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One of the most important goals of foreign language teaching is to enable students to use the target language in everyday situations. Developing lexical competence in foreign language learning can play an important role in achieving this goal. The aim of the present study is to call attention to the importance of teaching collocations in foreign language education. The first part of the paper gives an overview about collocations and collocational competence. In the second part of the paper, I would like to focus on principles of phraseology and foreign language teaching methodology that can be used for teaching collocations in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Languages for Specific Purposes is the property of University of Oradea, Faculty of Economic Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of German as a Foreign Language is the property of German as a Foreign Language and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The goal of this paper is to test productive collocational competence of German as a foreign language students at the University of Debrecen. The test aims to analyze compensational strategies that are used by students in their texts. In the first part of this paper we take a look at the terms collocation and collocational competence and the second part aims to show the results of the written test. [ABSTRACT FROM AUTHOR]

The paper presents the state of the art within the discussion about the 'discoursive approach' of cultural learning in the field of German as a second and foreign language. It is argued, that the 'discoursive' approach is accepted by many as an interesting and promising paradigm shift that has created a new base of thinking about cultural learning and its relevance for learners of German, but that on the other hand some crucial questions and challenges still have to be answered: What do we mean by 'discoursive'? What about teaching simple knowledge of 'facts'? What level of language proficiency do learners need to be ready for 'discoursive' learning? Some of these questions are discussed in the paper and it will be shown, that we urgently need more efforts to implement the new approach in teaching and learning of German as a second or foreign language. [ABSTRACT FROM AUTHOR]

The paper aims to propose a reflection on the importance of German varieties in the preparation of interpreters. Like many other languages, German is classified as a pluricentric language, i. e. a language officially spoken in more than one centre or nation. This makes it a very variegated language that boasts a multitude of both standard and non-standard varieties. The task of interpreters who choose German as a foreign language is therefore to be able to understand and translate into another language what is spoken by native speakers of German, many of whom, according to the previous statement, often speak different varieties. To do this, the interpreters' preparation must consider the inclusion of the different language varieties of both standard and non-standard German, especially at the level of auditory decoding, in order to facilitate the understanding of the message at a receptive level. Starting from the definition of a pluricentric language, this contribution will highlight the main difficulties of interpreters at the level of listening comprehension, most of which are found at the level of auditory decoding, before proposing training aimed at decoding the different varieties of standard and non-standard German realised through the use of new technologies. [ABSTRACT FROM AUTHOR]

Copyright of German as a Foreign Language is the property of German as a Foreign Language and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper discusses striking, ‘bizarre’ features of textual design and language use in the Baroque period. These features include high complexity, prolixity, conspicuous formulas of politeness, indirectness, mixing of style levels, and the extensive use of a ‘squiggly’ script and other typographic devices. The perspective of social history and history of mentality is used to explain these phenomena. In particular, this paper reflects the influence of the estates in society and the role of confessional differences. [ABSTRACT FROM AUTHOR]

Copyright of German as a Foreign Language is the property of German as a Foreign Language and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reading is a highly complex cognitive process. From a neurobiological point of view, it involves at least six linguistic sub-competences including orthographic, semantic, syntactic, phonetic and prosodic competence. Each of these skills is required of the reader to extract different types of information from the text, ranging from the perceptual and the syntactic to the lexical and pragmasemantic one. Based on the main results of cognitive-oriented research on text and reading, this paper illustrates how prosodic competence, combined with formal coherence patterns, can be considered and employed as a reading strategy, enabling the reader to progressively grasp the meanings of a text. In the first part particular attention will be paid to the description of the syntax-prosody interface as well as of its function as a means of encoding of information structure in German. With regard to the teaching of German as a foreign language, the second part of the paper will present a method to train intonational reading. This approach aims to raise foreign language readers' awareness of prosodic features of written texts and to introduce them to melodic patterns which can be encountered while reading. Such a practical training may prove to be advantageous, as the most typical and apparently "uncorrectable" errors committed by foreign language learners when speaking and reading German texts are almost always related to the domains of phonology and prosody. [ABSTRACT FROM AUTHOR]

Copyright of Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Languages for Specific Purposes is the property of University of Oradea, Faculty of Economic Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The first step in acquiring a language is to extract information from the environment. The research conducted in this field mainly focuses on two aspects: the role of language input as a trigger for language acquisition processes and the corrective function of language. The paper discusses classroom language as one of the most important sources of language input in foreign language teaching, whereby special attention is given to the quality and quantity of language input provided by Polish teachers of German as a foreign language. After presenting an overview of relevant research findings, recommendations for the use of foreign language in classroom communication are given, with reference to the example of German as a foreign language. [ABSTRACT FROM AUTHOR]

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Languages for Specific Purposes is the property of University of Oradea, Faculty of Economic Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Colloquia Germanica Stetinensia is the property of Wydawnictwo Naukowe Uniwersytetu Szczecinskiego / University of Szczecin Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of German as a Foreign Language is the property of German as a Foreign Language and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Info DaF: Informationen Deutsch als Fremdsprache is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lexikos is the property of Bureau of the Woordeboek van die Afrikaanse Taal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning journals are widely used in second/foreign language research. They are not only tools to gather data but also contribute to optimization of the learning process and help students become more autonomous. The discussion presented here focuses on dialogue journals, which are used for ongoing written interaction between the teacher and learners. The paper provides a terminological basis, gives examples of topics and describes the characteristics of the teacher-student dialogue management. The advantages and disadvantages of dialogue journals are discussed from the didactic perspective. The last part of the paper concerns empirical problems to be taken into account when learning journals are introduced and used. [ABSTRACT FROM AUTHOR]

Copyright of German as a Foreign Language is the property of German as a Foreign Language and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to outline a dissertation project, which was presented at the conference Aktuelle landeskundliche Ansätze in DaF/DaZ (Actual cultural studies on didactic in German as a foreign language and second language). Furthermore, I want to conceptualize two terms, that focus to this perspective - migrationssensibel (migrational sensitive) and heimatkritisch (home critic). The paper starts with a short historical overview and a debate on the role of the concepts of Landeskunde and Erinnerungsorte (Spaces of memory). It also presents the methodological design that will be used for this dissertation project (Grounded Theory, and City Walks). Finally, I will describe the expected outcome of this dissertation project. [ABSTRACT FROM AUTHOR]

The present paper focuses upon a translatological perspective of the cultureme theory, as initially presented by Els Oksaar and developed later by other linguists. By examining a few expressions from a novel of the Romanian-German writer Aglaja Veteranyi and their translations into Romanian, the paper illustrates the categories micro- and macro-cultureme. [ABSTRACT FROM AUTHOR]

It is well known that linguistic variants play a key role in the acquisition of language skills in the first, second or foreign language as well as in writing and translation processes and in general in communicative interactions. Thus, a major research goal is the systematic investigation of intra- and interlinguistic variation. Due to its complexity, its qualitative-quantitative analysis continues to be a challenging issue, but it seems to become more and more feasible thanks to both the possibility of compiling very large corpora and the availability of high-performing corpus-linguistic tools. The paper discusses a corpus-linguistic pilot study concerning the use of besser, am besten and das Beste as pragmatic markers in a cross-linguistic perspective. In particular, the analysis focusses on selected superlative and comparative constructions on the left periphery used for expressing advice. The data basis consists mainly of German and Italian comparable very large web corpora and, to a lesser extent, of bilingual sentence pairs drawn from parallel corpora. As will be shown, even restricting the analysis to a very small segment of microvariation, in both languages the modal constructions appear to be characterized by the combination of numerous overlapping and interplaying variants and by different tendencies in language use. [ABSTRACT FROM AUTHOR]

Language change is generally regarded as change of linguistic items or of the language system. In this sense it might be described and explained by the observation of varying use and evaluation of language. Developments concerning the conditions of use and the characteristics of evaluation are rarely regarded as cases of language change itself. Recently, however, there seems to be a shift towards a wider understanding of language change, distinguishing change of structure, use and evaluation. This shift is accompanied by the distinction of subjective and objective language data. Studies that combine objective and subjective data enable a comprehensive view of the characteristics and causes of language change. The present paper uses data from speakers of two different age groups from the Grafschaft Bentheim district on the German-Dutch border to illustrate the mutual dependency of structural and evaluative language change. The investigation will be carried out in an apparent-time-analysis based on a translation tasks (as a type of objective data) and semantic differentials (subjective data). Although the attested differences between the age groups turned out to be comparatively small, there are correlations between the results regarding subjective and objective data to be stated. [ABSTRACT FROM AUTHOR]

This paper tries to answer the question which phonetic parameters are particularly responsible for the sound of German. In particular, the accent-rhythmic structures are discussed. In doing so, we reflect on which factors also shape attitudes and perception of German [ABSTRACT FROM AUTHOR]

Learning grammar is a significant part of foreign language teaching. Grammar is an area without which one cannot imagine learning and teaching foreign languages. Despite that, grammar had a different position in different didactic-methodological concepts. The 19th century was marked by the grammartranslation method, and the end of the 20th and the beginning of the 21st century by the communicative method. The very name of these methods clearly indicates the educational goal of teaching foreign languages in these periods. In the grammar-translation method, the focus was on grammar and it played a leading role, while the goal of the communicative method is to enable students to communicate and cope in real communicative situations. In this method, grammar plays a subordinate role and represents a means to an end. Thanks to that, the arrangement of grammar material in textbooks is also adjusted to the educational goals of foreign language teaching. This paper analyses selected textbooks of German as a foreign language that were used in Bosnian-Herzegovinian schools at the end of the 19th and the beginning of the 21st century. The aim is to determine the grammatical progression in these textbooks, i.e. which grammatical structures are selected and presented, how they are arranged, and what types of progressions are present. [ABSTRACT FROM AUTHOR]

Copyright of Colloquia Germanica Stetinensia is the property of Wydawnictwo Naukowe Uniwersytetu Szczecinskiego / University of Szczecin Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of German as a Foreign Language is the property of German as a Foreign Language and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of German as a Foreign Language is the property of German as a Foreign Language and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper focuses on multi-segmental acronyms (Kurzwörter), whose use was initially condemned by German linguistic purists as a manifestation of language decay. However, the desire for abbreviation has not abated: multi-segmental acronyms are being used more and more. Without them, technical language would no longer be conceivable today. But are they only popular because of their brevity? This article investigates the advantages of using multi-segmental acronyms in technical texts, as well as exploring a kind of globalization process affecting technical languages, manifested in a new kind of embedding of English and English-transmitted technical terms. [ABSTRACT FROM AUTHOR]

In scientific text types the specific language configurations represent a register of language typicality which is regularly used in similar contexts of scientific discourse. It is obvious, that the appropriate knowledge about these structures is a condition for competent scientific outputs. The configured structures as specific patterns are manifested in different forms and functions both on the lexical and the textual level. The paper explains the theoretical premises for researching these structures and discusses the methodological potential of the frequency-oriented n-gram analysis as a challenging base for the qualitative analysis of linguistic data. [ABSTRACT FROM AUTHOR]

This paper is a contrastive analysis which explores how the English Hollywood film titles are translated into German and Thai. The purpose of the study is to answer the following questions: 1) What is the difference between the length of the film titles in the original English version and in their German and Thai translation; 2) Which translation methods can be found in the translation of the Hollywood film titles into German and Thai?; 3) Which constructions can be found in the translated film titles in German and in Thai in comparison to the original ones? The study is based on a corpus of 900 film titles including 300 of Hollywood film titles and their translation in German and Thai. It is found that the length of the film titles is between one and twelve words. While film titles in both European languages contain mostly two words, the use of four-word titles occurs most frequently in the Thai translation. 10 translation strategies are found in total. In German, the original English titles are mostly kept. In contrast to German, the titles are mostly totally changed in Thai. Regarding the structure of the film titles, there are totally 7 categories. Nominal phrase is the most frequently found construction of film titles in all these three analyzed languages. [ABSTRACT FROM AUTHOR]

This paper attempts to reconstruct different paradigms, attitudes and experiences that underlie the understanding and action of non-professional teachers of German as a foreign language. The analysis shows that some of these teachers explain the problems of their students via a national-cultural affiliation, while other attempts to understand the students' challenges can also be observed. Participating observation of an academic congress on German as a foreign language makes clear that competing explanatory approaches are also present in specialist discourse. In this respect, the divergent categories of explanations observed in the field may appear to be based less on a teachers' lack of disciplinary socialisation than on different migration and diversity-related attitudes and views that originate from different social milieus. [ABSTRACT FROM AUTHOR]

This paper aims to treat the latest novel TYLL by Daniel Kehlmann with an approach of literary studies as well as to make it didactically useful. With regard to the didactic approach, this contribution seeks to offer literary (recommended) instructions for its application in literature courses at university on the one hand and literary didactic tasks for the field of German as a foreign language on the other hand. These can be used from level B2 / C1 in different teaching and learning contexts, especially in adult education. [ABSTRACT FROM AUTHOR]

This paper elaborates a theme at the interface between linguistics and literature on the case example of a novel which belongs to the immigrant literature as part of the contemporary Austrian literature. The Croatian author Ana Bilic describes in her first novel written in German language Das kleine Stück vom großen Himmel (The small part of the big sky) published in 2002 the love relationship between a Croatian unnamed female student and the Austrian student Ernst which takes place in Vienna. The unusual thing in this novel is the fact that in numerous sentences and passages the author uses a strange German language which is characterized by interference mistakes, or to be precise a Croatian-German language variation which more or less differs grammatically and lexically from standard German language. In the paper this consciously alienated language is being investigated concerning the influence of the Croatian mother tongue of the author, but also concerning common mistakes while learning German language. The paper also analyses the motivation of Ana Bilic for such in the context of immigrant literature unusual language use, which is also connected with the plot of the novel. Thus qualitative as well as quantitative methods of analysis are being used, whereby the former ones refer to the content and the latter ones to the frequency of interference mistakes in the book. The interference mistakes belong on one side to the fictional (text-internal) world and on the other side to the factual (text-external) level, because they reflect the plot of the book and establish on the level of content and language a connection between the first-person narrator and the author, who also had to learn German after her arrival to Vienna. As a result of this most interference mistakes appear in the first chapters of the novel, which reflects the first phase in German language learning of the female narrator. Further on in the novel the quantity of the mistakes decreases parallel to the rising foreign language abilities of the narrator, which holds true for the less frequent language acquisition and competence mistakes. The aim of the Ana Bilic is obviously to show by means of the plot and the language use the mechanisms and the process of foreign language acquisition, whereby she makes an innovative contribution to the contemporary German-speaking immigrant literature. [ABSTRACT FROM AUTHOR]

The present paper is a contribution to the ongoing discussion on the various relationships between language and law. It is impossible to deal with all these relationships in the present study. Therefore the relationship between language and law will be dealt with in this paper as far as it points out the relationships between linguistics and jurisprudence. Considering the diverse relationships between the fields of linguistics and jurisprudence, the interdisciplinary collaboration between these two disciplines could be improved by establishing a branch of study dealing with legal linguistics. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present article provides a detailed overview of the lexicographical process adopted for the construction of a multilingual corpus-driven online specialised dictionary about COVID-19, which was built within the 4EU+ project Knowledge through Terminology - From Multilingual Data to Domain-specific Knowledge via Terminological Resources (TermiKnowledge). The dictionary is based on four specialised comparable corpora in five languages (Czech, English, German, Italian, Polish), that were compiled and analysed by the students, who also carried out the lexicographical work itself. The contribution thus highlights that the lexicographical process represents a valuable resource for German as a Foreign Language (GFL) teaching, since it fosters the acquisition of specific terminology as well as the reflection on differences and similarities between different text types and languages. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Languages for Specific Purposes is the property of University of Oradea, Faculty of Economic Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

At the beginning of the 1970s, the literature in German language from Romania went through a radical process of change that transformed a largely epigonic and obedient literature into a dynamic, original and subversive one. The following paper analyses the context, the causes, and the mechanisms of this innovative period. [ABSTRACT FROM AUTHOR]