Hasil untuk "Germanic languages. Scandinavian languages"

Kateřina Křížová

I. Kulina

The article is devoted to the evolutionary development of the German language and its dialects (Bavarian and Swabian — Alemannic). The relevance of the topic is determined by the fact that, despite the dominance of the Standardsprache on the territory of modern Germany, local dialects are also sufficiently widespread in it, which have recently gained more and more prestige, especially among young people. The purpose of this study is to analyze the linguistic features of southern German dialects (Bavarian and Swabian — Alemannic) and to identify their genetic links with the modern German language — Standarddeutsch / Standardsprache. Texts (artistic and newspaper) in the specified dialects and identical in Standarddeutsch, dialect maps (atlases) of the German language, ancient and modern dictionaries served as research material. The work uses descriptive and comparative-historical methods. The object of research is German southern dialects (Bavarian and Swabian — Alemannic). The subject of the study is the linguistic characteristics of southern German dialects and their connection with the modern German language. Using the example of the development of German dialects (Bavarian and Swabian-Alemannic) and their interaction with Standarddeutsch, it can be argued that the German language, based on the laws of linguistic synergy, is a complex open information system that is constantly developing, but at the same time preserves information about its former states, and the combination of past and present knowledge provides an opportunity to identify the future development prospects of the system. The results of the study make it possible to predict further changes in the modern German language at all its levels (phonetic, lexical, grammatical), taking into account various dialectological features that are introduced into the German language system. The obtained data on the evolutionary development of the German language and its dialects (Bavarian and Swabian — Alemannic) is of certain importance for the study and teaching of «History of the German Language», «Introduction to Germanic Philology», dialectology, as well as a practical course of the German language.

Jesica Lenga

Reseña de: Wezel, Johann Karl. Robinson Krusoe. Estudio introductorio, traducción y notas de Martín Ignacio Koval. Madrid: Guillermo Escolar Editor, 2022; 245 p.

Dominik Achtermeier

Das Interview mit Gerhard Lauer, Professor für Buchwissenschaft mit den Schwerpunkten empirische Leseforschung und Digitale Buchwissenschaft an der Johannes Gutenberg-Universität Mainz, lehnt sich an dessen Vortrag „Fantasy, Romance und andere Wege des Social Readings – Zur Lese- und Schreibwelt jenseits der Schule“ auf der 36. Jahrestagung der AG Medien an.

Till Woerfel, Viktoria Michels

Für das Schreiben bieten Textverarbeitungsprogramme Möglichkeiten der (kollaborativen) Produktion, Korrektur und Überarbeitung von Texten. Studien zeigen aber, dass sich die Nutzung digitaler Schreibmedien im Unterricht erst dann positiv auf Textprodukte auswirkt, wenn sie in eine Lernumgebung integriert sind, die Schreib- und Überarbeitungsprozesse berücksichtigt. Der Beitrag stellt eine solche Lernumgebung vor, die im Rahmen des Forschungsprojekts EdToolS fächerübergreifend entwickelt wurde und zeigt exemplarisch, wie Lernenden im Unterricht Lese- und Schreibstrategien sowie digitalisierungsbezogene Kompetenzen für die Organisation ihrer Schreib- und Überarbeitungsprozesse vermittelt werden können. Wichtiger Hinweis: Dieser Artikel beinhaltet drei Videos, die nur nach einem Download des Artikels in bzw. mit bestimmten Readern (die MiDU-Redaktion empfiehlt den Adobe Acrobat Reader) aktiviert bzw. angesehen werden können.   Abstract (english): The use of word processors as part of the writing processes in the classroom. A learning environment for teaching reading and writing strategies and the use of digital writing tools for writing and revising digital texts For writing, digital media, e. g. word processors, provide new opportunities for the (collaborative) writing, correction and revision of texts. Empirical evidence shows, however, that the use of writing software in classroom only has a positive impact on text production if it has previously been taught to learners in a suitable learning environment, which integrates writing and revision processes. This paper presents a learning environment, which was developed within the research project EdToolS. It shows how secondary students can develop reading, writing as well as digital and ICT literacy skills for organizing their writing and revision processes.

Lautenschläger Sina

Per Holmberg

The points of departure for this article are the two methodological principles that are stated by Holmberg, Gräslund, Sundqvist and Williams (2020) for their interpretation of the Rök runestone inscription: At each point the alternative should be preferred that (1) can be said to contribute to a forever ongoing interaction about something that is relevant to the site of the erected stone, and (2) can be supported by other Old Norse texts. The study aims to conduct a critical evaluation of how these principles have been applied in the analysis of the first pair of riddles of the inscription, and to offer a more consistent re-analysis. The conclusion is that the context of the monument seems to be the critical turn of the year at the autumn equinox, and as a hypothesis for further research it is suggested that the subsequent riddles are also concerned with this specific point of time, and worries about the transition from the old year to the new.

Matías Martínez

Kinder, Jugendliche und Erwachsene sind weit häufiger und folgenreicher mit faktualen Wirklichkeitserzählungen konfrontiert als mit literarisch-fiktionalen Texten. Formen und Geltungsansprüche faktualer Erzähltexte zu erfassen, ist aber eine anspruchsvolle kognitive Leistung, die nicht nur die Kenntnis spezifischer narrativer Darstellungsverfahren, Textsorten und kommunikativer Absichten voraussetzt, sondern auch verschiedene entwicklungs- und kognitionspsychologische Verzerrungsmechanismen kompensieren muss. Am Beispiel der gefälschten Reportage Königskinder des Spiegel-Reporters Claas Relotius nennt der Beitrag Kriterien für eine gelungene faktuale Rede und plädiert für die Förderung einer Faktualitätskompetenz, die von aktuellen Konzepten einer ‚Lesekompetenz‘, einer ‚Fiktionalitätskompetenz’ oder einer ‚Narrationskompetenz‘ nicht angemessen berücksichtigt wird.   Abstract (english): The how and why of factuality competence. Factual narrative texts in media-based education Children, adolescents, and adults are confronted with factual narratives far more frequently and with greater consequences than with literary-fictional texts. However, grasping the forms and truth claims of factual narrative texts is a demanding cognitive task that not only requires knowledge of specific narratological devices, text types, and communicative intentions, but also has to compensate for various developmental and cognitive-psychological distortion mechanisms. Using the example of the fake reportage Königskinder by Spiegel reporter Claas Relotius, the article lists criteria for successful factual speech and argues for the promotion of a factuality competence that is not adequately taken into account by current concepts of a ‚reading competence‘, a ‚fictionality competence‘ or a ‚narrative competence‘.

Reershemius Gertrud

Jon Gunnar Jørgensen

Kunnskap verdsettes høyt innenfor den norrøne litteraturen og i det mytiske universet som blir trukket opp gjennom gudediktene i Edda. Det mytiske universet er dels åpent, dels skjult. Det åpne kan erfares med alminnelige menneskelige sanser, mens det skjulte i utgangspunktet er utilgjengelig for de levende. Kunnskap kan deles inn på samme vis. Åpen kunnskap kan man tilegne seg ved hjelp av alminnelige sanser, mens den skjulte krever noe ekstra. Trolldom og innsikt i framtida er eksempler på skjult kunnskap. I sin jakt på skjult kunnskap besøker Odin de lokalitetene der kunnskapen finnes – i det skjulte, i en brønn, i fjellet, i dødsriket. Verdenstreet Yggdrasil består av en synlig og en skjult halvdel, og fra den åpne virkeligheten leder brønner ned i den skjulte. Brønnene er knyttet til skjult kunnskap. Treet illustrerer tydelig en modell med skjult og åpen kunnskap. Den kan være et nyttig verktøy til å forstå den norrøne litteraturen. Artikkelen viser til slutt eksempler på dette.

Fuß Eric

Michal Homola

This study deals with actual trends and developments in the research of community interpreting in the global, but also in local context. In the general introduction we try to define the term community interpreting according to the latest trends in this field. Our goal is to set some basic features, which can help to create a universal definition of the actual content of the term community interpreting. In the next part we concentrate on the development in the world and try to analyse the most significant research projects in the field. Finally, we show a short overview of the most important initiatives in the local context en introduce our own starting research, which will be focussed on the analysis of the actual state of community interpreting in Slovakia.

S. B. Rayce, S. Andersen, A. Jørgensen et al.

Introduction: Many deployed soldiers have children who may be affected by the parent’s absence. Extensive studies on child mental health during deployment exist. Few focus on the reintegration period which can be challenging if the veteran suffers from physical or mental post-deployment effects. To gain knowledge on child consequences of living with a veteran parent and identify strategies/interventions that may relieve strain the first step is to characterize existing publications/research. Aim: To identify, report main findings, and characterize contemporary scientific publications on mental health among children living with a veteran parent. Method: Literature search (MEDLINE, PsycINFO, and SocINDEX) and systematic mapping of mental health among children living with veterans after deployment (published 1990–2015). Inclusion criteria: Iraq, Balkan, Afghanistan, Syria, Lebanon, or Libya deployments; child mental health outcome; peer-reviewed primary research from NATO/NATO-associated countries. Languages: English, German, or Scandinavian. Literature was coded after veteran post-deployment effects, deployment country, study nationality, publication type/methods, observational vs. experimental study, study design, and outcome categories. Mental health was divided into internalizing, externalizing, ADHD symptoms, secondary traumatization, and other mental health outcomes. Results: Publications included (n = 16) were mainly American reporting on children living with veteran parents deployed to Iraq/Afghanistan. A minority reported on post-deployment effects and focused solely on psychological injuries. Child internalization and externalization were the most frequent mental health outcomes addressed. Publications predominantly reported on quantitative longitudinal or cross-sectional study designs. Conclusion: This mapping suggests a need for high-quality publications based on European and Scandinavian samples, reports of post-deployment effects, and experimental studies.

Markewitz Friedrich

A. Czypionka, Laura Dörre, Josef Bayer

Ans M. C. van Kemenade

The status of English in the early 21st century makes it hard to imagine that the language started out as an assortment of North Sea Germanic dialects spoken in parts of England only by immigrants from the continent. Itself soon under threat, first from the language(s) spoken by Viking invaders, then from French as spoken by the Norman conquerors, English continued to thrive as an essentially West-Germanic language that did, however, undergo some profound changes resulting from contact with Scandinavian and French. A further decisive period of change is the late Middle Ages, which started a tremendous societal scale-up that triggered pervasive multilingualism. These repeated layers of contact between different populations, first locally, then nationally, followed by standardization and 18th-century codification, metamorphosed English into a language closely related to, yet quite distinct from, its closest relatives Dutch and German in nearly all language domains, not least in word order, grammar, and pronunciation.

Remco Knooihuizen, Odile A. O. Strik, Gerbrich de Jong

Like other Germanic languages, Frisian has both strong and weak verbal inflection. Despite a strong diachronic tendency for change towards weak inflection, strong inflection patterns are available synchronically to speakers to form the past tense and past participle of new or nonce verbs. Using a measure for ‘potential productivity’ developed by Knooihuizen and Strik (Folia Linguist Hist 35:173–200, 2014) for Dutch, we investigate the relative strength of available patterns in Frisian in an elicitation and an acceptability judgment experiment. Despite the multitude of different patterns in the strong verbal inflection system, strong inflection makes up 35% of the elicited nonce forms; these forms cannot all be explained by analogy. Analogically formed strong inflections of nonce verbs receive relatively high acceptability ratings at 4.2 on a 7-point scale. The elicitation experiment also produced many weak forms (12% of participles) that are not normatively possible with the -e infinitives in the elicitation prompt. These alternative weak forms were not included in the acceptability judgment experiment. We discuss the experimental results in the context of diachronically attested language change in Frisian and of intensive language contact with Dutch.

Paula Fenger

Jenny Bergenmar

Abstract When Selma Lagerlöf became a Nobel laureate in 1909, her works were translated into new languages and introduced to countries, including Spain, where she had previously been unknown. This article traces the image of Sweden and Scandinavia reflected in Selma Lagerlöf’s reception in Spanish newspapers and periodicals around 1910. The idea of a distinctive Nordic or Scandinavian identity is discernible in the critics’ characterizations of Lagerlöf’s works; however, there is tension between their presentations of Lagerlöf as a representative of the region of Scandinavia or the North in general versus just one nation (Sweden) or province (Värmland). Building on research in imagology and literary transfer, this article investigates how and which regional, national, and provincial identities, geographies, and stereotypes of North and South were activated in support of a particular idea of the author.

C. Giliberto