Abstract Presently, Standard German is in the process of becoming a nativized variety of German after centuries without native speakers. Over the course of the twentieth and twenty-first century, an increasing number of speakers have acquired Standard German as a first language, marking an important transitional phase in its social history. The article first discusses this from a theoretical and socio-historical perspective before providing empirical evidence for this change: Drawing on data from an apparent time study (involving 142 participants aged 20 to 90) and an experimental elicitation (from 35 kindergartners), it documents that at the present stage two typologically distinct systems can be observed in Southern Germany: Both a non-standard suprasegmental system that allows stressed syllables to be light and the Standard German system that requires stressed syllables to be heavy exist and are used simultaneously. The analyses show an ongoing shift towards the Standard German syllable system, proving that the Standard German syllable system is indeed undergoing a nativization process. The article closes with implications for language teaching, variational linguistics and the typological assessment of German that arise from these findings.
{"title":"Die Nativierung des Standarddeutschen","authors":"Simon Pröll","doi":"10.1515/zfal-2021-2068","DOIUrl":"https://doi.org/10.1515/zfal-2021-2068","url":null,"abstract":"Abstract Presently, Standard German is in the process of becoming a nativized variety of German after centuries without native speakers. Over the course of the twentieth and twenty-first century, an increasing number of speakers have acquired Standard German as a first language, marking an important transitional phase in its social history. The article first discusses this from a theoretical and socio-historical perspective before providing empirical evidence for this change: Drawing on data from an apparent time study (involving 142 participants aged 20 to 90) and an experimental elicitation (from 35 kindergartners), it documents that at the present stage two typologically distinct systems can be observed in Southern Germany: Both a non-standard suprasegmental system that allows stressed syllables to be light and the Standard German system that requires stressed syllables to be heavy exist and are used simultaneously. The analyses show an ongoing shift towards the Standard German syllable system, proving that the Standard German syllable system is indeed undergoing a nativization process. The article closes with implications for language teaching, variational linguistics and the typological assessment of German that arise from these findings.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"305 - 329"},"PeriodicalIF":0.0,"publicationDate":"2021-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45060030","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 This contribution focuses on the use of the multifunctional German word form es in the learner corpora MERLIN and DISKO (1,452 texts; 3,700 manually annotated occurrences of es). These corpora cover a wide proficiency range (A1-C1), and they include an L1 control group. Due to its multiple functions, using es is assumed to be challenging for learners. After laying out its main functional features, this paper first addresses the question of whether the frequency patterns of es actually differ between L1 und L2 texts, which is shown to be true only for beginning learners, and whether differences related to learners’ L1 can be observed, which seems to be the case. Secondly, the study links the emerging use of different es types and their relative frequencies to CEFR proficiency levels. A third focus regards the accuracy of es usage, which is generally high but differs among the various es functions, with anaphoric es presenting the greatest challenge for learners. A closer look at interlanguage structures reveals that learners often omit compulsory es and that they use redundant es in peculiar syntactic slots. Furthermore, the use of anaphoric es without clear textual reference regularly encumbers the reading process of the texts.
{"title":"„Ist es B2-Niveau genug?“","authors":"Katrin Wisniewski","doi":"10.1515/zfal-2021-2069","DOIUrl":"https://doi.org/10.1515/zfal-2021-2069","url":null,"abstract":"Abstract This contribution focuses on the use of the multifunctional German word form es in the learner corpora MERLIN and DISKO (1,452 texts; 3,700 manually annotated occurrences of es). These corpora cover a wide proficiency range (A1-C1), and they include an L1 control group. Due to its multiple functions, using es is assumed to be challenging for learners. After laying out its main functional features, this paper first addresses the question of whether the frequency patterns of es actually differ between L1 und L2 texts, which is shown to be true only for beginning learners, and whether differences related to learners’ L1 can be observed, which seems to be the case. Secondly, the study links the emerging use of different es types and their relative frequencies to CEFR proficiency levels. A third focus regards the accuracy of es usage, which is generally high but differs among the various es functions, with anaphoric es presenting the greatest challenge for learners. A closer look at interlanguage structures reveals that learners often omit compulsory es and that they use redundant es in peculiar syntactic slots. Furthermore, the use of anaphoric es without clear textual reference regularly encumbers the reading process of the texts.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"364 - 394"},"PeriodicalIF":0.0,"publicationDate":"2021-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46969219","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 Fluency is considered an essential prerequisite for successful text production. Writing fluency means mastering the basic processes of writing so that cognitive resources are freed up to concentrate on content planning or revision when writing texts. Although the importance of these basic processes is well known, there has been little research on this in a German language context. What is known, however, is that digital technologies can support written production. Compared to handwriting, typing is less demanding in terms of motor skills, for example. Dictation in conjunction with speech recognition in turn supports text production not only in the area of motor execution, but also in the area of spelling. In order to capture the characteristics and currently possible potential of dictation with speech recognition, this study investigated this input mode and contrasted it with handwriting and typing in a writing fluency test (N = 46, 8th grade). The results show that the participants produce longer and more correct texts with the help of dictation with speech recognition than when handwriting or typing. However, there is also evidence that this new form of text production has its own challenges.
{"title":"Schreibflüssigkeit im Medienvergleich: Handschrift – Tastaturschreiben – Diktieren mit Spracherkennung","authors":"L. Schüler","doi":"10.1515/zfal-2021-2077","DOIUrl":"https://doi.org/10.1515/zfal-2021-2077","url":null,"abstract":"Abstract Fluency is considered an essential prerequisite for successful text production. Writing fluency means mastering the basic processes of writing so that cognitive resources are freed up to concentrate on content planning or revision when writing texts. Although the importance of these basic processes is well known, there has been little research on this in a German language context. What is known, however, is that digital technologies can support written production. Compared to handwriting, typing is less demanding in terms of motor skills, for example. Dictation in conjunction with speech recognition in turn supports text production not only in the area of motor execution, but also in the area of spelling. In order to capture the characteristics and currently possible potential of dictation with speech recognition, this study investigated this input mode and contrasted it with handwriting and typing in a writing fluency test (N = 46, 8th grade). The results show that the participants produce longer and more correct texts with the help of dictation with speech recognition than when handwriting or typing. However, there is also evidence that this new form of text production has its own challenges.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"330 - 363"},"PeriodicalIF":0.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/zfal-2021-2077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49185009","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 This paper investigates the concept of trust at the discourse level. Based on an epistemological discourse approach (Busse 1987), trust is defined as trust-relevant knowledge, which is usually implicit. The paper focuses on the methodology of the analysis of trust at discourse level in the mass media reporting on refugees by identifying implicit indicators of trust constructions (trust dimensions) and their discourse linguistic operationalization through argumentation patterns. The manual annotation of trust dimensions and a combination of hermeneutic and automatic analysis using Maxqda play a central role for the operationalization of the concept trust for discourse linguistic analysis. The implementation of the method is demonstrated by analyzing the media construction of the loss and the rebuilding of trust towards refugees (the discursive trust dynamics) in the context of the New Year's Eve sexual assaults in Germany in December 2015/January 2016. In contrast to sociological studies, the present analysis does not show an increased mass media construction of distrust in the face of this discursive event and therefore demonstrates that discourse linguistic trust research contributes to the interdisciplinary research on trust and provides valid findings about the collective knowledge about refugees.
{"title":"Vertrauensrelevantes Wissen und Diskurssemantik: eine diskurslinguistische Annäherung an das Konzept Vertrauen","authors":"Milena Belosevic","doi":"10.1515/zfal-2021-2051","DOIUrl":"https://doi.org/10.1515/zfal-2021-2051","url":null,"abstract":"Abstract This paper investigates the concept of trust at the discourse level. Based on an epistemological discourse approach (Busse 1987), trust is defined as trust-relevant knowledge, which is usually implicit. The paper focuses on the methodology of the analysis of trust at discourse level in the mass media reporting on refugees by identifying implicit indicators of trust constructions (trust dimensions) and their discourse linguistic operationalization through argumentation patterns. The manual annotation of trust dimensions and a combination of hermeneutic and automatic analysis using Maxqda play a central role for the operationalization of the concept trust for discourse linguistic analysis. The implementation of the method is demonstrated by analyzing the media construction of the loss and the rebuilding of trust towards refugees (the discursive trust dynamics) in the context of the New Year's Eve sexual assaults in Germany in December 2015/January 2016. In contrast to sociological studies, the present analysis does not show an increased mass media construction of distrust in the face of this discursive event and therefore demonstrates that discourse linguistic trust research contributes to the interdisciplinary research on trust and provides valid findings about the collective knowledge about refugees.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"1 - 30"},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42477564","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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