German Vocabulary Research Articles

A PSYCHOLINGUISTIC STUDY OF THE “THEORY OF MIND” OFTURKISH BILINGUAL CHILDREN

This article presentsthe results of a study with Turkish preschool bilingual children living in Berlin, Germany. This article aims to examine the influence between the level of proficiency in the mother tongue (first language L1) and the official language (second language L2) on the one hand and the “theory of mind” on the other, or more precisely, how the lexical knowledge of L1 and L2 and the understanding of interrogative sentences used with a verb indicating mental states helps to understand the ToM.Research methods and techniques. The study included 18 Turkish-German bilingual children attending a kindergarten in Berlin, Germany. The children were divided into two age groups: 1 g of 4–5 year-olds (8 children) and 2 gr. of 5-6 year-olds (10 children) and were tested in their native Turkish and then in German. The testing was performed in the kindergarten in a separate room, where only the experimenter and the examined child were present. The children are offered the classical tests for “theory of mind”, as well as language tests related to the comprehension of interrogative sentences, containing a verb showing a mental state and comprehension and production of vocabulary in native Turkish and German as a second language for them.The resultsshow that vocabulary is not an important factor, and mastery of interrogative sentences is the factor that helps to understand the “theory of mind”. The results obtained were analyzed statistically by means ofthe t-test.Children with German-Turkish bilingualism understand the vocabulary of their mother tongue well and it is obviously in their passive vocabulary, but this knowledge has not yet passed into their active vocabulary. German vocabulary predominates in the children's active vocabulary. With regard to the level of mastery of interrogative sentences, children are equally good at interrogative sentences in both languages.

Penggunaan Media Film Dalam Penguasaan Kosakata Bahasa Jerman

Abstract. This research was conducted to obtain data and information regarding students' mastery of German vocabulary using film media. This research is an experimental study using a German vocabulary mastery test. Data were analyzed by t-test. The population of this study were students of SMA Negeri 11 Makassar which consisted of 3 classes. The sample used is a random sample (Random Sampling). The number of samples is 2 classes, namely class XI IPS 1 which consists of 16 students as the experimental class and class XI IPS 3 which consists of 16 students as the control class. The results of the analysis show that the t value is 2.93 > t table 2.04227. The results of this study indicate that film media is effective in mastering German vocabulary at SMA Negeri 11 Makassar.

Metode Pembelajaran Kooperatif Tipe Poster Session Dalam Penguasaan Kosakata Bahasa Jerman

Abstract. The purpose of this study was to obtain data and information about the effectiveness of the Poster Session type cooperative learning method in learning German vocabulary for class XI students of SMAN 1 Campalagian, Polewali Mandar Regency (virtual). This type of research is an experimental research that uses a vocabulary mastery test in the application of the Poster Session Type Cooperative Learning Method. Data were analyzed by t-test. The population of this study were students of class XI SMAN 1 Campalagian which consisted of 5 classes. The sample used is a random sample (Random Sampling). The number of samples is 2 classes, namely class XI IPS 5 as an experimental class consisting of 30 students and class XI IPS 2 as a control class consisting of 30 students. The results of data analysis showed th=7.07 > tt=2.002 at a significance level of 0.05. The results showed that the Poster Session method was effective in mastering the German vocabulary of class XI students of SMAN 1 Campalagian, Polewali Mandar Regency (virtual).

Model Pembelajaran Tipe Complete Sentence Dalam Penguasaan Kosakata Bahasa Jerman

Abstract. The aim of this research is to examine the effectives cooperative learning model type complete sentence in mastering German vocabulary of students XI class at SMA Negeri 14 Gowa. This research is Quasi-experimental reasearch. The data was collected by reading comprehension test and was analyzed by using t-test. Population of this research was 306 students from 9 class. Sampel was selected by using simple random sampling where XI IPA 4 class with 36 students as experimental class and XI IPA 5 class with 35 students as control class. The result showed t-count is higher that t-table (t-count4,87 > t-table 1,997) with alpha significant level 0,05. It revealed that cooperative learning model type complete sentence is effective in mastering German vocabulary of XI students at SMA 14 Gowa.

Media Puzzle Dalam Penguasaan Kosakata Bahasa Jerman

Abstract. This research was conducted to obtain data and information on the effectiveness of puzzle media in mastering German vocabulary for XI grade students of SMA Negeri 8 Makassar. The type of this research is quasi-experimental and the data is obtained through a vocabulary mastery test and the data is analyzed by t-test. The population of this research is the XI grade students of SMA Negeri 8 Makassar which consists of six classes and 180 students. The sample used was a random sample (Randam Sampling) consisting of 60 students, namely 30 students of XI Mipa2 as the experimental class and 30 students of XI Mipa3 as the control class. The results of data analysis obtained through tcount = 5.11> ttable = 2.002 at a significance level of 0.05. The results of this study indicate that the puzzle media is effective in mastering the German vocabulary of class XI students of SMA Negeri 8 Makassar.

COMMUNICATIVE-PRAGMATIC POTENTIAL OF POPULAR SCIENCE MEDICAL TEXTS

The article concentrates on the study of the communicative and pragmatic features of popular science medical texts.The purpose of the popular science medical text is to popularize knowledge in the field of medicine, biology and health care. Also medical terminology not only names medical concepts, but also has an influencing function. And expressive means simplify the presentation of medical knowledge and get into contact with a reader. The article gives the definition of “popular science style”, considers its specificity and analyzes the stylistic features of popular science medical texts in English and German. It is noted that the communicative and pragmatic characteristics of popular science texts on medical topics are expressed in the use of certain linguistic means focused on the transfer of scientific knowledge and the involvement of communicants in the perception and understanding of this information. The results of the analysis show that the percentage of terms, colloquial vocabulary, tropes and syntactic means in English and German is approximately the same. It allows us to conclude that most popular science medical texts have such stylistic features. Thus, the authors of popular scientific medical books strive to fulfill their main task - to convey scientific knowledge in the field of medicine to the reader as much as possible.

НІМЕЦЬКА МОВА ТА ЇЇ НОСІЇ В УКРАЇНІ: ВІД ВИТОКІВ ДО СЬОГОДЕННЯ

The article analyzes the influence of Germans and the German language in Ukraine on Ukrainian culture, language and literature. It traces the stages of replenishment of the Ukrainian vocabulary with German vocabulary. German-speaking writers also made a significant contribution to the development of Ukrainian literature. German remains one of the leading foreign languages in Ukraine. Preservation of German (German-speaking) cultural heritage in Ukraine and its study can serve as an example for the promotion of other languages and cultures. The article presents a modified three- level model of possible relations between different cultures proposed by W. Welsh. There have been outlined multicultural, intercultural and transcultural aspects of such relations. In Ukraine, it is formed by the coexistence of different in content and forms ethnic cultures (multicultural aspect), which, despite the differences, under the pressure of social, socioeconomic factors interact (intercultural aspect). In addition, there is another dimension - transcultural, which involves not so much mixing elements of different cultures and eliminating the boundaries between national cultures, as the possibility of the existence of a certain culture not only within individual national entities, but also adopting transcultural elements. In particular, it allows into consideration as part of the Ukrainian cultural heritage the works of all those artists who, due to various life circumstances, were forced to leave their home country and create abroad still being part of its culture.

Lexeme Glück in German Dictionaries of the 16th — 19th Centuries: Lexicographic Representation and Interpretation of Its Conceptual Content

The article discusses the concept “happiness” as represented and interpreted in lexicography. The aim of the study is to compare existing theories about the origin of the word Glück, to trace the development of its semantics from one generalized meaning to a set of meanings that reflects a gradual evolution of people’s ideas about happiness, and to identify ways of representing these ideas by lexicographic means. Using methods of historical-linguistic, compara-tive, etymological, definitional, and semantic analysis, the authors examine German dictionaries and lexicons published in the period from 1513 to 1888 and establish that in those four centuries the concept “happiness,” represented in the German vocabulary by the lexeme Glück, underwent significant transformation, as material and spiritual needs of people kept changing against the background of gradual humanization of their social life, which, in its turn, led to added complexity in the semantic structure of the lexeme Glück that embodies this concept. Descriptions of the lexeme Glück in dictionaries dating from the beginning of the 16th to mid-18th century are very concise due to the type of these dictionaries (nomenclators, translated dictionaries) and do not involve detailed comments on the full range of meanings that the lexeme had. The main elements of the semantic structure of the lexeme are ‘(temporary) well-being,’ ‘bliss,’ ‘luc ,’ and ‘fortune (fate)’ (glu c fall, glu c elig eit, wol tand, zeit-liche Wolfart). Analyzing interpretations of the lexeme Glück in the mid-18th — late 19th century dictionaries, the authors conclude that the semantic structure of the lexeme became more complicated due to philosophical rethinking of the concept and its integrated dissemination through dictionaries. The etymology of the word Glüc is still unclear. It is assumed that the word appeared in the 13th century and retained a neutral meaning until the end of the Middle High German period when a positive connotation began to prevail in the semantics of the word.

ПРОФЕССИОНАЛЬНЫЙ ЯЗЫК И ОДИН ИЗ СПОСОБОВ ОБОГАЩЕНИЯ ЕГО СЛОВАРНОГО СОСТАВА (НА ПРИМЕРЕ СТРОИТЕЛЬНОЙ ЛЕКСИКИ НЕМЕЦКОГО ЯЗЫКА)

In this research work, the authors analyzed the classification of the professional language and made an attempt to analyze the word formation of construction vocabulary in the German language. In the course of the study, the authors come to the conclusion that the German vocabulary is currently being replenished mainly with nouns, which indicates the nominalization of the language. The most important way to enrich the vocabulary of the German language is word formation. After analyzing the word formation of German nouns in the construction industry, the authors identified the following characteristic types of word formation: composition, education using suffixes, prefixes, hyphens, abbreviations, and Anglicisms. In this work, the authors have collected nouns in random order and used a variety of electronic resources of German journals.

How do age, language, narrative task, language proficiency and exposure affect narrative macrostructure in German-Swedish bilingual children aged 4 to 6?

Abstract Previous studies show mixed findings concerning whether higher-order story structure (macrostructure) is similar across bilinguals’ two languages. It is not known how macrostructure is influenced by general language proficiency and amount of exposure. The present study investigates these issues in 46 German-Swedish bilingual 4- to 6-year-olds. Narratives were elicited in both languages with two picture-based tasks from the Multilingual Assessment Instrument for Narratives (MAIN) in the telling mode. We investigate to what extent the language of elicitation (Swedish vs German) influences bilingual children’s macrostructure (story structure, episodic complexity) and explore effects of narrative task, age, narrative length, expressive vocabulary and estimated language exposure, both separately and combined, on macrostructure in the respective language. Results show that macrostructural skills developed measurably with age from 4 to 6 years in both languages, with no task effects. Story structure scores were higher in the majority language Swedish than in German and developed differently with age. The effect of narrative length on story structure was similar in the two languages. Language exposure did not have any significant effect. Macrostructure scores were significantly affected by expressive vocabulary in German only. Generally, the results may be linked to slightly higher language proficiency in Swedish.

Youth vocabulary in german and its historical development

Youth vocabulary in german and its historical development

НЕКОТОРЫЕ ОСОБЕННОСТИ АББРЕВИАЦИИ В НЕМЕЦКИХ ТЕКСТАХ М. В. ЛОМОНОСОВА

The article studies cases of abbreviation in German texts by M. Lomonosov, including initials, etiquette title names, and contractions of dates, city names, measures and currency. The authors propose a lexicographic description model for presenting contracted words and phrases in the upcoming dictionary of Lomonosov’s German vocabulary. The study also focuses on methodological issues such as borders of Lomonosov’s German idiolect.

Four centuries of German “happiness” in lexicographers’ interpretations

The article deals with the concept of “happiness”, represented and interpreted through lexicography. The objective of the study is to try to compare the perspectives of researchers on the origin of the word Glück, trace the development of its semantics from one generalized meaning to a set of meanings reflecting the evolution of human ideas about happiness, and identify ways of representing these ideas by lexicographic means. The authors use the methods of historical linguistic, comparative-contrastive, etymological, definitional and semantic analysis. The object of the study is German dictionaries and lexicons published from 1513 to 1888. It has been established that the concept of “happiness”, represented in the German vocabulary by the lexeme Glück, has transformed over four centuries along with the growth of people’s material and spiritual needs against the background of the gradual humanization of public life. This has led to the complication of the semantic structure of the lexeme Glück which objectifies this concept. The representation of the Glück lexeme in dictionaries dating back to the early 16th – mid-18th centuries is laconic, due to the type of dictionaries (nomenclatures, translation dictionaries) that did not feature detailed comments on the repertoire of meanings that the desired lexeme possessed. The main elements of the semantic structure of the lexeme are ‘(temporary) prosperity’, ‘bliss’, ‘luck’, ‘destiny (fate)’. The analysis of the interpretation of happiness in the mid-18th century – late 19th century allows one to make a conclusion about the complication of the semantic structure of the lexeme Glück due to a philosophical reinterpretation of this concept and its integrated conveyance by appropriate lexicographic means. The etymology of the word Glück remains unclear. It is assumed that the word appeared in the 13th century and retained a neutral meaning until the end of the Middle High German period when the positive connotation began to prevail in the semantics of the word.

НЕМЕЦКИЙ ЯЗЫК КАК ВТОРОЙ ИНОСТРАННЫЙ ЯЗЫК ДЛЯ РОССИЙСКИХ СТУДЕНТОВ – ДИЛЕММА ВЫБОРА: КЛАССИЧЕСКИЙ ИЛИ ПЛЮРИЦЕНТРИЧЕСКИЙ НЕМЕЦКИЙ ЯЗЫК?

The article raises the problem of teaching German as a second foreign language within the framework of a pluricentric approach. Its relevance for the Russian undergraduate and graduate students is dictated by the modern needs and opportunities to obtain further education in the Common European higher institutions of Germany (D), Austria (A), the German-speaking part of Switzerland (CH), as well as the opportunity to participate in various international student exchange support programs of these countries. The aim of this article is to assess the willingness of the bachelor’s and master’s students undertaking the Foreign Languages and Intercultural Communication course not only to study the classical German language but also to get familiar with the features of the standard German language in Austria and Switzerland. The pluricentric approach is based on the generally recognized theory of pluricentrism, according to which the German language is considered as a single language incorporating the national linguistic specifics in the Federal Republic of Germany, Austria, and the German-speaking part of Switzerland. The article conveys the main ideas of the pluricentric theoretical research studies and covers the linguodidactic and methodological foundations in teaching pluricentric German developed by a special research group and described in the so-called ABCB theses. The readiness of students to learn German in the diversity of the linguistic and cultural national specifics of the DACH-Länder is one of the basic requirements of the pluricentric approach. The conducted research allowed assessing the readiness of the bachelor’s and master’s students to study the classical German language, taking into account the existing distinctive linguistic features of the standard German language in Austria and Switzerland. The research was based on the questionnaire method in the form of a written poll. Given the results of the research, students of the bachelor’s and master’s programs are equally willing to learn the standard Austrian and Swiss German vocabulary in the German language classes. Among bachelors, 70% prefer the vocabulary of the Austrian version and 65% of the Swiss version of German; among master’s students, 75% want to learn the vocabulary of both the Austrian and the Swiss versions of German. Besides, knowledge of the features of the standard German language DACH-Länder is considered as a prerequisite for traveling and further education in these countries. These statistics confirm the high motivation of the bachelor’s and master’s students to study German applying the pluricentric approach. The students also demonstrated the thoughtful choice of the Second Language Country Studies as a discipline for studying German, taking into account the diversity of the linguistic and cultural national specifics of DACH-Länder.

PHONOSEMANTIC PHENOMENA AS LINGUISTIC REALITIES

Phonetic semantics is a phenomenon of natural involuntary phonetically motivated connection between phonemes and the non-sound signs of denotation, which underlies the nomination. In other words, the denotation of the nomination in sound imitation is represented by objects, phenomena, processes, which are characterized by the ability to form sounds that are subconsciously associated with these objects, phenomena, etc. Following the principles of sound symbolism, the denotation of the nomination is represented by objects, phenomena, processes, which are not characterized by sound production. Phonosemantics needs to take into account two aspects of the fundamental principle of an involuntary/arbitrary linguistic sign. The first involves the general relationship of phenomena and objects of reality. In the history of science, there are examples of connections that are established between seemingly incompatible phenomena. The second aspect is related to the fact that the recognition of the arbitrariness of a linguistic sign means the independence of the relationship between the signified and the signifying, which contradicts the system-wide principle of hierarchy, according to which each element of the higher system can be considered as an independent lower system. The sound complex with its meaning has a constantly changing dynamic nature. The processes that take place in language cause constant changes, and this can not but affect the connection between sound and the meaning of the word. The principle of analogy was extremely developed in the early stages of language formation. And, as a consequence of the process of sound changes ceasing, the principle of metaphorical analogy continues performing such functions, obscuring the primary connections between sound and the meaning of the lexeme. Therefore, it seems natural that sound changes are expressed in changes by analogy. Both sound change and the change by analogy involve the creative factor. The study aims to set the level of motivation of the German sound [b]. The sound under study dominates across the continuum of concepts such as water, chatter, movement and fear. Application of such modern research methods as phonosemantic, descriptive and comparative-historical analysis enabled obtaining a palette of semantic associative phonetic meanings of the sound [b]. The analysis of the German vocabulary demonstrated the sound’s semantic charge at the level of both individual lexical units and the text as a whole. There are ongoing studies in the field of both Germanic and other languages.

The use of mnemotechnique in teaching German vocabulary to students-philologists

The use of mnemotechnique in teaching German vocabulary to students-philologists

Cognitive Performance of Patients with Adult 5q-Spinal Muscular Atrophy and with Amyotrophic Lateral Sclerosis.

Motor neuron diseases, such as spinal muscular atrophy (SMA) and amyotrophic lateral sclerosis (ALS), share several clinical similarities while differing substantially in etiology, disease onset and progression. Cognitive dysfunction, a clinically relevant non-motor feature in a substantial proportion of ALS patients, has been less frequently investigated in SMA. In this prospective multicenter cross-sectional study, cognitive function was assessed by the Edinburgh Cognitive (and Behavioural) ALS Screen (ECAS) and a German vocabulary test (Wortschatztest, WST) in 34 adult patients with SMA types 2–4 and in 34 patients with ALS. Demographic and clinical parameters were assessed to identify factors that potentially influence cognitive function. While SMA and ALS patients were comparable in the vocabulary test, on average, SMA patients performed better than ALS patients in the cognitive domains of memory, language and executive function. Better cognitive abilities in SMA patients seemed to be related to the early onset, rather than the extent or the duration, of their physical handicap. Future studies should focus on disease-specific cognitive functions in SMA.

The Use of Picture Media in Teaching German Vocabulary for Students’ at Senior High School I Tondano Minahasa

One of the teacher's strategies in overcoming students' lack of vocabulary mastery is by using Picture Media (Visualmedient). And this is what will be studied in this study by limiting the use of picture media to the vocabulary mastery of German students at Senior high school 1 Tondano in Minahasa. This study aims to obtain an overview of the benefits of picture media amid the increasingly digital modernization of science in the Millennial era and the impact of the success of learning German vocabulary. The research method used in this study is descriptive experiment and documentation. Based on the analysis obtained from the results of this study, it is proven that there is a positive influence on the use of picture media in teaching German vocabulary for students of senior high school 1 Tondano. Recognizing new vocabulary in German. This means that the pictures shown or displayed by the teacher will help accelerate students' recognition of German. After direct observation and demonstration of pictures, there is a significant difference between those who use pictures and those who do not use pictures as media. Students who learn vocabulary using pictures will have better results than students who do not use pictures. This is obtained through the final test of the lesson. The use of picture media in teaching German, in particular, learning vocabulary, has a very strong and positive effect on learning outcomes in German. Even though the digital millennial era is more dominant in using electronics, picture media is still needed in teaching German vocabulary. The vocabulary that is accompanied by pictures will make students remember the vocabulary because of the help of pictures.

Німецькі лексичні запозичення в українському розмовному дискурсі

The paper is devoted to researching of the phenomenon of German lexical borrowings that have been included into the vocabulary of the Ukrainian society. The chronology of spreading of Germanisms on the territory of Ukraine was traced. It is emphasized that the influence of the German language on the Ukrainian language has continued and increased throughout the period of its formation and development as an European language. The enrichment of the Ukrainian language with German vocabulary was directly dependent on the impact of German economic development on Ukrainian realities of that period. Using data from competent sources, printed works, dictionaries, online publications containing a list of German lexemes used by Ukrainians in everyday conversational discourse, the authors distinguish and provide examples of the most commonly used lexemes in the contemporary Ukrainian environment, harmoniously included in its composition.

Family Literacy Activities and Their Interplay with Family and Preschool Language Environments: Links to Gains in Dual Language Learners’ German Vocabulary

ABSTRACT Research Findings : Are family literacy activities linked to gains in preschool-aged dual language learners’ (DLLs’) societal language vocabulary? To understand connections between literacy activities and vocabulary, we separately considered literacy activities in the respective heritage language and in the societal language, German, and accounted for heterogeneity in DLLs’ family and preschool language environment. DLLs (n = 115) were administered the German PPVT-4 twice (at 40 and 51 months). Literacy activities as well as other family language environment variables were reported by mothers. Classroom language stimulation was observed with the CLASS Pre-K language modeling scale. Two different models of change revealed that family literacy activities in the heritage language predicted gains in German vocabulary for children with low levels of classroom language stimulation (albeit at the p =.10-level in one set of models). There was no evidence that literacy activities in German were positively connected to gains in German vocabulary. Practice or Policy : This study suggests that family literacy activities in the heritage language may have the potential to support societal language vocabulary. More research is needed to understand under what circumstances family literacy activities in the societal language are supportive of DLLs’ societal language vocabulary.