language exposure in German face different learning demands, it is necessary to describe the linguistic register that students newly entering this educational setting will encounter. Against this background, an exploratory study is presented which investigates the vocabulary used by teachers and students in whole group discussion based on the data sets available via the Research and Teaching Corpus of Spoken German (FOLK). For this purpose, an operationalization of vocabulary areas is proposed that distinguishes between basic vocabulary which is further differentiated into everyday words and polyvalent words, i. e. words that also occur in academic German, lexical units that go beyond basic vocabulary but are used across subjects, and (subject-)specific vocabulary. While students show an greater use of (subject-)specific (especially nominal) vocabulary units, teachers show an greater use of polyvalent units of the basic vocabulary. The results also suggest differences in terms of the subject matter. The findings provide a first quantitative insight into the lexical characteristics of knowledge-conveying and -representing language use in classroom discourse, thus allowing hypotheses to be drawn about associated linguistic demands and learning opportunities.
{"title":"Sprachgebrauch in der mündlichen Unterrichtskommunikation. Eine korpusbasierte Wortschatzanalyse","authors":"Cordula Meißner","doi":"10.1515/zfal-2023-2002","DOIUrl":"https://doi.org/10.1515/zfal-2023-2002","url":null,"abstract":"Abstract Classroom discourse is the central form of conveying knowledge in schools. Currently, the view on language use in schools is strongly influenced by the concept of academic language. Since learners with different language exposure in German face different learning demands, it is necessary to describe the linguistic register that students newly entering this educational setting will encounter. Against this background, an exploratory study is presented which investigates the vocabulary used by teachers and students in whole group discussion based on the data sets available via the Research and Teaching Corpus of Spoken German (FOLK). For this purpose, an operationalization of vocabulary areas is proposed that distinguishes between basic vocabulary which is further differentiated into everyday words and polyvalent words, i. e. words that also occur in academic German, lexical units that go beyond basic vocabulary but are used across subjects, and (subject-)specific vocabulary. While students show an greater use of (subject-)specific (especially nominal) vocabulary units, teachers show an greater use of polyvalent units of the basic vocabulary. The results also suggest differences in terms of the subject matter. The findings provide a first quantitative insight into the lexical characteristics of knowledge-conveying and -representing language use in classroom discourse, thus allowing hypotheses to be drawn about associated linguistic demands and learning opportunities.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"78 1","pages":"33 - 69"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42751028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The competent use of the specific language of school subjects is fundamental for successful learning and teaching in school. For a language-sensitive design of lessons and empirical foundation of didactic and methodical concepts, knowledge of how students read a text is needed as well as evidence-based knowledge of formal and functional aspects of subject-specific language. A corpus analysis confirms that the passive is a prototypical construction in chemistry textbooks. Thus the competent handling of those sentences is a relevant aspect of subject-specific language competence. The verbs used in the passive sentences in books included in the corpus are predominantly morphologically complex, and can be indicated as chemistry-specific lexis, e. g. related to the sub-microscopic level. Furthermore, they are commonly used in conjunction with abstract agents. On the other hand, these verbs are also encountered to students in everyday (i. e. non-subject-specific) contexts but in these contexts they diverge semantically and are commonly used in conjunction with a human agent. Therefore, the function of the passive sentences differs: While passive sentences with a human agent allow an expression of anonymised actions, the passive sentences with abstract agents enable the verbalisation of abstract processes. The distribution of those functional distinction differs between school subjects and contexts. Abstract agents in passive sentences can support the maintenance of pre-instructional concepts of students, especially if the verbs are not obviously specific for the context of chemistry. Therefore, a specific language-education for school subjects is needed which includes the analysis of formal and functional aspects. The results of the corpus analysis can be used for context-based scaffolding in language-sensitive chemistry lessons.
{"title":"Das werden-Passiv in Schulbüchern der Chemie","authors":"S. Olthoff, J. Romstadt","doi":"10.1515/zfal-2023-2003","DOIUrl":"https://doi.org/10.1515/zfal-2023-2003","url":null,"abstract":"Abstract The competent use of the specific language of school subjects is fundamental for successful learning and teaching in school. For a language-sensitive design of lessons and empirical foundation of didactic and methodical concepts, knowledge of how students read a text is needed as well as evidence-based knowledge of formal and functional aspects of subject-specific language. A corpus analysis confirms that the passive is a prototypical construction in chemistry textbooks. Thus the competent handling of those sentences is a relevant aspect of subject-specific language competence. The verbs used in the passive sentences in books included in the corpus are predominantly morphologically complex, and can be indicated as chemistry-specific lexis, e. g. related to the sub-microscopic level. Furthermore, they are commonly used in conjunction with abstract agents. On the other hand, these verbs are also encountered to students in everyday (i. e. non-subject-specific) contexts but in these contexts they diverge semantically and are commonly used in conjunction with a human agent. Therefore, the function of the passive sentences differs: While passive sentences with a human agent allow an expression of anonymised actions, the passive sentences with abstract agents enable the verbalisation of abstract processes. The distribution of those functional distinction differs between school subjects and contexts. Abstract agents in passive sentences can support the maintenance of pre-instructional concepts of students, especially if the verbs are not obviously specific for the context of chemistry. Therefore, a specific language-education for school subjects is needed which includes the analysis of formal and functional aspects. The results of the corpus analysis can be used for context-based scaffolding in language-sensitive chemistry lessons.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"78 1","pages":"70 - 100"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41338317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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