Sprache im 20. Jahrhundert. Gegenwartssprache
Refine
Year of publication
- 2010 (32) (remove)
Document Type
- Article (12)
- Part of a Book (11)
- Part of Periodical (4)
- Book (2)
- Conference Proceeding (1)
- Review (1)
- Working Paper (1)
Has Fulltext
- yes (32)
Is part of the Bibliography
- no (32)
Keywords
- Deutsch (23)
- Konversationsanalyse (5)
- Sprachgeschichte (5)
- Sprachpflege (4)
- Interaktion (3)
- Dialekt (2)
- Internet (2)
- Kognition (2)
- Korpus <Linguistik> (2)
- Rezension (2)
Publicationstate
- Veröffentlichungsversion (5)
- Postprint (3)
- Zweitveröffentlichung (1)
Reviewstate
- (Verlags)-Lektorat (7)
- Peer-Review (1)
Publisher
- Institut für Deutsche Sprache (10)
- de Gruyter (4)
- Francke (2)
- Lang (2)
- Verlag für Gesprächsforschung (2)
- Winter (2)
- Benjamins (1)
- Department of Phonetics, Trier University (1)
- Edinburgh University Press (1)
- Elsevier (1)
Within cognitive linguistics, there is an increasing awareness that the study of linguistic phenomena needs to be grounded in usage. Ideally, research in cognitive linguistics should be based on authentic language use, its results should be replicable, and its claims falsifiable. Consequently, more and more studies now turn to corpora as a source of data. While corpus-based methodologies have increased in sophistication, the use of corpus data is also associated with a number of unresolved problems. The study of cognition through off-line linguistic data is, arguably, indirect, even if such data fulfils desirable qualities such as being natural, representative and plentiful. Several topics in this context stand out as particularly pressing issues. This discussion note addresses (1) converging evidence from corpora and experimentation, (2) whether corpora mirror psychological reality, (3) the theoretical value of corpus linguistic studies of ‘alternations’, (4) the relation of corpus linguistics and grammaticality judgments, and, lastly, (5) the nature of explanations in cognitive corpus linguistics. We do not claim to resolve these issues nor to cover all possible angles; instead, we strongly encourage reactions and further discussion.
Am 27. und 28. November 2009 fand im Institut für Deutsche Sprache nach einigen bilateralen Treffen das 1. „Arbeitstreffen videobasierte Unterrichtsanalyse“ statt. Das Treffen brachte unter dem thematischen Fokus „Unterricht“ unterschiedliche Kompetenzen zusammen: Zum einen Wissenschaftler, die aus einer multimodalen Sicht auf Interaktion ein besonderes Interesse an Unterricht als einer gesellschaftlich außerordentlich wichtigen Kommunikationssituation haben, zum anderen Lehrer, die, als konkret im Unterricht Handelnde, ein Interesse an der wissenschaftlichen Untersuchung ihres professionellen Verhaltens in diesem Handlungsfeld haben, wie auch Didaktiker, die aus ihrer Perspektive in der Lage sind, beide Seiten in reflektierter Weise zu verbinden und hinsichtlich ihrer Synergie zu befragen.
This paper represents a report on an e-tandem project conducted at Freiburg University (Germany) from the winter term 2009/2010 on. It started with a German-ltalian pilot course organised in cooperation with Pavia University (Italy). In order to promote autonomous language learning, the authors used several web-based applications, relying on Skype to enable full (i.e. visual, auditive) interaction between learning partners and on e-mails to let participants practise writing and reading in the respective foreign language. Additionally, participants were asked to compile a weekly electronic portfolio (EPOS) to record their improvements as well as their difficulties. In the paper, the structure of the pilot course will be described and a first balance will be drawn.
This article is concerned with the use of speech variation in a classroom in south-west Germany. It shows how a teacher uses dialect-standard variation as a resource for carrying out different tasks. An analysis of the variational practices of the teacher reveals two different code-alternating procedures with different functional scopes. On the one hand, the teacher uses code-shifting along a continuum of standard forms, especially to draw attention to relevant aspects of the instructional activities, and to guide participation in the unfolding discourse. On the other hand, she uses the context-cueing function of code-switching between standard and dialect, especially to locally manage the key of interaction (interaction modalities). It is shown that, for the teacher analysed, switching to dialect is a methodological resource which matches the intricate pedagogical tasks involved in the evaluation moves which follow pupils' 'troublesome' answers.