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Wer eine korpusgestützte Untersuchung anstellt, ist zu Recht stolz auf hohe Belegzahlen und statistische Aussagekraft. Aber auch das Seltene und das Einzigartige hat einen Reiz, und darauf konzentrieren sich die folgenden Recherchen und Vorschläge. Selbst das Nichtvorhandene kann morgen schon belegbar sein - zum Beispiel Pluralformen zu Lemmata, die in Wörterbüchern Grammatikangaben wie „ohne Plural“ erhalten. Am Beispiel von Pluralformen besonders zu Feminina mit Derivationssuffix -heit/-(ig)keit werden unterschiedliche Möglichkeiten diskutiert, wie man mit dem Seltenen, mit dem Einzigartigen und mit dem Nichtvorhandenen oder Noch-nicht-Nachweisbaren in der Lexikografie und in sprachtechnologischen Anwendungen umgehen kann. Für Anregungen und Korrekturen danke ich herzlich Vilmos Ágel, Peter Eisenberg, Peter Gallmann, Klaus Mackowiak, Damaris Nübling, Werner Scholze-Stubenrecht, Anatol Stefanowitsch und Lutz Wind. Die Idee zu diesem Versuch gab mir die Mitarbeit an der 7. Auflage des Duden-Universalwörterbuchs, DDUW (2011), unter der Leitung von Werner Scholze-Stubenrecht, und am Vollformenprojekt meiner Kollegen aus der Duden-Sprachtechnologie.
Am Anfang war die Lücke
(2012)
Investigations of the relationship between language and German colonialism are mainly based on historical sources. The article aims to develop a systematic foundation of source studies as a methodological background for these investigations. This is exemplified by sources reflecting the particular situation of the former German colonies in the South Pacific. Firstly, the article addresses terminological problems, in particular the relation between "documents", "sources", and "data". Secondly, a detailed typology of historical sources is presented and related to object-, meta-, and extralinguistic aspects of language contact. Finally, the article informs about how and where to look for historical sources.
During German colonialism in the Pacific, language contact between German and the local languages took place in different areas and in varying intensity. The numbers of native speakers of German were low, and in many cases German was not the means of communication, so that comparatively little language contact occurred naturally. Despite this situation, several native languages in the German colonial area integrated loanwords from German and preserved them up until today. Quantitative differences in borrowing between the affected languages are arguably due to extralinguistic factors influencing contact duration and intensity as well as local language attitudes. There is one area where the use of German was explicitly supported by the government: These are schools. The present paper investigates the numbers of students who came into contact with instruction of or in German. Many schools were mission-run, and in particular non-German missions had problems finding qualified teachers for their German instruction. Following an overview of population proportions regarding speakers of German and school attendance, this paper compares quantitative loanword data to contact opportunities with German in schools, drawing a tentative conclusion on whether instruction in German, as one extralinguistic factor influencing language contact, had a measurable effect on lexical borrowing from German.