Abstract The goal of text-procedure-oriented writing instruction models is to foster metalinguistic awareness, but they lack a sound theoretical foundation for the concept of metalinguistic awareness. In response to this, this paper discusses theories from the field of metalinguistic awareness research, which are then used to develop a text-procedure-orientated writing instruction model. Using a mixed methods approach which combines inferential statistics, corpus analysis and the in-depth analysis of individual cases, the writing instruction model was evaluated, and the texts produced by the students were analyzed in conjunction with their collaborative writing dialogues (since these document the genesis of the texts) to examine the relationship between metalinguistic awareness and academic writing competence.
{"title":"Zum Begriff der Sprachbewusstheit in der Schreibforschung und -didaktik","authors":"Muhammed Akbulut, S. Schmölzer-Eibinger, C. Ebner","doi":"10.1515/zfal-2020-2024","DOIUrl":"https://doi.org/10.1515/zfal-2020-2024","url":null,"abstract":"Abstract The goal of text-procedure-oriented writing instruction models is to foster metalinguistic awareness, but they lack a sound theoretical foundation for the concept of metalinguistic awareness. In response to this, this paper discusses theories from the field of metalinguistic awareness research, which are then used to develop a text-procedure-orientated writing instruction model. Using a mixed methods approach which combines inferential statistics, corpus analysis and the in-depth analysis of individual cases, the writing instruction model was evaluated, and the texts produced by the students were analyzed in conjunction with their collaborative writing dialogues (since these document the genesis of the texts) to examine the relationship between metalinguistic awareness and academic writing competence.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2020 1","pages":"1 - 32"},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/zfal-2020-2024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42840776","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}
{"title":"Hélot, Christine. Carolien Frijns, Koen Van Gorp & Sven Sierens (Hrsg.). 2018. Language Awareness in Multilingual Classrooms in Europe. From Theory to Practice (Contributions to the Sociology of Language 109). Berlin & Boston: Mouton De Gruyter. ISBN 978-1-5015-0132-6, € 99,95.","authors":"Elisabeth Allgäuer-Hackl","doi":"10.1515/zfal-2020-2028","DOIUrl":"https://doi.org/10.1515/zfal-2020-2028","url":null,"abstract":"","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2020 1","pages":"129 - 134"},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/zfal-2020-2028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48220979","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 current research in the field of argumentation in school contexts predominantly focuses on the development of oral and written argumentation skills and interventions to improve students’ argumentative skills, while comparative studies of argumentative practices in different modes, particularly the linguistic features of oral versus written argumentative practices, are still rare. To close this gap, our study investigates argumentative oral and written practices of students in secondary school to answer the question whether the mode has an influence on the use of specific procedures and linguistic features. We examined how students express their stance on a controversial issue linguistically (Positionierung) by analyzing a small corpus of argumentative discussions and letters by 12th grade students. The results of the study show that while students use similar procedures and linguistic features in both modes, they are more varied and multifaceted in discussions, i. e. oral communication, than in letters, i. e. written communication.
{"title":"Positionierungen in argumentativen Gesprächen und Briefen der Schule","authors":"E. Grundler, Sara Rezat, S. Schmölzer-Eibinger","doi":"10.1515/zfal-2020-2026","DOIUrl":"https://doi.org/10.1515/zfal-2020-2026","url":null,"abstract":"Abstract The current research in the field of argumentation in school contexts predominantly focuses on the development of oral and written argumentation skills and interventions to improve students’ argumentative skills, while comparative studies of argumentative practices in different modes, particularly the linguistic features of oral versus written argumentative practices, are still rare. To close this gap, our study investigates argumentative oral and written practices of students in secondary school to answer the question whether the mode has an influence on the use of specific procedures and linguistic features. We examined how students express their stance on a controversial issue linguistically (Positionierung) by analyzing a small corpus of argumentative discussions and letters by 12th grade students. The results of the study show that while students use similar procedures and linguistic features in both modes, they are more varied and multifaceted in discussions, i. e. oral communication, than in letters, i. e. written communication.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2020 1","pages":"99 - 127"},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/zfal-2020-2026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47168875","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 Academic language has been the subject of much interdisciplinary discourse. However, a major problem arises when attempting to operationalize the construct of academic language. A common approach is to determine typical grammatical and lexical features. However, such compilations are not suitable for describing and explaining linguistic functions and actions in academic language. They are thus also not suitable for investigating academic language skills, since they neglect a central aspect of language. This problem is addressed in the present article, which considers academic language skills from a pragmatic and functional perspective. First, transdisciplinary aspects concerning structure, diagnosis, acquisition, teaching and standards of academic language skills are considered. On the basis of these findings, a heuristic model for representing different aspects of academic language skills is presented. The three fields of the model consider relevant cultural conditions (domains, functions, fields of knowledge, tasks, interactions and media), academic language actions (modes, units) and relevant individual resources (cognitive, motivational, volitional). These are then discussed with reference to three central concepts in the German-language discourse on academic language: „Alltägliche Wissenschaftssprache“, „Diskurspraktiken“ and „Textprozeduren“.
{"title":"Konzeptualisierung bildungssprachlicher Kompetenzen. Anregungen aus der pragmatischen und funktionalen Linguistik und Sprachdidaktik","authors":"Torsten Steinhoff","doi":"10.1515/zfal-2019-2019","DOIUrl":"https://doi.org/10.1515/zfal-2019-2019","url":null,"abstract":"Abstract Academic language has been the subject of much interdisciplinary discourse. However, a major problem arises when attempting to operationalize the construct of academic language. A common approach is to determine typical grammatical and lexical features. However, such compilations are not suitable for describing and explaining linguistic functions and actions in academic language. They are thus also not suitable for investigating academic language skills, since they neglect a central aspect of language. This problem is addressed in the present article, which considers academic language skills from a pragmatic and functional perspective. First, transdisciplinary aspects concerning structure, diagnosis, acquisition, teaching and standards of academic language skills are considered. On the basis of these findings, a heuristic model for representing different aspects of academic language skills is presented. The three fields of the model consider relevant cultural conditions (domains, functions, fields of knowledge, tasks, interactions and media), academic language actions (modes, units) and relevant individual resources (cognitive, motivational, volitional). These are then discussed with reference to three central concepts in the German-language discourse on academic language: „Alltägliche Wissenschaftssprache“, „Diskurspraktiken“ and „Textprozeduren“.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2019 1","pages":"327 - 352"},"PeriodicalIF":0.0,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/zfal-2019-2019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43481951","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 Although some research on the spoken language and conversational behaviour of older people was conducted in Germany between the late 1990 s and the middle of the noughties, the interest in this field seems to have decreased over the last ten years with studies focusing on written texts produced by older people being virtually non-existent. In contrast to the German-speaking context, Anglo-American research on writing by older adults has flourished since the late 1980 s. This study therefore aims to close a research gap by focusing on writing in German in old(er) age and discusses the specific text genre of calendar entries written by older people. The calendar entries are analysed focusing on text-internal and text-external aspects, such as structure, contents, linguistic features and functional aspects.
{"title":"Der Kalenderbucheintrag als kommunikative Praktik älterer Schreiber/-innen","authors":"Diana Walther","doi":"10.1515/ZFAL-2019-2017","DOIUrl":"https://doi.org/10.1515/ZFAL-2019-2017","url":null,"abstract":"Abstract Although some research on the spoken language and conversational behaviour of older people was conducted in Germany between the late 1990 s and the middle of the noughties, the interest in this field seems to have decreased over the last ten years with studies focusing on written texts produced by older people being virtually non-existent. In contrast to the German-speaking context, Anglo-American research on writing by older adults has flourished since the late 1980 s. This study therefore aims to close a research gap by focusing on writing in German in old(er) age and discusses the specific text genre of calendar entries written by older people. The calendar entries are analysed focusing on text-internal and text-external aspects, such as structure, contents, linguistic features and functional aspects.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2019 1","pages":"299 - 326"},"PeriodicalIF":0.0,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/ZFAL-2019-2017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46581977","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}
{"title":"Nachruf auf Prof. Dr. Ulrich Ammon","authors":"","doi":"10.1515/zfal-2019-2023","DOIUrl":"https://doi.org/10.1515/zfal-2019-2023","url":null,"abstract":"","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/zfal-2019-2023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47620572","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 focuses on easily confused items (so-called paronyms) in German in terms of their general, technical or academic contextual uses. It outlines the semantic discrepancies between contextual usages of pairs such as Methode/Methodologie/Methodik and unehelich/nichtehelich/außerehelich depending on their linguistic registers and varieties. While previous studies lack empirical evidence and primarily operate with morphological criteria (cf. Lăzărescu 1999) the descriptions here derive from corpus-based examinations of general written and of technical discourse. It is shown that causes of lexical confusion arise from formal, phonetic resemblances or semantic similarities, regular co-occurrence, incorrect morphological analogies and political governance of language. Context, knowledge, associations and experience determine the choice of lexical terms. Speakers need to apply linguistic and extra-linguistic principles in order to create adequate contexts. With the help of paronym examples and corpus data, these will be elucidated in more detail.
{"title":"Dynamischer Gebrauch von Paronymen in allgemein-, fach-, wissenschafts- und bildungssprachlicher Kommunikation","authors":"Petra Storjohann","doi":"10.1515/zfal-2019-2018","DOIUrl":"https://doi.org/10.1515/zfal-2019-2018","url":null,"abstract":"Abstract This paper focuses on easily confused items (so-called paronyms) in German in terms of their general, technical or academic contextual uses. It outlines the semantic discrepancies between contextual usages of pairs such as Methode/Methodologie/Methodik and unehelich/nichtehelich/außerehelich depending on their linguistic registers and varieties. While previous studies lack empirical evidence and primarily operate with morphological criteria (cf. Lăzărescu 1999) the descriptions here derive from corpus-based examinations of general written and of technical discourse. It is shown that causes of lexical confusion arise from formal, phonetic resemblances or semantic similarities, regular co-occurrence, incorrect morphological analogies and political governance of language. Context, knowledge, associations and experience determine the choice of lexical terms. Speakers need to apply linguistic and extra-linguistic principles in order to create adequate contexts. With the help of paronym examples and corpus data, these will be elucidated in more detail.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2019 1","pages":"353 - 384"},"PeriodicalIF":0.0,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/zfal-2019-2018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42866988","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 Linguistics predominantly concentrate on the language use of the National Socialist regime. Resistance and oppostional discourses and their linguistic actions of resisting were only rudimentary taken into account and still represents a research desideratum. Based on a central actor of the exiled resistance – Thomas Mann – an important linguistic strategy of resisting – true saying – is to be made an issue in this context and worked on exemplarily in the BBC speeches held between 1940 and 1945. Based on the uses of the lexeme Wahrheit, wahr and wahrhaftig, their use in the individual speeches should be reflected against the background that it was Mann’s stated goal to discredit the constructions of reality of the NS propaganda and to convey alternative perspectives to the german listeners. The processing of his strategies are the subject of this essay.
{"title":"„... und wenn etwas unglaubwürdig klingt, was man ihnen nachsagt, so könnt ihr versichert sein, daß es noch um die Hälfte hinter der Wahrheit zurückbleibt“. Wahr-Sagen als sprachliche Strategie des Widerstehens in Thomas Manns BBC-Reden","authors":"Friedrich Markewitz","doi":"10.1515/zfal-2019-2020","DOIUrl":"https://doi.org/10.1515/zfal-2019-2020","url":null,"abstract":"Abstract Linguistics predominantly concentrate on the language use of the National Socialist regime. Resistance and oppostional discourses and their linguistic actions of resisting were only rudimentary taken into account and still represents a research desideratum. Based on a central actor of the exiled resistance – Thomas Mann – an important linguistic strategy of resisting – true saying – is to be made an issue in this context and worked on exemplarily in the BBC speeches held between 1940 and 1945. Based on the uses of the lexeme Wahrheit, wahr and wahrhaftig, their use in the individual speeches should be reflected against the background that it was Mann’s stated goal to discredit the constructions of reality of the NS propaganda and to convey alternative perspectives to the german listeners. The processing of his strategies are the subject of this essay.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2019 1","pages":"239 - 268"},"PeriodicalIF":0.0,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/zfal-2019-2020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48230708","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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