German Grammar Articles Table
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Intermediate German: a Grammar and Workbook / by 2 Anna Miell & Heiner Schenke 3 P
111 INTERMEDIATE GERMAN: 2 3 A GRAMMAR AND WORKBOOK 4 5 6 7 8 9 1011 1 2 13 4111 5 Intermediate German is designed for learners who have achieved basic 6 proficiency and wish to progress to more complex language. Its 24 units 7 present a broad range of grammatical topics, illustrated by examples which 8 serve as models for varied exercises that follow. These exercises enable 9 the student to master the relevant grammar points. 2011 1 Features include: 2 3 • authentic German, from a range of media, used throughout the book to 4 reflect German culture, life and society 5 6 • illustrations of grammar points in English as well as German 7 • checklists at the end of each unit for consolidation 8 9 • cross-referencing to other grammar units in the book 3011 • glossary of grammatical terminology 1 2 • full answer key to all exercises 3 4 Suitable for independent learners and students on taught courses, 5 Intermediate German, together with its sister volume, Basic German, forms 6 a structured course in the essentials of German. 7 8 Anna Miell is University Lecturer in German at the University of Westminster 9 and at Trinity College of Music in Greenwich and works as a language 4011 consultant in London. Heiner Schenke is Senior Lecturer of German at the 1 University of Westminster and has published a number of language books. 2 3 41111 111 Other titles available in the Grammar Workbook series are: 2 3 Basic Cantonese 4 Intermediate Cantonese 5 Basic German 6 7 Basic Italian 8111 Basic Polish 9 Intermediate Polish 1011 1 Basic Russian 2 Intermediate -
The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory
The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory Emma Charlotte Corteen Trinity Hall September 2018 This dissertation is submitted for the degree of Doctor of Philosophy The Assignment of Grammatical Gender in German: Testing Optimal Gender Assignment Theory Emma Charlotte Corteen Abstract The assignment of grammatical gender in German is a notoriously problematic phenomenon due to the apparent opacity of the gender assignment system (e.g. Comrie 1999: 461). Various models of German gender assignment have been proposed (e.g. Spitz 1965, Köpcke 1982, Corbett 1991, Wegener 1995), but none of these is able to account for all of the German data. This thesis investigates a relatively under-explored, recent approach to German gender assignment in the form of Optimal Gender Assignment Theory (OGAT), proposed by Rice (2006). Using the framework of Optimality Theory, OGAT claims that the form and meaning of a noun are of equal importance with respect to its gender. This is formally represented by the crucial equal ranking of all gender assignment constraints in a block of GENDER FEATURES, which is in turn ranked above a default markedness hierarchy *NEUTER » *FEMININE » *MASCULINE, which is based on category size. A key weakness of OGAT is that it does not specify what constitutes a valid GENDER FEATURES constraint. This means that, in theory, any constraint can be proposed ad hoc to ensure that an OGAT analysis yields the correct result. In order to prevent any constraints based on ‘postfactum rationalisations’ (Comrie 1999: 461) from being included in the investigation, the GENDER FEATURES constraints which have been proposed in the literature for German are assessed according to six criteria suggested by Enger (2009), which seek to determine whether there is independent evidence for a GENDER FEATURES constraint. -
L1 ENGLISH L2 GERMAN LEARNERS‟ GRAMMATICALITY JUDGMENTS and KNOWLEDGE of DEMONSTRATIVE PRONOUNS by Daniel Robert Walter a THES
L1 ENGLISH L2 GERMAN LEARNERS‟ GRAMMATICALITY JUDGMENTS AND KNOWLEDGE OF DEMONSTRATIVE PRONOUNS By Daniel Robert Walter A THESIS Submitted to Michigan State University in partial fulfillment of the requirement for the degree of MASTER OF ARTS German Studies 2011 ABSTRACT L1 ENGLISH L2 GERMAN LEARNERS‟ GRAMMATICALITY JUDGMENTS AND KNOWLEDGE OF DEMONSTRATIVE PRONOUNS By Daniel Robert Walter Second language learners are often faced with difficult decisions while interpreting language. One specific difficulty of discourse is dealing with ambiguity, which is often made more challenging by the fact that second language learners‟ native language processes may carry over into their second language processes. Some learners may not have received any explicit instruction on how to deal with ambiguity and must rely on internal processing by their interlanguage to make a guess as to what the speaker means. This thesis explores the acquisition of German demonstrative pronouns by second language learners of German whose native language is English. Unlike German, which allows for both personal pronoun usage (er, sie, es etc.) and demonstrative pronoun usage (der, die, das etc.) to refer back to antecedents, English only allows personal pronouns. Thus English native speakers tend to rely on syntactic structure to resolve ambiguous pronoun usage, while German speakers can differentiate antecedents through the use of demonstrative and personal pronouns. Demonstrative pronouns in German typically encode for object pronoun reference, while English does not have an equivalent form. In order to determine how L1 English learners of German deal with this incongruity between English and German pronoun resolution, learners of German in advanced German classes were tested via a grammaticality judgment test to see whether they were able to successfully identify demonstrative pronouns in German as grammatical or if they interpreted the demonstrative to be an error. -
Systematic Homonymy and the Structure of Morphological Categories: Some Lessons from Paradigm Geometry
Jason Johnston (1997) Systematic Homonymy and the Structure of Morphological Categories: Some Lessons from Paradigm Geometry. PhD thesis, University of Sydney Note to the PDF Edition This PDF version of my dissertation is as close as I have been able to make it to the copies deposited with the Faculty of Arts and the Department of Linguistics at the University of Sydney. However this version is not in any sense an image capture of those copies, which remain the only ‘official’ ones. The differences between this document and the printed copies are very minor and revolve entirely around the use of Greek and IPA fonts. Essentially, one instance of the Greek font has been rewritten in transliteration (the quotation on page 41), and the change to an IPA font lacking a subscripted dot has entailed some modification of words containing that diacritic. Either these have been rewritten without diacritics (the words ‘Panini’ and ‘Astadhyayi’ throughout), or proper IPA retroflex glyphs have been substituted where appropriate (in all other cases). Additionally, the substitute IPA font has slightly different metrics from the one used originally, which has caused some enlargement of tables containing IPA characters or (more commonly) diacritics, and therefore occasionally some repagination. In all cases this is compensated for within a few pages at most. There are other small differences in the appearance of some tables, diagrams, and accented characters. This document contains a ‘live’ table of contents (‘bookmarks’ in Adobe Acrobat terminology). In addition, endnote references and bibliographic citations, though not specifically so marked, are hyperlinked to their corresponding text or entry, as the case may be. -
Rules and Exercises: German Textbooks for Teaching and Learning English Around 1800 87
Anglistentag 1993 Eichstätt Proceedings edited by Günther Blaicher and Brigitte Glaser MAX NIEMEYER VERLAG TÜBINGEN 1994 Die Deutsche Bibliothek - CIP-Einheitsaufnahme Anglistentag <1993, Eichstätts Proceedings / Anglistentag 1993 Eichstätt / ed. by Günther Blaicher and Brigitte Glaser. - Tübingen : Niemeyer, 1994 (Proceedings of the conference of the German Association of University Teachers of English; Vol. 15) NE: Blaicher, Günther [Hrsg.]; Anglistentag: Proceedings of the ... ISBN 3-484-40128-1 © Max Niemeyer Verlag GmbH & Co. KG, Tübingen 1994 Das Werk einschließlich aller seiner Teile ist urheberrechtlich geschützt. Jede Verwertung außerhalb der engen Grenzen des Urheberrechtsgesetzes ist ohne Zustimmung des Verlages unzulässig und strafbar. Das gilt insbesondere für Vervielfältigungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen. Printed in Germany. Gedruckt auf alterungsbeständigem Papier. Druck und Einband: Weihert-Druck GmbH, Darmstadt Proceedings of the Conference of the German Association of University Teachers of English Volume XV CONTENTS SECTION 1: THE HISTORY OF LINGUISTIC IDEAS Werner Hüllen: Introduction 17 R. H. Robins: William Bullokar's Bref Grammar for English: Text and Context (Plenary Lecture) 19 Werner Hüllen: A Great Chain of Words: The Onomasiological Tradition in English Lexicography 32 Michael Cahn: The Printing Press as an Agent in the History of Linguistic Ideas? 47 David Cram: Collection and Classification: Universal Language Schemes and the Development -
The German Teacher's Companion. Development and Structure of the German Language
DOCUMENT RESUME ED 285 407 FL 016 887 AUTHOR Hosford, Helga TITLE The German Teacher's Companion. Development and Structure of the German Language. Workbook and Key. PUB DATE 82 NOTE 640p. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) -- Reference Materials General (130) EDRS PRICE MF03/PC26 Plus Postage. DESCRIPTORS Comparative Analysis; Contrastive Linguistics; Diachronic Linguistics; English; *German; *Grammar; Language Teachers; Morphology (Languages); *Phonology; Reference Materials; Second Language Instruction; *Syntax; Teacher Elucation; Teaching Guides; Textbooks; Workbooks ABSTRACT This complete pedagogical reference grammar for German was designed as a textbook for advanced language teacher preparation, as a reference handbook on the structure of the German language, and for reference in German study. It systematically analyzes a d describes the language's phonology, morphology, and syntax, and gives a brief survey of its origins and development. German and English structures are also compared and contrasted to allow understanding of areas of similarity or difficulty. The analysis focuses on insights useful to the teacher rather than stressing linguistic theory. The materials include a main text/reference and a separate volume containing a workbook and key. The workbook contains exercises directly related to the text. (MSE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** THE GERMAN TEACHER'S COMPANION Development and Structure of the German Language Helga Hosford University of Montana NEWBURY HOUSE PUBLISHERS, INC. ROWLEY, MASSACHUSETTS 01969 ROWLEY LONDON TOKYO 1 9 8 2 3 Library of Congress Cataloging in Publication Data Hosford, Helga, 1937 - The German teacher's companion Bibliography p Includes index. -
Simple Guidelines to Find Correct German Articles
Simple Guidelines to Find Correct German Articles Simple Guidelines to Find Correct German Articles N. P. Nadeesha Dilhani f,dj mqrd me;sr mj;akd oyia .Kkla NdId w;=ßka j¾;udkfha § jvd;a jeoe.;a ia:dkhla ysñ lr.kakd NdIdjla f,i c¾uka NdIdj ye¢kaúh yels h' NdIdj ksje/È j yiqrejd" meyeÈ,s j woyia m%ldY lsÍfï § w;HjYH idOlhla jkafka ksje/È jHdlrK Ndú;h hs' c¾uka NdIdfõ jHdlrKh ie,elSfï § tys ,sx. fNaohg jeoe.;a ;ekla ysñ fõ' isxy,fha fyda bx.%Sisfha olakg fkd ,efnk fï ,laIKh c¾uka NdIdj W.kakd fndfyda Y%S ,dxlslhka uqyqK fok ÿIalr .eg¨jla nj fmfkkakg ;sfí' le,‚h úYajúoHd,hSh úoHd¾Ókg muKla fkd j" oyia .Kkla isiq isiqúhkg o wNsfhda.hla j we;s c¾uka NdIdfõ ,sx. fNaoh ksje/È whqßka fhdod.; yels jkafka flfia o hkak idlÉPd lsÍu fï m¾fhaIK ,smsfha wruqK fõ' © tka' mS' k§Id È,aydks ixia' mS' ta' wñ, uÿixl" chu,a o is,ajd" È,aIdka ufkdaÊ rdcmlaI" pkaok rejka l=udr" tÉ' ta' .sydka uOqixL" kkaÿ,d fmf¾rd zm%NdZ Ydia;%Sh ix.%yh" isjq jeks l,dmh - 2014$2015 udkjYdia;% mSGh" le,‚h úYajúoHd,h 357 zm%NdZ Ydia;%Sh ix.%yh" isjq jeks l,dmh Since many studies have been conducted already on articles and gender in German, it is suggested that this paper form an insight into contrastive aspects of Sinhalese and German gender. Thus, this paper presents a novel set of guidelines which help Sinhalese native speakers to use German articles correctly. -
German and English Noun Phrases
RICE UNIVERSITY German and English Noun Phrases: A Transformational-Contrastive Approach Ward Keith Barrows A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF 3 1272 00675 0689 Master of Arts Thesis Directors signature: / Houston, Texas April, 1971 Abstract: German and English Noun Phrases: A Transformational-Contrastive Approach, by Ward Keith Barrows The paper presents a contrastive approach to German and English based on the theory of transformational grammar. In the first chapter, contrastive analysis is discussed in the context of foreign language teaching. It is indicated that contrastive analysis in pedagogy is directed toward the identification of sources of interference for students of foreign languages. It is also pointed out that some differences between two languages will prove more troublesome to the student than others. The second chapter presents transformational grammar as a theory of language. Basic assumptions and concepts are discussed, among them the central dichotomy of competence vs performance. Chapter three then present the structure of a grammar written in accordance with these assumptions and concepts. The universal base hypothesis is presented and adopted. An innovation is made in the componential structire of a transformational grammar: a lexical component is created, whereas the lexicon has previously been considered as part of the base. Chapter four presents an illustration of how transformational grammars may be used contrastively. After a base is presented for English and German, lexical components and some transformational rules are contrasted. The final chapter returns to contrastive analysis, but discusses it this time from the point of view of linguistic typology in general. -
'Dutch As an SOV Language'
‘Dutch as an SOV Language’ Jan Koster bron Jan Koster, ‘Dutch as an SOV Language.’ In: Linguistic analysis 1 (1975), p. 111-136. Zie voor verantwoording: http://www.dbnl.org/tekst/kost007dutc01_01/colofon.php © 2002 dbnl / Jan Koster 111 Dutch as an SOV Language* Jan Koster University of Amsterdam; University of Utrecht Received October 29, 1974 1. In Dutch and German, the position of the (finite) verb in main clauses differs from that in subordinate clauses. The unmarked order of the former is Subject Verb Object (SVO), while the latter exhibit an SOV pattern. Therefore, which order is basic is a fundamental problem in Dutch and German grammar. In this paper, I want to show that the underlying order of Dutch is SOV and that the SVO pattern of main clauses is the result of a last cyclical rule of Verb Placement. 1.1 Since Bach [1] and Bierwisch [5], it has been assumed that German is an SOV language. A consequence of this analysis is that the word order in subordinate clauses is considered basic. This conclusion is compatible with the idea that on the last cycle a broader class of transformations applies, namely the class of root transformations [10]. As for the word order, Dutch is similar to German in that the verbs are in final position in subordinate clauses. Also as in German, in declarative main clauses the finite verb is in second position. If the word order of subordinate clauses is basic, we have to postulate a root transformation of Verb Placement which puts the (finite) verb in second position. -
Articles and Adjectives in the German Noun Phrase
Articles and Adjectives in the German Noun Phrase 論 文 Articles and Adjectives in the German Noun Phrase Thomas Gross 要 旨 冠詞・修飾形容詞・名詞から成り立っているドイツ語の名詞句を統語 論的に分析する学説は,伝統的説・冠詞句説・二重頭説・埋め込み冠詞 句説がある。夫々の説を紹介してから,ドイツ語の名詞句内の形態統語 論的なメカニズムを述べる。それを踏まえ,紹介した説の適切さを論じ る。 Keywords: German, adjective, article, noun, determiner phrase, noun phrase, morphology, syntax 1. Introduction The German noun phrase (henceforth: gNP) constitutes one of the bulwarks for German language learners. The difficulties arise due to the intricate system of articles and to the adjectival inflection. Remnants of adjectival inflection can be encountered in other Germanic languages such as Danish, Icelandic, Norwegian, and Swedish, but besides German no other Germanic language has retained such an intricate system interconnecting nouns, articles and adjectives. Contemporary English has neither inflection of articles nor of adjectives. This complex system of article and adjectival inflection has led to major difficulties in establishing the proper syntactic structure of the German noun ― 117 ― 愛知大学 言語と文化 No. 10 Articles and Adjectives in the German Noun Phrase phrase. At least four different proposals have been provided: 1. the Traditional proposal, 2. the Determiner Phrase proposal (henceforth: DP) by Bhatt (1990) and Olson (1991ab), 3. the Dual-head proposal by Eroms (1988, 2000), and 4. the Nested DP proposal by Gross (1993). The traditional proposal utilizes a “common sense appeal” . In a gNP such in (1) (1) der alte Mann the traditional proposal assumes that both the article der and the adjective alte are inside the NP headed by the noun Mann. Its structure would be one as shown in (2): (2) [[der] [alte] Mann] Traditional proposal The DP proposal favored by late stage Government & Binding (Chomsky: 1981; henceforth: GB) and Minimalist Program (Chomsky 1995; henceforth: MP) linguists assumes that the article must be heading the entire structure. -
Basic German: a Grammar and Workbook
BASIC GERMAN: A GRAMMAR AND WORKBOOK Basic German: A Grammar and Workbook comprises an accessible reference grammar and related exercises in a single volume. It introduces German people and culture through the medium of the language used today, covering the core material which students would expect to encounter in their first years of learning German. Each of the 28 units presents one or more related grammar topics, illustrated by examples which serve as models for the exercises that follow. These wide-ranging and varied exercises enable the student to master each grammar point thoroughly. Basic German is suitable for independent study and for class use. Features include: • Clear grammatical explanations with examples in both English and German • Authentic language samples from a range of media • Checklists at the end of each Unit to reinforce key points • Cross-referencing to other grammar chapters • Full exercise answer key • Glossary of grammatical terms Basic German is the ideal reference and practice book for beginners but also for students with some knowledge of the language. Heiner Schenke is Senior Lecturer in German at the University of Westminster and Karen Seago is Course Leader for Applied Translation at the London Metropolitan University. Other titles available in the Grammar Workbooks series are: Basic Cantonese Intermediate Cantonese Basic Chinese Intermediate Chinese Intermediate German Basic Polish Intermediate Polish Basic Russian Intermediate Russian Basic Welsh Intermediate Welsh Titles of related interest published -
A Machine Learning Approach to German Pronoun Resolution
A Machine Learning Approach to German Pronoun Resolution Beata Kouchnir Department of Computational Linguistics Tubingen¨ University 72074 Tubingen,¨ Germany [email protected] Abstract The system presented in this paper resolves German pronouns in free text by imitating the This paper presents a novel ensemble manual annotation process with off-the-shelf lan- learning approach to resolving German guage sofware. As the avalability and reliability of pronouns. Boosting, the method in such software is limited, the system can use only question, combines the moderately ac- a small number of features. The fact that most curate hypotheses of several classifiers German pronouns are morphologically ambiguous to form a highly accurate one. Exper- proves an additional challenge. iments show that this approach is su- The choice of boosting as the underlying ma- perior to a single decision-tree classi- chine learning algorithm is motivated both by its fier. Furthermore, we present a stan- theoretical concept as well as its performance for dalone system that resolves pronouns in other NLP tasks. The fact that boosting uses the unannotated text by using a fully auto- method of ensemble learning, i.e. combining the matic sequence of preprocessing mod- decisions of several classifiers, suggests that the ules that mimics the manual annotation combined hypothesis will be more accurate than process. Although the system performs one learned by a single classifier. On the practical well within a limited textual domain, side, boosting has distinguished itself by achieving further research is needed to make it good results with small feature sets. effective for open-domain question an- swering and text summarisation.