德语教科书中的被动句与抽象施动者

IF 0.8 Q3 LINGUISTICS European Journal of Applied Linguistics Pub Date : 2023-09-02 DOI:10.1515/eujal-2022-0036
Sarah Olthoff
{"title":"德语教科书中的被动句与抽象施动者","authors":"Sarah Olthoff","doi":"10.1515/eujal-2022-0036","DOIUrl":null,"url":null,"abstract":"Abstract Although the competent handling with passive is acquired before school entrance, its comprehension is considered to be challenging in school books. According to a corpus linguistic analysis, passive is more frequent in school books than in texts from leisure contexts. Moreover, the agent differs semantically depending on context: Human agents appear predominantly in all contexts, but the proportion of abstract systemic agents are significantly higher in school books for biology and chemistry than in school books for history or in texts from leisure contexts. Furthermore, a survey shows that students do not perceive the general use of passive as challenging, but those sentences with abstract systemic agents are assessed as more challenging than comparable sentences with human agents. This leads to the assumption that challenges in reception of school books arise neither only from grammatical structure nor from global linguistic functions. Semantical and functional differences from specific constructions are fundamental to locate potential language-based challenges in school books. Consequently, the joint reflection of concrete formal and functional aspects should be considered in the development of diagnostic instruments as well as in the operationalisation of the language of schooling. Furthermore, cross-linguistic comparisons can sensitise for conspicuous use of structures and support a language-sensitive teaching in both languages.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Passive Sentences and Abstract Agents in German School Books\",\"authors\":\"Sarah Olthoff\",\"doi\":\"10.1515/eujal-2022-0036\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Although the competent handling with passive is acquired before school entrance, its comprehension is considered to be challenging in school books. According to a corpus linguistic analysis, passive is more frequent in school books than in texts from leisure contexts. Moreover, the agent differs semantically depending on context: Human agents appear predominantly in all contexts, but the proportion of abstract systemic agents are significantly higher in school books for biology and chemistry than in school books for history or in texts from leisure contexts. Furthermore, a survey shows that students do not perceive the general use of passive as challenging, but those sentences with abstract systemic agents are assessed as more challenging than comparable sentences with human agents. This leads to the assumption that challenges in reception of school books arise neither only from grammatical structure nor from global linguistic functions. Semantical and functional differences from specific constructions are fundamental to locate potential language-based challenges in school books. Consequently, the joint reflection of concrete formal and functional aspects should be considered in the development of diagnostic instruments as well as in the operationalisation of the language of schooling. Furthermore, cross-linguistic comparisons can sensitise for conspicuous use of structures and support a language-sensitive teaching in both languages.\",\"PeriodicalId\":43181,\"journal\":{\"name\":\"European Journal of Applied Linguistics\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2023-09-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Applied Linguistics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1515/eujal-2022-0036\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/eujal-2022-0036","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 0

摘要

虽然在入学前就掌握了被动语态的熟练处理,但在学校的教科书中,对被动语态的理解被认为是具有挑战性的。根据语料库语言学分析,被动语态在学校教科书中的使用频率高于休闲语境中的使用频率。此外,代理在语义上取决于上下文:人类代理主要出现在所有上下文中,但抽象系统代理的比例在生物和化学教科书中明显高于历史教科书或休闲文本。此外,一项调查显示,学生并不认为被动语态的一般使用具有挑战性,但那些具有抽象系统代理的句子被评估为比具有人类代理的可比句子更具挑战性。这导致了一种假设,即接受学校书籍的挑战不仅来自语法结构,也来自全球语言功能。特定结构的语义和功能差异是定位学校教科书中潜在的语言挑战的基础。因此,在诊断工具的开发以及学校语言的操作中,应该考虑具体的形式和功能方面的联合反映。此外,跨语言比较可以对结构的明显使用敏感,并支持两种语言的语言敏感教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Passive Sentences and Abstract Agents in German School Books
Abstract Although the competent handling with passive is acquired before school entrance, its comprehension is considered to be challenging in school books. According to a corpus linguistic analysis, passive is more frequent in school books than in texts from leisure contexts. Moreover, the agent differs semantically depending on context: Human agents appear predominantly in all contexts, but the proportion of abstract systemic agents are significantly higher in school books for biology and chemistry than in school books for history or in texts from leisure contexts. Furthermore, a survey shows that students do not perceive the general use of passive as challenging, but those sentences with abstract systemic agents are assessed as more challenging than comparable sentences with human agents. This leads to the assumption that challenges in reception of school books arise neither only from grammatical structure nor from global linguistic functions. Semantical and functional differences from specific constructions are fundamental to locate potential language-based challenges in school books. Consequently, the joint reflection of concrete formal and functional aspects should be considered in the development of diagnostic instruments as well as in the operationalisation of the language of schooling. Furthermore, cross-linguistic comparisons can sensitise for conspicuous use of structures and support a language-sensitive teaching in both languages.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
2.00
自引率
0.00%
发文量
24
期刊最新文献
What does linguistic structure tell us about language ideologies? Academic register anxiety? – How language ideologies influence university students’ oral participation Whose language counts? Playback interviews as a method for research on language ideologies: Citationality, reflexivity, and rapport in interdiscursive encounters Epilogue: The traces and tracings of language ideologies
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1