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Um den Fachkräftemangel im MINT-Bereich zu bekämpfen, bemühen sich Bund und Kantone, auf allen Bildungsstufen Interesse an Mathematik, Informatik, Naturwissenschaften und Technik zu wecken. Unter anderem soll dabei geschlechtsspezifischen Unterschieden hinsichtlich der Lehrstellen- bzw. Fächerwahl entgegengewirkt werden. Der vorliegende Beitrag setzt hier an und analysiert anhand der Daten der "ÜGK 2016", wie viele Jugendliche am Ende der obligatorischen Schulzeit denken, dass sie im Alter von 30 Jahren einen Beruf im Bereich der MINT-Fachkräfte ausüben werden. Dabei wird deutlich, dass bei jungen Frauen die Unterschätzung ihrer mathematischen Kompetenzen dazu beiträgt, dass sie sich seltener eine berufliche Zukunft im MINT-Bereich vorstellen können als junge Männer. (DIPF/Orig.), Pour lutter contre la pénurie de main-d’oeuvre qualifiée dans le secteur des STIM (sciences, technologies, ingénierie et mathématiques), la Confédération et les cantons s’efforcent de susciter l’intérêt pour les STIM à tous les niveaux de l’enseignement. Cette mesure vise notamment à contrecarrer les différences entre les sexes lors du choix des apprentissages et des matières. Dans ce contexte, nous utilisons les données "ÜGK 2016" pour analyser la part de jeunes en fin de scolarité obligatoire qui pensent avoir un emploi dans le secteur des STIM à l’âge de 30 ans. Les résultats montrent clairement qu’en raison d’une sous-estimation de leurs propres compétences en mathématiques, les jeunes femmes sont moins susceptibles que les jeunes hommes d’imaginer une carrière dans le domaine des STIM. (DIPF/Orig.)

The present paper offers a comparative presentation of the possibilities and limits of five of the most important large digital corpora on present day German which are currently publicly available (Leipzig, DWDS, COSMAS, COSMAS tagged and TIGER). The aim of this article is to put at the researcher's disposal a comprehensive survey of the possibilities for using automatic search devices in the fields of lexicology, morphology, word formation and syntax. Special attention is given to the comparison of the performance and user friendliness of the proposed search options and analysis tools (lemmatisation, cooccurrence analysis, etc.). The information given in this paper is condensed in several comparative synopses which are individually understandable to a reader who does not want to have recourse to the full text.

Investigating and teaching collocations. The starting point of the paper is the observation that foreign language learners translate collocations literally from their L1. Collocations are conceived here as phrasal units which can be placed between free word groups and idioms. The paper focuses on metaphoric collocations, i.e. with polysemic collocator. In this type of collocation the collocator is used in a metaphoric meaning, while it appears in denotative meaning in free word groups. Contrasting types of collocation are presented in a model. Data from empirical research show that foreign language learners of a certain level regard metaphoric collocations as marked and transfer them less often than non-metaphoric collocations. The paper supports the need for pointing out the significance of collocations even for beginners.

While there has been a substantial body of research on the asymmetry between main and subordinate clauses in terms of the licensing of pro-drop, potential differences between types of unembedded clause have received much less attention – despite the fact that competing theories of pro-drop make strong, clear predictions about the distribution of null subjects across clause types, especially with regard to interrogatives. This paper presents the first in-depth comparative study of pro-drop in both declaratives and interrogatives in two asymmetric pro-drop languages: Old High German and Old Italian. Based on a parallel corpus study using two translations of Tatian’s Diatessaron, we show that there is a clear difference in distribution between interrogatives and declaratives: null subjects are more frequent in declarative clauses than in interrogatives, and these also differ in terms of the persons in which pro-drop is licensed. Our results speak against the V-in-C licensing theory of asymmetric pro-drop of Benincà (1984) and Adams (1987), and in favour of an account based on an Agree relation with left-peripheral operators in the sense of Frascarelli (2007, 2018).

This paper deals with four particle-like entities which emerged from clauses, namely glaub (from glaubi/i glaub’s ‘I believe [it]’), meini (from meini ‘I mean’), schiins (from schiint’s ‘it seems’) and denk (from denki/i denk’s ‘I think [it]’). They contain a meta-communicative function insofar as they express the speaker’s epistemic position. Based on evidence from different corpora it is argued that the category of modal particles accounts only superficially for the functionality of these entities. It would be more precise to distinguish between a particle, with which the speaker focusses on the factuality of the statement (glaub), and three particles, which focus on its evidentiality by referring to a source of information. The particle meini brings into play a personal (sensory) perception, schiins can function as hearsay-evidential, and denk conveys that the utterance is based on the speaker’s considerations. The particulisation of former clauses is understood as a grammaticalisation in progress, thereby touching on a semantic domain, which is otherwise expressed with lexemes (angeblich ‘allegedly’) and periphrases (allem Anschein nach ‘apparently’).

Although Swiss dialects of German are widely used in everyday communication, automatic processing of Swiss German is still a considerable challenge due to the fact that it is mostly a spoken variety and that it is subject to considerable regional variation. This paper presents the ArchiMob corpus, a freely available general-purpose corpus of transcribed spoken Swiss German based on oral history interviews. The corpus is a result of a long design process, intensive manual work and specially adapted computational processing. We first present the modalities of access of the corpus for dialectological, historical and computational research. We then describe how the documents were transcribed, segmented and aligned with the sound source, and summarise a series of experiments that have led to automatically annotated normalisation and part-of-speech tagging layers. Finally, we present several case studies to stimulate the use of the corpus for dialectological research.

The dissertation project Regionale Sprache als Identitätsmarker. Zur Konstruktion sozialer Bedeutung bei Hamburger Fußballfans ‘Regional language as identity marker. The construction of social meaning among football fans in Hamburg’ examines different practices of identity construction of fans from the two football clubs FC St. Pauli and Hamburger Sportverein (HSV). By analysing a group interview with HSV fans, this paper investigates the potential of identification with regional language. Identity constructions can be identified in the following three aspects: (a) the conceptualisation of the local substandard, (b) the speakers’ positioning concerning the use of the local substandard and (c) language attitudes.

This paper examines how subjectively perceived place loyalty (Ortsloyalität) relates to the use of dialect. Place loyalty is distinguished from other theoretical concepts of place affiliation such as the objectively determinable sedentarism (Ortsfestigkeit). On a broad empirical basis and by using qualitative as well as quantitative methods, it is demonstrated that speakers with identical levels of sedentarism do not feel the same place loyalty towards their place of living. It is subsequently shown that the dialect use of speakers with differently marked place loyalty differs greatly. The article therefore suggests viewing local affiliation as entity which, among other things, is established via language use.

This paper addresses how morphosyntactic variation stemming from the Alemannic regional variety is perceived, evaluated, and judged in written and spoken language. Based on data from a questionnaire and speeded grammaticality judgments, this study examines which grammatical variants are salient to the listener as a function of speaker accent (regional vs. standard) and listener background (students from different school types and cities). The results show that, in addition to the regional morphosyntax, regional accent co-determines grammaticality judgements, in particular for naive listeners. Expert listener (students of language and literature) judgements are less affected by speaker accent, and appear to follow their subjective normative expectations concerning the prescriptive syntax usage. The most normative judgments on both syntactic and phonological levels were observed for dialectal variants within a group of high school students, despite being active users of the Alemannic variety. This result is a likely consequence of an explicit discard of dialect usage during classroom interactions.

This article discusses the role of the Sursock Museum as a platform for the emancipation of women, and to what extent the Museum’s Salon d’Automne constituted an egalitarian space. Etel Adnan took part in two Salons, in 1964 and 1974. This paper will provide some context for the Beirut art scene in which she worked. The general institutional framework for women artists is highlighted before discussing the situation of women artists in Beirut’s Sursock Museum exhibitions of the 1960s and 1970s, the years Etel Adnan participated in the Salon. Brief portraits of four women artists show us that women artists were neither considered alike nor singled out for their gender. They treated very diverse subjects and styles, came from different social backgrounds and generations, and were often pioneers in their fields.

Whereas in Standard High German (SHG) there is only one comparative particle, in Swiss German Dialects (SGD) different lexemes may fulfill the function of a comparative particle: (1) SHG: Sie ist grösser als ich SGD: Si isch grösser als / as / weder / wan / wie ig 'She is bigger than me' The present paper describes the geographical distribution of the comparative particles in the Swiss German area in contexts such as (1). Whereas in some small areas only one comparative particle is found, in the rest of the Swiss German speaking area several competing variants coexist. The data are taken from the third questionnaire of the Syntactic Atlas of Swiss German Dialects, where three different comparative constructions have been investigated. A sociolinguistic analysis of the data reveals differences in the use of the particles: On the one hand, older people tend to use only one comparative particle, whereas younger people show a higher degree of variation. Moreover, older people tend to use the particle weder, in contrast to younger people who tend to use the particle wie. On the other hand, higher educated people use more than one comparative particle, whereas less educated people tend to use one variant only. The analysis of two other constructions also shortly mentioned in the paper shows that syntactic factors have an impact on variant selection, too.

In multilingual Cameroon, 247 indigenous languages live side by side with English and French (the two official languages) and Cameroon Pidgin English (the main lingua franca). While the two official languages of colonial heritage dominate public life in the areas of education, administration, politics, mass media, publicity and literature, both the indigenous languages and Cameroon Pidgin English are relegated to the background. This paper is a critique of language policy in Cameroon revealing that mother tongue education in the early years of primary education remains a distant cry, as the possible introduction of an indigenous language in the school system is not only considered unwanted by educational authorities but equally combated against by parents who believe that the future of their children lies in the mastery of the official languages. This persistent disregard of indigenous languages does not only alienate the Cameroonian child culturally, but further alienates the vast majority of Cameroonians who are illiterate (in English and French) since important State business is carried out in the official languages. As regards the implementation of the policy of official language bilingualism, there is clear imbalance in the use of the two official languages as French continues to be the dominant official language while English is relegated to a second place within the State. The frustration that ensues within the Anglophone community has led in recent years to the birth of Anglophone nationalism, a situation that seems to be widening the rift between the two main components of the society (Anglophones and Francophones), thereby compromising national unity. The paper is divided into five major parts. After a brief presentation of the country, the author dwells on multilingualism and language policy since the colonial period. The third, fourth and last parts of the paper focus on the critique of language policy in Cameroon with emphasis first on the policy of official language bilingualism and bilingual education, then on the place of indigenous languages, and finally on the national language debate.

This paper turns Post-Foucauldian discourse linguistics upside down to explore the situatedness of discourses as their material possibility condition. In order to do so I firstly clarify Foucault's notion of discourse oscillating between the poles of macro (knowledge order) and micro (material event). In a second step recent media discourse analysis is discussed as an attempt to understand "la matérialité de l'énoncé" (Foucault 1969: 135) as a possibility condition of discourses. In a third step I propose an approach that conceptualizes the possibility conditions of communicational acting systematically between media technologies and communicative genres. The media linguistic notion of Forms of Communication (cf. Domke 2010a; Holly 2011a; Meiler 2013a) promisingly conceptualizes these conditions as enabling communication, hence discourse in situ. Following this, in a fourth step three generic examples are analyzed from the related position of semiological pragmatics (cf. Jäger 2008; Rehbein 2001). By these three examples (taken from a corpus of communication in public space) the paper demonstrates how different Forms of Communication shape specific possibilities to communicate different types of discursive knowledge (and vice versa): verified, temporarily relevant, and contested knowledge. It is also worked out in which way the production conditions of each Form of Communication determine how accessible a discourse is. In this respect, public space and mass media appear to be remarkably opposed to one another.

The aim of the present paper is twofold: first, to introduce the problem represented by socalled "Verb-Second (V2) relative clauses" in German, a phenomenon which occurs exclusively in spoken language, thereby recapitulating the arguments put forth in the literature for their paratactic categorization in light of Den Besten's (1983) assumptions on the structural properties of V2 (e.g. Gärtner 2001, 2002; Den Dikken 2005; Endriss/Gärtner 2005); in the second place, to propose an alternative analysis based on the following postulates: (i) such constructions, which are generally classified as belonging to "noncanonical" phenomena of spoken German, are neither to be ascribed to a deficient syntactic planning nor can they be defined as "false relatives" (cf. Ravetto 2006), but are rather part of a specific syntactic pattern with speaker-oriented implications that is directly related to the syntax-speaker's attitude interface; (ii) these structures display features shared by both asyndetically coordinated clauses (e.g. their word-order and, in principle, the surface form of the d-element introducing them) and standard relative constructions, but a paratactic analysis in classical terms (namely one in which it is assumed that clause1 and clause2 are two conjuncts of a coordinative pattern playing the same syntactic role) does not explain most of the distributional properties that "V2 relative clauses" exhibit. The conclusions of the analysis proposed in this paper rest upon evidence of prosodic, syntactic and semantic-pragmatic nature.

The present paper looks into an important aspect of textbooks for teaching German as a for-eign language: grammar exercises. The author analyses two Croatian textbooks for teaching German at primary school level: Applaus! 7 and Flink mit Deutsch 4. The first part investigates the relationship between explicit and implicit knowledge and shows that explicit knowledge has an important role in the development of grammar competence. Consequently, grammar exercises used for explicit grammar teaching must be incorporated into textbooks. The author elaborates on what types of grammar exercises are needed and how these exercises should be created so that learners can benefit from them. In addition, the first part comments on the role of chunks in the development of grammar competence. Finally, the author examines the role of receptive and productive skills in connection with grammar teach-ing. The second part addresses the textbook analysis in general. It refers to the previous research conducted in the field as well as to the criteria that can be drawn upon when describing the quality of teaching materials. In the third part, the results of the analysis of the two Croatian textbooks are presented. Both quantitative and qualitative data are commented on. This part also includes some information regarding the Croatian teaching situation so that potential readers not acquainted with it can better understand comments and suggestions provided by the author. On one side, the paper points to the strengths and weaknesses of the teaching materials in question. On the other side, the author provides some general comments on what a good text-book should contain in order to help foreign language learners develop their grammar compe-tence.

The aim of this paper is threefold. First, it aspires to discuss some general considerations regarding the treatment of word-forming elements in a bilingual dictionary. It is argued that not few lexicographic decisions are to be made rather independently of fluctuating linguistic postulates and that the user aspect and the function of the respective dictionary should be paid special attention to. Second, the paper examines the quantity and quality of the information provided on affixes in two German-Czech dictionaries. The analysis focuses on the entry components terminology, spelling, pronunciation, input and output units, sense distinction, translation equivalents, examples, cross-references, usage labels and productivity as well as on selectional criteria and information on affixes in the outside matter. The analysis reveals that the dictionaries under scrutiny show considerable weaknesses with respect to the information provided. Third, the paper briefly describes the treatment of the German prefix/circumfix Ge-...(-e) in the emerging Large German-Czech Academic Dictionary, an output of a project pursued at the Institute of Germanic Studies, Faculty of Philosophy & Arts, Charles University in Prague. It is shown how contrastive analysis can be supplemented by a corpus-based view using new corpus-linguistic tools.

Corpus Linguistics has often proved fruitful to examine different types of discourses, also the one of refugees. Aim of the paper is to show how language usage patterns can be focused on with the help of techniques grounded in Corpus Linguistics, giving information about themes and topoi. After showing what type of words (keywords, collocations) and what type of phenomena will be considered (topoi, metaphors and frames) in the article, the focus will shift on the methodology and the adopted criteria. After presenting the primary corpus (articles from right-oriented newspapers) and the comparison corpus (articles from Die Zeit) the main results of the analysis are presented and reflected on.

So far, linguistic and translational studies on medical communication have mostly foregrounded the referential function prevailing in texts of this domain. On the contrary, the relatively young discipline of health communication has been paying great attention to persuasive aspects, as shown by the fact that some definitions of the discipline itself and/or of its subject explicitly mention the influence on attitudes and behaviour as one of the goals. The present paper tries to bring these different perspectives closer to each other by adopting a content-based typology of persuasive strategies and applying it to a linguistic analysis in three languages, i. e. German, Italian and Dutch. The analysis has been carried out on a small corpus of vaccination brochures, as immunisation is currently one of the most debated topics of public health, and therefore an area where persuasion can play a far from secondary role. The comparison between the three languages will highlight some analogies, but also some differences which can be of relevance for translators and other language experts working in this field.

Based on data mostly taken from corpora of written German language use, this paper analyzes linguistic phenomena of different kinds from the point of view of their schematicity. The focus is, first, directed to proverbs and their contextually adapted variants, to phraseologisms in a broader sense and to other types of expressions that seem to represent structural and functional schemes. Attention is then payed to a particular case of phraseological pattern which is referred to as the X ist das neue Y-construction (‘X is the new Y’-construction). It is argued that a construction grammar approach to language use is most appropriate to account for the different types and degrees of schematicity that can be observed in the data and that it is both more general and more explicit than alternative approaches provided, among others, by paremiologists.

Directionals like from New York, through the tunnel, into the dark represent a major class of spatial expressions, typically associated with locomotion (verbs). Semantically, many of their aspects are notoriously difficult to characterize, among them their characteristics (classification, typology), their relation to locatives (e. g. in New York, in the tunnel, in the dark), and their composition with verbs (especially in non-locomotion contexts). Cognitively, there is a big theoretical gap to fill between aspects of low-level motion perception and the conception of static situations in terms of non-actual (loco)motion. This paper first critically discusses Zwarts’ explicit formal account of directionals, then introduces a Cognitivist attentional semantics and finally applies the Cognitivist approach to directionals. It will be shown that attention-based conceptual representations are necessary components in directional semantics and explanatory for the mentioned aspects.

The present special issue of Linguistik Online is dedicated to theoretical and methodological approaches to formulaic language use from a pragmatic perspective. Following the assumption that language use is thoroughly shaped by routines and prefabricated patterns, formulaic language plays a central role in recent theoretical and empirical approaches to language use like construction grammar or corpus pragmatics. Within the field of phraseology, pragmatic approaches have become prevalent, too, be it by corpus linguistic foundations or by a functional perspective on phrasemes in different communicative domains. Based on case studies from various fields like language acquisition, cultural linguistics or colonial studies, the papers of this special issue discuss the role of formulaicity on the different levels of language use. They demonstrate which concepts and empirical methods are suitable to capture the pragmatic aspects of formulaic language use.

This paper examines transparent and non-transparent diminutive forms in Akan and the range of meanings associated with each group, as presented in Appah/Amfo (2011). It takes the discussion of Akan diminutives a step further by showing that some of the meanings communicated by transparent diminutive forms are dependent on the context, including the semantic properties of the base to which the diminutive morpheme is attached. In addition, it demonstrates that even though the non-transparent diminutive forms communicate diminu-tive meanings and contain what appears to be the Akan diminutive morpheme, synchronical-ly they are formally unanalyzable since the putative diminutive morpheme cannot be deline-ated from the base. Also, it is argued that these forms have come from a lexicalization pro-cess that resulted in the reanalysis of the base+diminutive morpheme as a single unanalyza-ble unit. It is observed that the process of lexicalization could have been facilitated by a number of factors, including the loss of the bases from the language, which meant that the putative base could only be found in the context of their diminutive use. Finally, the lexical-ization process is schematized using formalism from Construction Morphology.

In this paper, we investigate the form, salient patterns and core functions of word-level total reduplication in Classical Arabic (CA) and Modern Standard Arabic (MSA). Using a multi-genre corpus of 469 million words, we extract total reduplication (TR) candidates into an SQL database, manually filter them, and perform concordance search to identify the patterns and functions. Data analysis reveals nine patterns and eleven functions of TR and compares their relative frequency in each variety. The functions of TR are mapped into two broad categories: morphological and semantic/pragmatic. Results show an interesting variation in terms of top functions being favored by the two varieties. While TR is favored by CA to express serial ordering, MSA is noticed to favor it to express intensification. The empirical findings of this study provide a reliable quantification of the status of TR in CA and MSA which is rather difficult to obtain by theoretical means: on the one hand, TR in Arabic is not as productive as in other languages such as Indonesian. On the other hand, it is more common in CA than in MSA because the latter usually resorts to using loose phrases to express the same concepts expressed by TR in CA.

This paper examines transparent and non-transparent diminutive forms in Akan and the range of meanings associated with each group, as presented in Appah/Amfo (2011). It takes the discussion of Akan diminutives a step further by showing that some of the meanings communicated by transparent diminutive forms are dependent on the context, including the semantic properties of the base to which the diminutive morpheme is attached. In addition, it demonstrates that even though the non-transparent diminutive forms communicate diminu-tive meanings and contain what appears to be the Akan diminutive morpheme, synchronical-ly they are formally unanalyzable since the putative diminutive morpheme cannot be deline-ated from the base. Also, it is argued that these forms have come from a lexicalization pro-cess that resulted in the reanalysis of the base+diminutive morpheme as a single unanalyza-ble unit. It is observed that the process of lexicalization could have been facilitated by a number of factors, including the loss of the bases from the language, which meant that the putative base could only be found in the context of their diminutive use. Finally, the lexical-ization process is schematized using formalism from Construction Morphology.

This paper is an overview of some of the complications associated with conceptualizing second language in African societies, particularly with reference to European languages. Most popular opinions and many scholarly insights appear to define second language mainly in terms of sequence of acquisition. From this perspective, the term second language refers to a language learnt in addition to a previously acquired one. While this view of second language actually applies to many African situations, there are complex bilingual and multilingual situations in Africa that pose serious conceptual problems when viewed from the standpoint of this dominant view. This paper raises the need for scholars to be conscious of these situations, and the variations in the conception of second language that consequently exist, so that divergent perspectives of second language can be better accommodated in the emerging global academic community.

In this paper we propose to examine and contrast the functioning of five adverbs in contemporary French (sérieusement and honnêtement) and Spanish (honestamente, seriamente and en serio). Our aim is threefold:– To verify the different uses of honnêtement and sérieusement in French, and to compare them with the uses of honestamente, seriamente and en serio in Spanish.– To justify the existence of these uses in terms of their different properties.– To examine the origin and historical evolution of these uses and to explain their common origin as a result of a process of subjectification.

This paper investigates the history of - mente parlando , a construction that can be used in modern Italian either as a style disjunct (e. g. rigorosamente parlando ‘strictly speaking’) or as a domain adverbial (e. g. economicamente parlando ‘economically speaking’). This functional difference will be accounted for synchronically as a case of constructional polysemy, with different semantic types of adjectives (mainly relational vs non-relational) occurring in the - mente slot leading to a different reading of the whole construction. Diachronically, the constructional polysemy appears to be the result of a metonymic shift from the older STYLE reading to the newer DOMAIN interpretation. A corpus-based investigation will analyze the syntactic, pragmatic and discursive conditions from which the different uses arose. While both variants are attested from the 14 th century on, a massive expansion of domain adverbials formed by - mente parlando is observed only in the first half of the 19 th century, a tendency which can be explained as a new fashion for “rationalist” discourse organization and which corresponds to similar evolutions described for 19 th -century English, French and Spanish.

This paper focuses on the written interlanguage of German college students studying Spanish as a Foreign Language in four different levels (A2-C1). In order to observe the evolution of conceptual fluency, a total number of sixty participants wrote an essay about their Spanish studies without previous instruction on the Theory of Conceptual Metaphor (Lakoff/Johnson 1980). The metaphorical density index was measured with special attention paid to the differences and similarities between the German and Spanish semantic conceptual systems and the metaphors used in each stage of learning. The results show that the L1 plays a fundamental role in the typology of metaphors, while quantitative factors such as the metaphorical density index can also vary depending on the target language and the topics of the essays. Therefore, conventional metaphors play a fundamental role in foreign language learning, as the most significant examples in terms of lack of conceptual fluency have been caused by copying linguistic structures from conventional German metaphors into the target language.

The aim of this paper is to establish how the French adverb visiblement has evolved, and to find the most accurate translations of this adverb in Spanish. Dictionaries tend to give literal translations, whereby visiblement is translated as visiblemente. A diachronic analysis of this adverb will enable us to see whether they are indeed false-friends. In Old French and in Pre-classical French, it was used as a clause element adverb, before being used as a disjunct adverb from the 17th century onwards. Eventually, it goes on to appear by itself, or, accompanying an affirmative, like oui, in the 20th century. We will demonstrate that the adverb undergoes a process of pragmaticalisation as described by Dostie (2004), with the adverb becoming more subjective, going from a literal sense, to a disjunct or pragmatic adverb. Nevertheless, in Spanish, since Old Spanish until nowadays, there are almost no examples other than its use as a clause element adverb. That’s the reason why we cannot propose a literal translation of the adverb.

This paper will address the predicative nature of manner adverb(ial)s and of three types of sentence adverbs (subject-oriented, modal, and evaluative) in Italian. Predication often becomes overt by means of morphological correlates. Is it possible to find any such evidence with invariable adverbs? To unveil their predicative nature, a procedure will be suggested in which two sentences, one with a -mente adverb, the other with its cognate adjective (a) share the content morphemes (identity of the signifiant) and (b) entail each other (identity of the signifié as regards semantic roles). A number of such pairs will be discussed, examples of which include: Intelligentemente, Leo intervenne ‘Cleverly, Leo intervened’ and Leo fu intelligente a intervenire ‘Leo was clever to intervene’. We aim to ascertain if the argument structure of the adjective and the semantic role(s) which it assigns can shed light on the very same properties of the cognate adverb.

In this paper evidential and modal adverbs will be studied, such as French apparemment , evidemment , visiblement , Italian apparentemente , evidentemente , ovviamente , and Spanish aparentemente , evidentemente and visiblemente . The development of their signification will be discussed, including German adverbs like offensichtlich . In these means of expression, the functional-semantic categories evidentiality and epistemic modality seem to overlap: on the one hand, they are used if the state of affairs talked about cannot be verified, that is, if there is still a moment of insecurity concerning the transmitted information. Then adverbials with a special structure (preposition + article + nominal form of a verb) will be analysed, and we will examine if they behave in the same way.

This paper is a contrastive description of the causal grammatical structures mentioned in five grammar books of German and four grammar books of Italian. The study is inspired by the results of a previous empirical research upon the causal connectors denn, weil, da in German and perché, poiché, siccome in Italian, which has demonstrated that there are many similarities, but without any complete correspondence between the analyzed German and Italian grammatical structures. The purpose of this work is to verify if this thesis holds true not only for a limited number of connectors, but also for the whole system of German and Italian causal structures. The study is based upon a broad concept of causality, seen as the question about "why and with which purpose do events und states happen and verify". It focuses not only on the grammatical structures which are traditionally defined causal, but also on final and conditional structures. The results of the research are summarized at the end of the paper with the expectation that they will be helpful to the didactic transmission of the German causal structures with Italian learners.

The present paper deals with the problem of the pragmatic equivalence between the German and the Polish modal particles. The author focuses on two pairs of particles, which have got an identical invariant meaning, such as the German particle aber and the Polish particle ale(ż) or the German particle ja and the Polish particle no. The correspondence and the no-correspondence of the use of this particles in the same sentence and situations context is considered with reference to their invariant meaning and to the position of the Polish particles in the sentence. The paper shows, that the pragmatic no-equivalence can result from the difference in the positions of the particles in German and Polish. The position of the Polish modal particles can be identical to the position of their homonyms in opposite to the German. The fact means that the position of the modal particles in Polish doesn't have a function of the categorization for speech parts, but it can influence on a semantic-pragmatic extension of the modal function of the particle.

This paper discusses the semantic content of syntactic dependencies. We assume that syntactic dependencies play a central role in the process of semantic interpretation. They are defined as selective functions on word denotations. Among their properties, special attention will be paid to their ability to make interpretation co-compositional and incremental. To describe the semantic properties of dependencies, the paper will be focused on two particular linguistic tasks: word sense disambiguation and attachment resolution. The second task will be performed using a strategy based on automatic acquisition from corpora.

The paper argues for a special lexicographic treatment of the derivates of city and country names. "Normally", proper names are not part of a dictionary, they are only considered in the encyclopedia. Therefore, their derivates should not figure in the dictionary from a semantic point of view. In Swedish and French, the derivates of those proper names turn however out to be morphologically irregular. They should therefore be part of the dictionary. The paper compares their lexicographic treatment in Swedish and French dictionaries.

Schweizerische Zeitschrift für Bildungswissenschaften 34 (2012) 3, S. 483-500, Dieser Beitrag geht der Frage nach, wer sich in Lehramtsstudiengänge selektioniert und ob Unterschiede zwischen angehenden Lehrpersonen der Primarstufe und der Sekundarstufe I festgestellt werden können. Dabei zeigt sich zum einen, dass sich Interessenten und Interessentinnen für Lehramtsstudiengänge in Bezug auf die soziale Herkunft, die Leistung (Deutschnote) und ihre Zeitpräferenz von den übrigen Maturanden und Maturandinnen unterscheiden. Zum anderen erweisen sich angehende Lehrpersonen der Sekundarstufe I als stärker fachorientiert und weniger pädagogisch interessiert als angehende Lehrpersonen der Primarstufe. (DIPF/Orig.), This paper focuses on the self-selection into teacher education studies and investigates the differences between prospective students choosing between primary teaching and lower secondary teaching. The results show that high school graduates interested in teacher education differ from other high school graduates in their socio-economic background, their academic performance (grades in German) and their time preference. Furthermore, students who choose lower secondary teaching are more interested in subject specific factors (content), while students who choose primary teaching are more student-centered. (DIPF/Orig.)

Schweizerische Zeitschrift für Bildungswissenschaften 36 (2014) 1, S. 83-108, The paper investigates recent transnational and trans-disciplinary knowledge trajectories on the basis of scholarly journals by focusing on the contemporary relationships, commonalities and differences between education research and educational psychology in three European countries: Germany, Italy and the United Kingdom. We investigate how education research and educational psychology are composed regarding authors, research topics and methodological standards. We also are interested in analysing how these disciplines are formed according to their mutual recognition and their specific communication patterns. The investigation is based on 70 more recent volumes of eight journals of education research and educational psychology, which are analysed according to social and disciplinary affiliation of authors and the methodological focus of articles. As a preliminary result of work in progress we identify different research patterns regarding nations and cultures on the one hand and regarding disciplines on the other. (DIPF/Orig.), Der Beitrag untersucht gegenwärtige Kommunikationslinien und –muster im nationalen bzw. kulturellen und disziplinären Vergleich von Erziehungswissenschaft und Pädagogischer Psychologie in Deutschland, Italien und Großbritannien auf der Grundlage fachwissenschaftlicher Zeitschriften. Wir untersuchen, wie sich Erziehungswissenschaft und Pädagogische Psychologie hinsichtlich ihrer Autorenschaft, Themenstellungen und methodologischer Präferenzen unterscheiden und wie sie sich vor dem Hintergrund unterschiedlicher Kommunikationsmuster disziplinär formieren. Die Untersuchung basiert auf 70 aktuellen Jahrgängen von acht Zeitschriften der Erziehungswissenschaft und Pädagogischer Psychologie, die hinsichtlich der sozialen und disziplinären Zurechnung der Autorinnen und Autoren sowie dem methodologischen Fokus der Artikel ausgewertet wurden. Als vorläufiges Ergebnis lässt sich festhalten, dass sich unterschiedliche Kommunikationsmuster sowohl hinsichtlich disziplinärer wie wissenschaftskultureller Merkmale feststellen lassen. (DIPF/Orig.)

This explorative study sheds light on article usage in German academic texts by French and Italian university (including Ph. D.) students. Given the differences between and among Romance and Germanic language systems, one might expect deviations in article usage in L2 German; in particular, speakers of Romance languages would seem likely to overgeneralise articles in their German language production. Contrary to these hypotheses, the corpora of learner varieties investigated in the present paper do not show evidence of overrepresentation and overgeneralisation of German articles, not even in generic sentences. In fact, articles tend to be underrepresented, as L2 learners often omit articles that are required in L1 German. Potential explanations of these findings are provided, giving rise to further research questions and desiderata. The latter include empirical studies on L1 German article usage in bilingual areas such as South Tirol, the use of articles in translations, and comparisons of article usage between L1 German and the L2 varieties of learners whose L1 does not have grammaticalised articles. Such studies should apply qualitative (i. e. semantic and pragmatic) as well as quantitative methods.

This paper examines the forms and functions of address terms employed among staff members and the language ideologies that inform the use of these address forms in a southwestern Nigerian university. The study is guided by Anchimbe’s (2011a) categorisation of address forms, and theories on language ideologies. The data are collected through participant-observation, oral and written interviews, and these are analysed qualitatively. The analysis reveals that forms of address used in the university include academic titles, official titles, kinship terms, social titles, nicknames, first names, surnames, and different combinations of these address forms. The address terms are derived from English, Yoruba, Nigerian Pidgin and other indigenous Nigerian languages. The address forms are informed by postmodernist and functionalist language ideologies which are influenced by cultural ideologies where interactants’ cultures play significant roles in the choice of address terms.

The current paper is to report a study on modal auxiliaries as stance-taking devices applied in English linguistics research articles by native and Persian non-native writers. In doing so, 20 (10 in each group) research articles were selected. The corpora were detected for the occurrences of modal auxiliaries both mechanically and functionally. The obtained data was analyzed and the frequency and proportionate distribution of the individual modals with respect to each other were determined. The results uncovered some similarities and differences between the two groups of writers. Both groups of writers used modal verbs in the epistemic functions more than their deontic ones. Moreover, they preferred hedging strategies to boosting ones. Native writers, however, used modal verbs far more frequently than nonnative ones. The proportion of modal verbs did not follow a similar pattern in the two groups of texts. The findings offered some implications for English language education system contributors including material developers, lecturers, teachers and researchers. The interpretations and implications of the study were discussed with respect to the obtained results.

International audience; Ausgangspunkt und Problemstellung Ziel des Aufsatzes ist es, bestimmte caused-motion-Konstruktionen auf ihre Idiomatizität hin zu prüfen und ihre Anbindung an die Phraseologie kritisch zu hinterfragen. Vor diesem Hinter-grund lässt sich die Untersuchung theoretisch-methodologisch zwischen drei Forschungstradi-tionen verorten. Dem Schwerpunkt dieses thematischen Heftes entsprechend, wird an erster Stelle die Konstruk-tionsgrammatik in ihrer Goldbergschen Prägung (Goldberg 1995, 2006) bemüht: Es soll die These exemplifiziert werden, nach der hinter den ausdrucksseitig sehr unterschiedlichen Mög-lichkeiten, im Deutschen Kausativität auszudrücken, eine gemeinsame abstrakte Struktur vor-liegt, die konstruktionsgrammatisch und zum Teil idiomatisch-phraseologisch gedeutet werden kann. Diese Arbeit reiht sich auch in gewisser Hinsicht in die ‚traditionelle' Forschung zur Idiomati-zität (Burger 1973; Burger/Buhofer/Sialm 1982; Fleischer 1997; Burger 2010; Burger/Dobro-vol'skij/Kühn/Norrick 2007) ein, mit ihren drei graduell aufgefassten Definitionskriterien vor-geformter Strukturen:; This paper aims to analyze German caused-motion constructions such as jn aus dem Bett klingeln from both a phraseological and constructional perspective. Section 1 shows how the traditional definition of phraseologisms is nowadays challenged by new developments in construction grammar, especially within Goldberg’s framework. Section 2 focuses on the various possibilities existing in German to express causativity and proposes a continuum from mere morphological signs to the constructions under consideration here. Section 3 exemplifies the cognitive inscription of these causative constructions through the underlying frame semantic level. In section 4 we finally argue that several aspects of these structures, such as lexical constraint, figuration, and productivity suggest that some kinds of constructions should be integrated, at least peripherally, into the phraseological system of the given language.

It is a common place in the phraseodidactic research that collocational fluency is a significant factor of language fluency. Nevertheless, formulaic language is not focused systematically in the Common European Framework of Reference for Languages and in learning materials for German as a foreign language. The lack of transparency and fragmentary treatment of set phrases have a negative impact over the development of collocational fluency.The present paper focuses on the extent that students of German Language and Literature at the National Kapodistrian University of Athens master high-frequency and common set phrases of German based on a questionnaire survey conducted. The results of the survey are discussed in terms of the deficiencies of institutional guidelines and learning materials. In line with this, proposals are formulated for the improvement of the institutional framework and the teaching of set phrases.

The paper at hand presents the results of a substudy from a 3-year research project carried out by the Bern University of Teacher Education, investigating how student teachers in their 1st semester deal with the content of other students’ texts when writing peer text feedback without guidance. In this study six future teachers were asked to substantiate their comments in retrospective verbalizations (see Linnemann 2017: 339) immediately after having written their text feedback. The transcriptions of the verbalizations were evaluated through thematic qualitative text analysis (see Kuckartz 2012). Whilst the result presentation is mainly category based, some case related results are also singled out, with a view to deriving observations for higher education teaching.

Three possible constructions of adverbially complemented noun phrases are attested in Swiss German. In (1), the indefinite article is doubled, whereas in (2) and (3) the article appears only once; it precedes or follows the adverb, respectively: (1) Also d' Susi wär e ganz e liebi Frau für de Markus! So the Susi would_be Art really Art lovely wife for the Markus! 'Susi would be a really lovely wife for Markus!' (2) Also d' Susi wär ganz e liebi Frau für de Markus! So the Susi would_be really Art lovely wife for the Markus! 'Susi would be a really lovely wife for Markus!' (3) Also d' Susi wär e ganz liebi Frau für de Markus! So the Susi would_be Art really lovely wife for the Markus! 'Susi would be a really lovely wife for Markus!' Doubling of the indefinite article is quite often mentioned in dialectological literature. Unfortunately there is nothing to be found about regional differences, frequency or possible contexts for a doubling in most standard works of Swiss German dialectology. The present paper now fills in some of these gaps in research on the adverbially complemented noun phrase in Swiss German: In a quantitative analysis will be shown that the construction with the article between adverb and adjective (2) is the one given the highest acceptance and preference rates by the informants. Furthermore the paper also shows that the doubling-construction (1) is more prominent in some Swiss German speaking-areas than in others. An apparent time analysis reveals ongoing language change and, last but not least, it shows that sociolinguistic parameters have an impact on the adverbially complemented noun phrase as well.

This paper examines the functions of stories in an online peer-to-peer advice forum on pregnancy and parenting, particularly drawing attention to how parents as advice-givers use stories in health-related discussions. The analysis shows that stories are multi-functional, serving to establish rapport with advice-seekers, give and support advice, express and substantiate agreement or disagreement. The results add to the current scholarship by showing that response stories can be used to give etiological (causal) assessments of others’ health issues, thus delivering a diagnostic opinion.

People with disabilities often live in local communities primarily made up of people without disabilities: in the absence of a geographic community of people with disabilities, the internet becomes a valuable tool for connecting individuals across both local and global contexts. The power of computer-mediated communication (CMC) to allow individuals to interact both locally and globally has been well-studied in linguistics (e. g. Baron 2008; Page 2012), and this work has included the discourse of e-health (e. g. Hamilton 1998; Locher 2006, 2013) and the online discourse of people with disabilities (Al Zidjaly 2011, 2015). Less research has been done, however, on the implications of online discourse for understanding people with disabilities as a linguistic community.This paper argues that the community of people with disabilities can be viewed from a linguistic perspective as an imagined community of practice: an imagined community, because members recognize their common belonging even if they do not interact locally (Anderson 1983); a community of practice, because members use recognizable, if not identical, disability practices and engage in shared sense-making (Eckert 2006; Eckert/McConnell-Ginet 1992). This understanding of the community of people with disabilities is evidenced in online blogs by wheelchair users.A close discourse analysis of the blog posts shows shared sense-making around disability practices, even though individual bloggers’ practices may vary according to their specific strategies for accommodation. In their posts, the bloggers construct their disability identities in terms of practice and imagine themselves to belong to a community that is distinguished by disability practice. The analysis reveals shared sense-making: in particular, the way that the bloggers position themselves in opposition to the societal discourse that people with disabilities are an inspiration to people without them. In this way, the bloggers demonstrate their membership within an imagined community of practice made up of people with disabilities.

In folk linguistic studies people provide information about their perception and evaluation of languages and their speakers. In so doing, they use different strategies of verbalization. Frequently, they conceptualize space, boundaries, and crossings in drawing on mental concepts as metaphors and metonymies. This paper shows, based on a study on language attitudes in German-speaking Switzerland, the strategies laypeople use to organize their mental (language) spaces. For this purpose, I shall discuss recent data, collected via questionnaires and interviews, which illustrate how language attitudes are conceptualized and verbalized through metaphors and metonymies, and how the relationship between language and speaker is established through the process of indexicalization and iconization.

This investigation aims to outline the contribution that Romanic languages had to the finalization of the configuration of the modern Macedonian language, both in terms of common language and of technical terms. More specifically, the paper aims: 1) to identify Romanic idioms that have influenced to some extent the Macedonian language, either indirectly (through another language such as French, Italian, Spanish, or Portuguese) or directly (through Romanian – Dacoromanian and Aromanian, or through Meglenoromanian); 2) to show the specific historic context and the means through which various elements from the Romanic linguistic sphere were imported into Macedonian; 3) to evaluate the quantitative share of loans (in vocabulary and terminology); 4) to indicate the areas of activity that have been affected by the infiltration of Romanic lexical items.Even if loans from Romanic languages are not very frequent in the common standard language, the Macedonian language being relatively conservative and refractory with regards to non-Slavic influences, these are perceived as a sign of emancipation and modernity, in contrast to the old Turkish basis, the existence of the Romanic lexical and terminological basis also illustrating the tendency for this language to differentiate itself from its two Slavic neighbors, the Bulgarian and the Serbian languages. At the same time, the infusion of Romanic words and terms has contributed significantly to the “modernization” of the Macedonian language, particularly with regards to its meta-dialectal unification and to its coming closer to major languages of great circulation and great cultural prestige.

The link between stratification and educational inequality in empirical research is well documented. Some countries – particularly those that do not follow the model of comprehensive schools – discuss the possibility of increasing permeability between school tracks to reduce inequalities. This paper focuses on the occurrence of permeability in the stratified school system of Luxembourg and examines what this permeability entails for certain risk groups, specifically students from lower social background male students and migrants. Educational pathways were classified (cluster analysis) on the basis of an administrative panel data set (n=5301); mechanisms behind educational decisions were analysed as a second step by estimating logistic regressions(Boudon, 1974). The findings show that reorientations in Luxembourg are often determined by the students’ social group, and that permeability – as blurred educational boundaries – mainly reproduces disparities in track placement. (DIPF/Orig.), In empirischen Studien zeigt sich ein Zusammenhang zwischen dem Stratifizierungsgrad von Bildungssystemen und Bildungsungleichheiten. Zur Reduktion von Ungleichheiten wird – insbesondere dort, wo ein Gesamtschulsystem nicht zu den Alternativen zählt – die Möglichkeit der Erhöhung der Durchlässigkeit zwischen Schulformen diskutiert. Dieser Beitrag untersucht, ob sich das stratifizierte Bildungssystem von Luxemburg als durchlässig erweist und was eine solche Durchlässigkeit für bestimmte Risikogruppen bedeutet (Sozialschwache, Jungen, Migrantinnen und Migranten). Auf Basis eines administrativen Paneldatensatzes (n=5301) werden mithilfe einer Clusteranalyse Bildungslaufbahnen typisiert und Regressionsmodelle geschätzt, um die Mechanismen hinter Laufbahnentscheidungen zu analysieren (Boudon, 1974). Die Befunde zeigen, dass Re-Orientierungen sich je nach sozialer Gruppe unterscheiden und Durchlässigkeit – als aufgeweichte Bildungsgrenzen – Bildungsungleichheiten in Luxemburg tendenziell verfestigt statt sie zu reduzieren. (DIPF/Orig.)

The basic prerequisite for using any language is the willingness of the speaker to follow the rules of the game. Socially defined norms of language use then tend to set the limits within which one can express oneself using this language. Whether these norms set the speaker free or whether they act as constraints in a free expression of Self, is a question that will be raised in this article. Using examples from Hindi, the paper highlights the role of such norms of language use in perpetuating gender stereotypes. Gender stereotypes get constructed as part of a broader process of social differentiation but the site of this construction is to a large extent the normal everyday discourse. A normal classroom discussion amongst university students in New Delhi thus shows how deep rooted such stereotypes are and how effectively they get perpetuated through language and linguistic norms in Indian society. The basic premise in this paper is that meanings are context-specific, they are not fixed and they get created in discourse. But since language use is one thread in social fabric, it serves as an instrument to construct and perpetuate gender stereotypes. The paper is more of an essay on issues that became obvious about gender stereotypes during two classroom discussions. It should not therefore be taken as a study into the deeper aspects of gender representation in Hindi.