Hasil untuk "Germanic languages. Scandinavian languages"

Stephan Schicker

In diesem Beitrag wird die forschungsgeleitete Entwicklung, iterative Evaluierung und Optimierung des Kurses Das Fake News-Radar aktivieren (Sekundarstufe II) durch Design-Based Research (DBR) (vgl. Euler / Sloane 2014) vorgestellt. Dieser vier Unterrichtseinheiten umfassende Kurs zielt darauf ab, Lernende für das Thema Falschinformationen bzw. für textinterne Auffälligkeiten von Fake News zu sensibilisieren. Die Konzeption des Kurses ist an der Schnittstelle von Sprachdidaktik und Mediendidaktik angesiedelt und greift auf verschiedene interdisziplinäre Bezugskonzepte wie das epistemisch-wachsame Lesen (vgl. Sperber et al. 2010) oder die Gamification (vgl. Sailer et al. 2017) zurück. Die empirische Evaluierung des Kurses im Zuge der 1. Iteration zeigte u.a., dass die Lernenden die Textlastigkeit der Unterrichtsmaterialien als herausfordernd und wenig motivierend empfanden. Aufbauend auf diesen Evaluationsergebnissen wird der Kurs in der nächsten Iteration konzeptionell dahingehend optimiert, dass eine verstärkte multimodale Aufbereitung der Inhalte im Sinne des Multimedia-Prinzips (vgl. Mayer / Fiorella, 2021) sowie der gezielte Einsatz von Gamification-Elementen vorgesehen sind, um die im Motivationsmodell von Ryan und Deci (2020) zentrale wahrgenommene Selbstbestimmung der Lernenden gezielt zu fördern.   Abstract (English): This article focuses on the four-lesson course Activating the Fake News Radar for upper secondary school learners, which aims to sensitize learners to the topic of disinformation and text-internal features of fake news. The research-led development, iterative evaluation and subsequent improvement of the course using Design-Based Research (DBR) (cf. Euler / Sloane 2014) is presented. The design of the course is positioned at the interface of language didactics and media didactics and draws on various interdisciplinary reference concepts such as epistemic vigilance (cf. Sperber et al. 2010) or gamification (cf. Sailer et al. 2017). The empirical evaluation of the course during the first iteration revealed, among other things, that learners perceived the text-heavy nature of the instructional materials as challenging and demotivating. Based on these evaluation results, the course will be conceptually optimized in the next iteration by incorporating a more strongly multimodal presentation of content in line with the multimedia principle (cf. Mayer / Fiorella, 2021), as well as the targeted use of gamification elements to specifically support learners’ perceived autonomy – a central factor in the motivation model proposed by Ryan and Deci (2020)

Ariel Ekgren, Amaru Cuba Gyllensten, Felix Stollenwerk et al.

This paper details the process of developing the first native large generative language model for the North Germanic languages, GPT-SW3. We cover all parts of the development process, from data collection and processing, training configuration and instruction finetuning, to evaluation, applications, and considerations for release strategies. We discuss pros and cons of developing large language models for smaller languages and in relatively peripheral regions of the globe, and we hope that this paper can serve as a guide and reference for other researchers that undertake the development of large generative models for smaller languages.

O. Shapochkina

The article presents various trends of research into the category of state of Old Germanic languages in the context of dynamic synchrony to eliminate linguistic phenomena of redundancy. Scientific exploration involves identifying and comparing factors that determine morphosyntactic changes in the category of state within the language areas: Goth- Scandinavian (Gothic and Old Icelandic) and West Germanic (Gothic, Old English, Old High German and Old Saxon). The study aims to search for new universals, diachronic constants associated with formation of the category of state in Old Germanic languages within the framework of inter-areal opposition. The problem of interpreting the category of state of Old Germanic languages lies in its oppositionality, multi-aspectivity, polysemanticity, and semantic incompleteness. In particular, the study provides an external description of the paradigm of the category of state, restoration of the previous stage of development of its grammatical subsystem; establishing the paths of its genesis in dynamic synchrony. The process of emergence of the original relict class constructions of the Old Germanic languages occurred unevenly: the active state was opposed by sporadic constructions with the semes of class, reversibility, inertia (inactivity), etc. The results of typological studies of the specifics of origin and development of the class category, its class constructions significantly expanded the idea of functioning of the class category paradigm based on the Old Germanic languages, made it possible to determine the asymmetry of class oppositions within the paradigm by areal features. The key findings in the study of the class category paradigm were ancient constructions that formed an asymmetric opposition to the active state, the quantitative indicators of such constructions and the varying degree of ability for their further grammaticalization are due to various intra- and extralingual factors. An integrated approach to the facts made it possible to explain certain deviations from the original directions of development of the category of state and thereby contributed to revealed interaction of internal and external factors of language development. The proposed methodology, results and conclusions of the scientific article can be used in further theoretical developments in the field of not only historical morphology, but also of general theory of language evolution and mechanisms of development of language systems.

Yvonne van Baal

This paper examines definiteness marking in American Norwegian (AmNo), a heritage variety of Norwegian spoken in the US. The description adds another language to the much-studied variation within Scandinavian nominal phrases. It builds on established syntactic analysis of Scandinavian and investigates aspects that are (un)like Norwegian spoken in the homeland. A central finding is that the core syntax of Norwegian noun phrases is retained in AmNo, while the morphophonological spell-out is sometimes different. Indefinite determiners, for example, are obligatory in AmNo, but some speakers produce them with non-homeland-like gender agreement. One systematic change is observed: double definiteness has been partially lost. The typical AmNo modified definite phrase lacks the prenominal determiner that is obligatory for varieties in Norway. I argue that this is a syntactic change which allows the realization of D to be optional. This is a pattern not found in the other Scandinavian languages. At the same time, this innovative structure in AmNo is not like English, the dominant language of the AmNo speakers. This demonstrates heritage language change that is distinct from both the homeland language and the dominant language.

Volker Frederking

In dem Beitrag werden Ergebnisse aus zwei Studien vorgestellt, in denen Deutschlehrkräfte und ihre Vertrautheit mit, ihre Nutzung von und ihre Einstellung zu digitalen Medien untersucht worden sind. In der eigenfinanzierten DIDID-Studie („Digitales Distanzlernen im Deutschunterricht während der Corona-Pandemie“), an der von November 2020 bis März 2021 auf Basis eines Online-Fragebogens 1981 Deutschlehrkräfte teilgenommen haben, sind Daten zu digitalen Kompetenz-, Einstellungs- und Nutzungsmustern von Deutschlehrkräften in Bezug auf digitale Medien während der Corona-Pandemie gewonnen worden. In der von der DFG 2021/22 geförderten GETDIME-Studie (“Effects of the Covid Pandemic on German Language and Literature Teachers and their Familiarity with, Use of and Views on Digital Media”) wurden auf Basis unveröffentlichter Daten in der ICILS-Studie 2018 digitale Kompetenz-, Einstellungs- und Nutzungsmuster von Deutschlehrkräften vor der Corona-Pandemie untersucht. Die Extrapolation von Grundprofilen der Deutschlehrkräfte in DIDID und ICILS ermöglichte einen unmittelbaren Vergleich. Dieser lässt eine leichte Progression der in DIDID untersuchten Deutschlehrkräfte in ihrer Vertrautheit mit, Nutzung von und Einstellung zu digitalen Medien während der Corona-Pandemie gegenüber den in ICILS 2018 teilnehmenden Deutschlehrkräften vor der Pandemie erkennbar werden. Dabei zeigt sich ein deutlich erhöhtes Fortbildungsinteresse und ein klarer konturierter Fortbildungsbedarf.   Abstract (english): German teachers and their familiarity with, use of, and attitutes toward digital media during and before the Corona pandemic in Germany. Finding from two studies.  This paper presents results from two studies that investigated German teachers and their familiarity with, use of, and attitudes towards digital media. In the self-funded DIDID study („Digital Distance Learning in the German Classroom during the Corona Pandemic“), in which 1981 German teachers participated from November 2020 to March 2021 on the basis of an online questionnaire, data on digital competence, attitude and usage patterns of German teachers with regard to digital media during the Corona Pandemic were obtained. In the GETDIME study („Effects of the Covid Pandemic on German Language and Literature Teachers and their Familiarity with, Use of and Views on Digital Media“), funded by the DFG 2021/22, digital competence, attitude and usage patterns of German teachers prior to the Corona Pandemic were investigated on the basis of unpublished data in the ICILS study of 2018. The extrapolation of basic profiles of German teachers in DIDID and ICILS enabled a direct comparison. This reveals a slight progression of the German teachers studied in DIDID in their familiarity with, use of and attitude towards digital media during the Corona pandemic in comparison with the German teachers participating in ICILS 2018 before the pandemic. This reveals a clearly increased interest in further training and a clearly contoured need for further training.

Kirsten Schindler

Mit der Möglichkeit, Texte teilweise oder voll automatisch über KI-basierte Schreibwerkzeuge zu erstellen, verändert sich auch unsere Vorstellung von Textproduktion und der Rolle von (menschlichen) Autor*innen. Das hat auch Konsequenzen für die bildungspolitischen Rahmenbedingungen und konkret: für das Schreiben in der Schule. Bedarf es mehr oder anderer Textkompetenzen, die Schüler*innen in der Schule erwerben sollen? Muss der Blick eher auf die Gestaltung veränderter Aufgabenarrangements und Prüfungsformen gerichtet werden? In dem Beitrag werden Überlegungen der Diskussion zusammengefasst und weiterentwickelt. Eingebettet sind die Überlegungen in eine bereits seit längerem diskutierte Frage nach der Rolle der Digitalität beim Schreiben. Damit sind auch im engeren Sinne politische Fragen betroffen, z.B. nach Bildungsgerechtigkeit, Repräsentation und Datensicherheit.   Abstract (english): ChatGPT or reflections on the changes of writing at school With the possibility of creating texts partially or fully automatically via AI-based writing tools, our idea of text production and the role of (human) authors is also changing. This also has consequences for the educational policy framework and concretely, for writing in school. Is there a need for more or different textual compe-tencies that students should acquire in school? Should the focus be on the design of changed task arrangements and different forms of examination? The article sum-marises and sketches thoughts of the discussion. These thoughts are embedded in the question of the role of digitality in writing, which has been discussed for some time. This also affects political issues in a narrower sense, e.g. educational equity, representation and data security.

Dominika Skrzypek, Anna Kurek-Przybilski, A. Piotrowska

K. Witczak, M. Rychło

This paper examines the Scandinavian terminology for ‘soot’ in connection with a number of Saami appellatives with a view to deciding which of them are native and which result from borrowing. Special attention is paid to the problem of adopting loanwords in Northern Europe, especially in the Scandinavian Peninsula. Two Proto- Germanic words denoting ‘soot’ are discussed from the morphological and etymological point of view. It is suggested that the West Germanic noun *hrōta- m./n. ‘soot’ is closely related to PG. *sōta- n. ‘soot’, which, in turn, is derived from the Proto-Indo- European verbal root *sed- ‘to sit’. The present authors intend to demonstrate that WG. *hrōta- derives from the Indo-European archetype *ku̯u-sōdo- ‘bad soot; thick layer of soot’, originally ‘what a soot!’. The original semantic distinction between PG. *sōta- and WG. *hrōta- seems to be preserved in the use of two independent Saamic loanwords, cf. Saa.N suohtti ‘soot (in the chimney)’ and ruohtti ‘big layer of soot’. The remaining Northern Saami words under analysis include čađđa ‘charcoal, soot’ (< Proto-Saamic *će̮δe̮ ‘carbon, charcoal, soot, grime’ < Ur. *ćüδ́i ‘coal, charcoal’), giehpa ‘soot’ (< PSaa. *kēpe̮ ‘id.’, probably a Proto-Baltic loanword) and gožu ~ gohčču- ‘soot, layer of soot, deposit of smoke or soot on things near a fireplace’ (< PSaa. *kočɔ̄j ‘soot’). Establishing the etymologies of this rich Saami terminology concerning ‘soot’ is significant to the gradual change of Saami lifestyle from a nomadic hunter-gatherer one towards a nonperipatetic community reliant on farming, animal husbandry and fishing.

H. Lødrup

O. Shapochkina

The paper describes the category of voice in Old Germanic languages on the basis of historical linguistics. The inventory of voice precategory constructions in Gothic-Scandinavian and West German areas has been outlined. The aim of the paper is to analyze peculiarities of the category of voice in Old Germanic languages in the context of "inverted synchrony". The results of typological studies concerning specifics of origin and development of the category of voice have significantly broadened the idea of its functioning, and determined the asymmetry of voice oppositions within the paradigm. The key findings resulted in grammatical voice distribution on active, reverse, passive, reciproc, mediopassive voices and different levels of grammaticalization. It has been established the grammatical category of voice is dynamic and acquires various transformations. In the historical periods of its formation the categoty of voice exemplified features of mobility within open dynamic systems. It has been found that in Old Germanic the voice grammatical constructions were not formed completely, that is why the periphrastic constructions were the first implementers of the category of voice and were the basis for emergence of grammatical constructions with elements of categorial content. The author of the paper outlines system relations in the paradigm of the category of voice, marked by gradual qualitative changes, which were extremely intense at the end of the Old Germanic period. Prospects for the following studies lie in the formation of grammatical means for realization the voice pre-category constructions in the ancient period of the studied languages.

Briana Van Epps, G. Carling, Y. Sapir

This study addresses gender assignment in six North Scandinavian varieties with a three-gender system: Old Norse, Norwegian (Nynorsk), Old Swedish, Nysvenska, Jamtlandic, and Elfdalian. Focusing on gender variation and change, we investigate the role of various factors in gender change. Using the contemporary Swedish varieties Jamtlandic and Elfdalian as a basis, we compare gender assignment in other North Scandinavian languages, tracing the evolution back to Old Norse. The data consist of 1,300 concepts from all six languages coded for cognacy, gender, and morphological and semantic variation. Our statistical analysis shows that the most important factors in gender change are the Old Norse weak/strong inflection, Old Norse gender, animate/inanimate distinction, word frequency, and loan status. From Old Norse to modern languages, phonological assignment principles tend to weaken, due to the general loss of word-final endings. Feminine words are more susceptible to changing gender, and the tendency to lose the feminine is noticeable even in the varieties in our study upholding the three-gender system. Further, frequency is significantly correlated with unstable gender. In semantics, only the animate/inanimate distinction signifi-cantly predicts gender assignment and stability. In general, our study confirms the decay of the feminine gender in the Scandinavian branch of Germanic.

Marit Westergaard, T. Kupisch

This paper provides an overview of Germanic languages as heritage languages, i.e. languages acquired naturalistically by children in parts of the world where these languages are not the majority language. Summarizing research on different types of heritage speakers of Danish, German, Icelandic, Norwegian, and Swedish, we identify certain stable and vulnerable domains. We focus on the so far best studied areas, word order and grammatical gender, adding evidence from other lesser studied domains, such as definiteness and phonology. We propose that in addition to the linguistic make-up of the phenomena in question, the size of the heritage community and, relatedly, opportunities to use the language need to be taken into account. The latter may explain, for example, why moribund varieties of German and the Scandinavian languages in North America appear to be less stable than the language of second-generation heritage speakers in Europe.

Martha Christine Süß

The Nibelungenlied and the Thidrekssaga are two actualizations of the same plot, yet they show a number of differences. By outlining the portrait of the protagonist the Nibelungenlied calls Margrave Rüdiger von Bechelaren and the Thidrekssaga calls Rodingeir von Bakkalar, while reviewing pre-existing literature on the subject, the article at hand demonstrates the figure’s vast differences. In doing so, the article demonstrates that in the Nibelungenlied, an adaptation courtoise (Höfisierung) is achieved through various characteristics of the Margrave, such as the use of a specific narration mode, the employment of the Topos locus amoenus, and the contrasting reflection of Christian and worldly lifestyles and their values. The Nibelungenlied can even be classified as a helferzentrierte Brautwerbungsdichtung (a piece of helper-focused courtship poetry) because of the Brautwerbungsschema (courting scheme) used by Rüdiger to find a wife for his feudal lord Etzel. The Margrave does not pose as a main protagonist, overall, he is still of high importance to the Nibelungenlied. These courtoise elements are absent in the Thidrekssaga. While Rüdiger appears as a model-knight in the Nibelungenlied, his counterpart, Rodingeir, in the Thidrekssaga plays a strictly functional role in advancing the plot. In the Nibelungenlied, the protagonists status as a model-knight culminates in the well-known vasallity conflict, in which a hierarchization of types of vassal obligations only seemingly settles the conflict. Moreover, through this dilemma, the non-literary conflict of Christian and worldly lifestyles is negotiated. The article at hand demonstrates that Rüdiger von Bechelaren’s character is integral to the meaning and structure of the Nibelungenlied and determines the genre, while Rodingeir von Bakkalar is only employed marginally and functionally.

G. Habrajska, M. Rychło, K. Witczak

This article discusses the collective names of trees used in the Scandinavian languages, as well as the formation process of similar collective names in Eastern and Western Germanic. It should be emphasized that the Northern Germanic languages used the suffix *-ijan for creating collective nouns which denote ‘a group of trees’, e. g. ON. birki n. coll. ‘birch forest’, Icel. birki ‘birch forest; birch’, Norw. birki ‘birch forest’, Swed. björke ‘birch forest, birch grove’ (< PG. *berkijan n. coll. ‘a group of birches, birch forest, birch grove’  PG. *berkō f. ‘birch, Betula’). The same suffix denoting collectivity and originating from the Proto-Indo-European language is also present as *-ьje in most Slavic languages, cf. Ru. dial. берéзье n. coll. ‘birch forest, birch twigs’; OPol. brzezie n. ‘birch grove or forest’; Cz. březí n. ‘small birch-grove’, also břízí n. ‘birch twigs, birch-wood’; Slovak brezie n. ‘small birch-forest, birch-grove’; SC. bre ̑ z je n. coll. ‘birch forest’, Sloven. brẹ̑ zje n. ‘id.’ (< PSl. *berzьje n. coll. ‘group of birches, birch forest, birchgrove’  PSl. *bȅrza f. ‘birch, Betula’). Further possible traces of the same suffix can be found in the Baltic languages (cf. OPrus. pannean n. ‘mossy fen’ vs. Go. fani n. ‘mud’, OSax. feni n. ‘fen’) suggesting that the Proto-Indo-European collective suffix can be reconstructed as *-ii̯ o m (n. coll.). It seems probable that some northern Indo-European tribes used the derivative word *bhe r ̥h 2 ĝ i i̯ o m (n.) to denote ‘a group of birch trees’, especially ‘a birch grove’ or ‘a birch forest’.

C. Hamans

In modern West-Germanic and Scandinavian languages one comes across words such as German Nudo(‘nudist’), Swedish fyllo (‘alcoholic’) and Dutch lullo (‘asshole’). All these words are recently coined under the influence of American English words such as psycho, from psychopath, lesbo, from lesbian, and kiddo from kid. This chapter describes how this new pattern of shortened and monosyllabic -o words has spread across the word and how it was able to compete with other shortened, ‘clipped’ words such as English sex from sexual activity, plane from aeroplane, flu from influenza and clipped and monosyllabic forms with a suffix -y/-ie, so called hypocoristics, such as telly from television set, Andy from Andrew and hottie from hot. It also explains how this new Italian-style American English suffix managed to put aside its own Swedish, German and Dutch patterns and how this new -opattern was borrowed and became productive via a process of reinterpretation in these languages.

Joy O. Uguru, Chukwuma O. Okeke

This study centres on reflecting the pronunciation of lemmas in a proposed multilingual dictionary of Lukumi, Olukumi and Yoruba. It shows how the differences and similarities in their pronunciation can be displayed in the proposed dictionary. Lukumi is spoken in Cuba while Olukumi and Yoruba are spoken in Nigeria. The parent language, Yoruba, was used as a reference point to highlight the etymology of Lukumi and Olukumi as well as to buttress their similarities. Two downloaded Lukumi wordlists making up 134 words were used to elicit information on Olukumi equivalents through oral interview. Twenty-two words are used as sample entries. Following Mashamaite's method of promoting the compilation of bilingual dictionaries between African languages, the study presents Lukumi as the source language while Olukumi and Yoruba are the target languages; English translations of the lemmas are shown. The pronunciation of the lemmas is given alongside their meanings and grammatical categories. No dictionary of any Nigerian language has pronunciation of headwords given; hence this study is a positive innovation; also, the display of pronunciation provides evidence of the similarities shared by the three languages. The transcription of the lemmas serves as a good learning aid for the language learners. The dictionary will go a long way to preserve the endangered Lukumi and Olukumi languages.

Аndrei Shumkov

J. Johannessen