TY  - JOUR
A1  - Krahl, Cordula
T1  - Aspekte des Kombinationswissens von Verben und Substantiven im Vergleich zu Adjektiven am Beispiel englischer Temperaturlexeme
Y1  - 1994
ER  - 
TY  - JOUR
A1  - Gienow, Wilfried
T1  - Aspekte prozeßorientierten Umgangs mit Medien beim Fremdsprachenerwerb
Y1  - 1997
ER  - 
TY  - CHAP
A1  - Kirk, John M.
A1  - Kallen, Jeffrey L.
T1  - Assessing Celticity in a corpus of Irish Standard English
N2  - Conventional wisdom since the earliest studies of Irish English has attributed much of what is distinctive about this variety to the influence of the Irish language. From the early philologists (Joyce 1910, van Hamel 1912) through the classic works of Henry (1957, 1958) and Bliss (1979) down to present-day linguistic orientations (e.g. Corrigan 2000 a, Filppula 1999, Fiess 2000, Hickey 2000, Todd 1999, and others), the question of Irish-language influence may be disputed on points of detail, but remains a central focus for most studies in the field. It is not our intention to argue with this consensus, nor to examine specific points of grammar in detail, but, rather, to suggest an approach to this question which (a) takes for its empirical base a sample of the standard language, rather than dialectal material or the sample sentences so beloved of many papers on the subject, and (b) understands Celticity not just in terms of the formal transfer of grammatical features, but as an indexical feature of language use, i.e. one in which English in Ireland is used in such a way as to point to the Irish language as a linguistic and cultural reference point. In this sense, our understanding of Celticity is not entirely grammatical, but relies as well on Pierce’s notion of indexicality (see Greenlee 1973), by which semiotic signs ‘point to’ other signs. Our focus in assessing Celticity, then, derives in the first instance from an examination of the International Corpus of English (ICE). We have recently completed the publication of the Irish component of ICE (ICE-Ireland), a machinereadable corpus of over 1 million words of speech and writing gathered from a range of contexts determined by the protocols of the global International Corpus of English project. The international nature of this corpus project makes for ready comparisons with other varieties of English, and in this paper we will focus on comparisons with the British corpus, ICE-GB. For references on ICE generally, see Greenbaum 1996; for ICE-GB, see especially Nelson, Wallis and Aarts 2002; and for ICE-Ireland, see papers such as Kirk, Kallen, Lowry & Rooney (2003), Kirk & Kallen (2005), and Kallen & Kirk (2007). Our first approach will be to look for signs of overt Celticity in those grammatical features of Irish English which have been put forward as evidence of Celtic transfer (or of the reinforcement between Celtic and non-Celtic historical sources); our second approach will be to look at non-grammatical ways in which texts in ICEIreland become indexical of Celticity by less structural means such as loanwords, code-switching, and covert reference using ‘standard’ English in ways that are specific to Irish usage. We argue that, at least within the standard language as we have observed it, Celticity is at once less obvious than a reading of the dialectal literature might suggest and, at the same time, more pervasive than a purely grammatical approach would imply.
Y1  - 2007
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-19349
ER  - 
TY  - THES
A1  - Reinhardt, Susanne
T1  - Assessing interactional competence
BT  - identifying candidate criterial features for L2 repair skills
N2  - The development of speaking competence is widely regarded as a central aspect of second language (L2) learning. It may be questioned, however, if the currently predominant ways of conceptualising the term fully satisfy the complexity of the construct: Although there is growing recognition that language primarily constitutes a tool for communication and participation in social life, as yet it is rare for conceptualisations of speaking competence to incorporate the ability to inter-act and co-construct meaning with co-participants. Accordingly, skills allowing for the successful accomplishment of interactional tasks (such as orderly speaker change, and resolving hearing and understanding trouble) also remain largely unrepresented in language teaching and assessment. As fostering the ability to successfully use the L2 within social interaction should arguably be a main objective of language teaching, it appears pertinent to broaden the construct of speaking competence by incorporating interactional competence (IC). Despite there being a growing research interest in the conceptualisation and development of (L2) IC, much of the materials and instruments required for its teaching and assessment, and thus for fostering a broader understanding of speaking competence in the L2 classroom, still await development. This book introduces an approach to the identification of candidate criterial features for the assessment of EFL learners’ L2 repair skills. Based on a corpus of video-recorded interaction between EFL learners, and following conversation-analytic and interactional-linguistic methodology as well as drawing on basic premises of research in the framework of Conversation Analysis for Second Language Acquisition, differences between (groups of) learners in terms of their L2 repair conduct are investigated through qualitative and inductive analyses. Candidate criterial features are derived from the analysis results. This book does not only contribute to the operationalisation of L2 IC (and of L2 repair skills in particular), but also lays groundwork for the construction of assessment scales and rubrics geared towards the evaluation of EFL learners’ L2 interactional skills.
N2  - Die Entwicklung von Sprechkompetenz wird weithin als ein zentraler Bestandteil des Fremdsprachenerwerbs angesehen. Es kann jedoch hinterfragt werden, ob aktuell geläufige Konzeptionen dieses Begriffs der Komplexität des Konstruktes gerecht werden. Es findet zwar zunehmend Berücksichtigung, dass Sprache vor allem als Werkzeug, also als Mittel zur Kommunikation und Teilhabe an sozialer Interaktion, zu verstehen ist, selten schließt Sprechkompetenz aber die Fähigkeit ein, mit Gesprächspartner*innen zu inter-agieren und gemeinsam Sinn zu produzieren. Fähigkeiten, die es erlauben, erfolgreich interaktionale Aufgaben (z.B. reibungsloser Sprecherwechsel, Behebung von (Hör-)Verstehensproblemen) zu bewältigen, sind folglich auch kaum oder gar nicht im Alltag des Vermittelns und Bewertens von Fremdsprachenkenntnissen repräsentiert. Da es wohl eines der zentralen Anliegen bei der Vermittlung von Fremdsprachen ist, Lerner*innen zur erfolgreichen Teilnahme an fremdsprachlicher sozialer Interaktion zu befähigen, erscheint es sinnvoll, das Konstrukt ‚Sprechkompetenz‘ um das Konzept der Interaktionalen Kompetenz (IK) zu erweitern. In der Forschung ist ein wachsendes Interesse an der Konzeptualisierung und Entwicklung von (fremdsprachlicher) IK zu beobachten – um aber ein um IK erweitertes Verständnis von Sprechkompetenz auch im Fremdsprachenunterricht ermöglichen und fördern zu können, besteht noch deutlicher Bedarf bei der Entwicklung von Materialien und Instrumenten für Lehre und Prüfung. Dieses Buch präsentiert einen Ansatz zur Identifikation von candidate criterial features (d.h., möglichen Kriterien) für die Bewertung der fremdsprachlichen Reparaturfähigkeit von Englischlerner*innen. Basierend auf einem Korpus videografierter Interaktionen zwischen Englischlerner*innen werden im Rahmen qualitativer und induktiver Analysen Unterschiede zwischen Lerner*innen(gruppen) in Bezug auf ihr Reparaturverhalten in der Fremdsprache herausgearbeitet. Die Arbeit folgt dabei konzeptionellen und methodologischen Prinzipien der Konversationsanalyse, Interaktionalen Linguistik und Conversation Analysis for Second Language Acquisition. Candidate criterial features werden aus den Ergebnissen der Analysen abgeleitet. Die Arbeit leistet nicht nur einen Beitrag zur Operationalisierung fremdsprachlicher IK (insbesondere fremdsprachlicher Reparaturfähigkeit), sondern auch zum Fundament für die Entwicklung von Skalen und Rastern für die Bewertung fremdsprachlicher interaktionaler Fähigkeiten von Englischlerner*innen.
KW  - conversation analysis
KW  - interactional linguistics
KW  - CA-SLA
KW  - interactional competence
KW  - assessment
KW  - Konversationsanalyse
KW  - interaktionale Linguistik
KW  - CA-SLA
KW  - interaktionale Kompetenz
KW  - Bewertung
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-619423
ER  - 
TY  - JOUR
A1  - Kunow, Rüdiger
T1  - At the borderline : placing and displacing communities in postcolonial narratives
Y1  - 2002
ER  - 
TY  - GEN
A1  - Küttner, Uwe-Alexander
T1  - At the intersection of stance-management and repair
BT  - Meta-pragmatic claims as a practice for disarming disaffiliative responses
T2  - Postprints der Universität Potsdam : Philosophische Reihe
N2  - This article offers an in-depth analysis of one particular type of meta-talk. It looks at how speakers use the meta-pragmatic claim to have previously communicated ('said' or 'meant') the same as, or the equivalent of, what their interlocutor just said. Through detailed sequential analyses, it is shown that this claim is frequently used as a practice for disarming disaffiliative responses and thus to manage (and often resolve) incipient disagreement. Besides unpacking the precise mechanisms underlying this practice, the paper also takes stock of the various (and partly variable) lexico-morpho-syntactic, prosodic and bodily-visual elements of conduct that recurrently enter into its composition. Since the practice essentially rests on the speaker’s insinuation of having been misunderstood by their co-participant, its relationship to the organization of repair will also be discussed. It is argued that the practice operates precisely at the intersection of stance-management (agreement/disagreement) and repair, and that it exhibits features which reflect this  intersectional character. Data are in English.
N2  - Dieser Beitrag widmet sich der Verwendung eines spezifischen Typs meta-sprachlicher Äußerungen. Er untersucht wie SprecherInnen des Englischen meta-pragmatische Behauptungen, zuvor das „Gleiche" kommuniziert (‚gesagt' oder ‚gemeint') zu haben wie ihr Gesprächspartner, verwenden. Mit Hilfe detaillierter sequenzieller Analysen wird gezeigt, dass diese Behauptungen oft verwendet werden, um disaffiliative Erwiderungen zu entkräften und somit aufkeimende Meinungsverschiedenheiten aufzulösen. Neben der Beschreibung der Mechanismen, die dieser Praktik zu Grunde liegen, werden die verschiedenen verbalen, para- und non-verbalen Ressourcen, die bei der Verwendung dieser Praktik (teils variabel) zum Einsatz ge-bracht werden, inventarisiert. Abschließend wird das Verhältnis dieser Praktik zu anderen Gesprächspraktiken diskutiert. Da sie grundlegend darauf fußt, dass ein Missverständnis auf Seiten des Gegenübers insinuiert wird, kann sie an der Schnittstelle von Praktiken zum Management von Einstellungen bzw. Haltungen und Reparaturen verortet werden.
T3  - Zweitveröffentlichungen der Universität Potsdam : Philosophische Reihe - 168 
KW  - meta-talk
KW  - (dis)affiliation
KW  - (dis)agreement
KW  - stance
KW  - repair
KW  - Conversation Analysis
KW  - Metasprache
KW  - Affiliation/Disaffiliation
KW  - Meta-Kommunikation
KW  - Reparaturen
KW  - Konversationsanalyse
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-443485
SN  - 1866-8380
SP  - 115
EP  - 156
ER  - 
TY  - JOUR
A1  - Küttner, Uwe-Alexander
T1  - At the intersection of stance-management and repair
BT  - Meta-pragmatic claims as a practice for disarming disaffiliative responses
JF  - Gesprächsforschung : Online-Zeitschrift zur verbalen Interaktion
N2  - Dieser Beitrag widmet sich der Verwendung eines spezifischen Typs meta-sprachlicher Äußerungen. Er untersucht wie SprecherInnen des Englischen meta-pragmatische Behauptungen, zuvor das „Gleiche" kommuniziert (‚gesagt' oder ‚gemeint') zu haben wie ihr Gesprächspartner, verwenden. Mit Hilfe detaillierter sequenzieller Analysen wird gezeigt, dass diese Behauptungen oft verwendet werden, um disaffiliative Erwiderungen zu entkräften und somit aufkeimende Meinungsverschiedenheiten aufzulösen. Neben der Beschreibung der Mechanismen, die dieser Praktik zu Grunde liegen, werden die verschiedenen verbalen, para- und non-verbalen Ressourcen, die bei der Verwendung dieser Praktik (teils variabel) zum Einsatz ge-bracht werden, inventarisiert. Abschließend wird das Verhältnis dieser Praktik zu anderen Gesprächspraktiken diskutiert. Da sie grundlegend darauf fußt, dass ein Missverständnis auf Seiten des Gegenübers insinuiert wird, kann sie an der Schnittstelle von Praktiken zum Management von Einstellungen bzw. Haltungen und Reparaturen verortet werden.
N2  - This article offers an in-depth analysis of one particular type of meta-talk. It looks at how speakers use the meta-pragmatic claim to have previously communicated ('said' or 'meant') the same as, or the equivalent of, what their interlocutor just said. Through detailed sequential analyses, it is shown that this claim is frequently used as a practice for disarming disaffiliative responses and thus to manage (and often resolve) incipient disagreement. Besides unpacking the precise mechanisms underlying this practice, the paper also takes stock of the various (and partly variable) lexico-morpho-syntactic, prosodic and bodily-visual elements of conduct that recurrently enter into its composition. Since the practice essentially rests on the speaker’s insinuation of having been misunderstood by their co-participant, its relationship to the organization of repair will also be discussed. It is argued that the practice operates precisely at the intersection of stance-management (agreement/disagreement) and repair, and that it exhibits features which reflect this  intersectional character. Data are in English.
KW  - meta-talk
KW  - (dis)affiliation
KW  - (dis)agreement
KW  - stance
KW  - repair
KW  - Conversation Analysis
KW  - Metasprache
KW  - Affiliation/Disaffiliation
KW  - Meta-Kommunikation
KW  - Reparaturen
KW  - Konversationsanalyse
Y1  - 2019
UR  - http://www.gespraechsforschung-online.de/fileadmin/dateien/heft2019/ga-kuettner.pdf
SN  - 1617-1837
IS  - 20
SP  - 115
EP  - 156
PB  - Verlag für Gesprächsforschung
CY  - Gleizendorf bei Nürnberg
ER  - 
TY  - JOUR
A1  - Tristram, Hildegard L. C.
T1  - Attrition of Inflections in English and Welsh
N2  - A close comparative analysis of the attrition of inflections in historical English and Welsh reveals that Welsh had already lost its entire NP inflection when it surfaces in writing in the 7c AD, while English was still fully inflected both in the NP and VP. The comparison of the modern English and Welsh morphological categories shows that English overtook Welsh in its rate of analyticising drift. This shows first in writing during the Middle English period. Thus in English, the attrition bothfully affected the NP and the VP, while in modern Welsh the attrition of the verbal inflection in the VP is much less advanced than in English. Both languages, however, share the shift in the VP from the synthetism of verbal tense, mood (and voice) marking towards analytic aspect marking, which continues to gain in importance in both languages today. The question is raised, whether this joint development may have been due to the influence of the 'Late British' speaking shifters to Old English, to prolongued areal contactin the island of Britain ("Sprachbund") and/or to a more general drift from syntheticity to analycity in (Western) IE languages in Europe, which affects some languages more than others. The Appendix prints the earliest Old English and Old Welsh texts (dated by absolute chronology) and marks their loss of inflections, in order to highlight the advanced analycity in the Old Welsh NP as opposed to the Old English NP.
Y1  - 2002
ER  - 
TY  - JOUR
A1  - De Bleser, Ria
T1  - Aufbau und Funktion der Sprache
Y1  - 2003
SN  - 3-540-67359-8
ER  - 
TY  - JOUR
A1  - Stadie, Nicole
A1  - Keim, R.
A1  - De Bleser, Ria
T1  - Aufgaben zur Überprüfung phonologischen Wissens / phonologischer Bewußtheit (PhoWi)
Y1  - 2003
ER  - 
TY  - BOOK
ED  - Bader, Rudolf
ED  - Stilz, Gerhard
ED  - Schwarz, Anja
T1  - Australian, New Zealand and Pacific Literatures
T3  - Postcolonial Literatures in English: Sources and Resources
Y1  - 2012
SN  - 978-3-86821-367-6
VL  - 2
PB  - WVT Wiss. Verl. Trier
CY  - Trier
ER  - 
TY  - GEN
A1  - Eckstein, Lars
A1  - Schwarz, Anja
T1  - Authors’ Response: The Making of Tupaia's Map Revisited
T2  - The journal of pacific history
Y1  - 2019
U6  - https://doi.org/10.1080/00223344.2019.1657500
SN  - 1469-9605
SN  - 0022-3344
VL  - 54
IS  - 4
SP  - 549
EP  - 561
PB  - Routledge
CY  - London
ER  - 
TY  - JOUR
A1  - Brosch, Renate
T1  - Autofikationen australischer Aboriginal-Autorinnen
Y1  - 2003
ER  - 
TY  - JOUR
A1  - Kunow, Rüdiger
T1  - Babylondons of the Mind : Salman Rushdie's fictions between Post-National Belonging and Global Unbelonging
Y1  - 2008
SN  - 9-783-8258-8365-2
ER  - 
TY  - JOUR
A1  - Kneis, Philipp
T1  - Barbarians at the gate : (ig)noble savages and manifest destiny at the final frontier
Y1  - 2011
SN  - 978-3-631-57513-0
ER  - 
TY  - JOUR
A1  - Wiemann, Dirk
T1  - Bashing the bishop : the Rowan Williams Row and the incomplete secularisation of Britain
Y1  - 2009
SN  - 0944-9094
ER  - 
TY  - JOUR
A1  - Wolf, Hans-Georg
A1  - Xia, Xiaoyan
T1  - Basic-level salience in second language acquisition : a study of English vocabulary learning and use by Chinese adults
N2  - Basic-level salience is a fundamental concept in Cognitive Psychology and related disciplines. It captures the phenomenon that the basic level of categorization is psychologically more salient than other levels (Rosch et al. 1976). However, findings showing that basic-level words possess a superior status in human communication and vocabulary learning (Rosch et al. 1976; Koevecses 2006) so far pertained only to individuals' L1. In this paper, we argue that Rosch et al's insights are highly relevant in L2 contexts as well. To test the hypothesis that basic-level salience can be evidenced in L2 vocabulary learning, an experiment was conducted among 69 Chinese adult learners of English. On a series of slides, participants were simultaneously presented with different pictures and three English words at the superordinate, basic, and subordinate level. This presentation was followed by a picture naming task, in which participants were expected to write down the first English names that came to their mind. The main results of this experiment are as follows: 1) L2 basic-level words are the most readily given responses in the picture naming task, suggesting the existence of the basic-level salience in L2 vocabulary learning; 2) the presence of the basic-level salience is a matter of degree, influenced by factors such as concept familiarity and, what we call, the "first- encountered-first-retrieved" effect. The mapping of the L1-based categorical organization onto the L2 vocabulary learning process has theoretical and practical (i.e., pedagogical) implications, which are addressed at the end of this chapter.
Y1  - 2010
SN  - 978-3-11-024582-0
ER  - 
TY  - JOUR
A1  - Brunkhorst, Martin
T1  - Bauer, B., (Hrsg.), Staatstheoretische Diskurse im Spiegel der Nationalliteraturen von 1500 bis 1800; Wiesbaden, Harrassowitz, 1998
BT  - Staatstheoretische Diskurse im Spiegel der Nationalliteraturen von 1500 bis 1800
Y1  - 2000
ER  - 
TY  - JOUR
A1  - McCafferty, Kevin
T1  - Be after v-ing on the past grammaticalisation path
BT  - how far is it after coming?
JF  - The Celtic Englishes IV : the interface between English and the Celtic languages ; proceedings of the fourth international colloquium on the "Celtic Englishes" held at the University of Potsdam in Golm (Germany) from 22-26 September 2004
N2  - Content: 1. Perfect to Preterite? 2. A Past Grammaticalisation Path for Be after V-ing 2.1. Perfect Grams and Sources 2.2. Perfect Distinctions and Perfect-Preterite Evolution 3. Semantic History of Past-Time Be After V-ing 3.1. Perfect Uses, 1670-1800 3.2. Perfect Uses, 1801-2000 4. Temporal Adverbials and Uses of Be After V-ing, 1701-2000 4.1. Hodiernal Uses 4.2. Preterite Uses 4.3. How Far Is It after Coming? 5. Conclusion
Y1  - 2006
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-40960
SP  - 130
EP  - 151
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Schwarz, Anja
T1  - Beached identities : inclusion and exclusion of histories in the formation of the beach as an Australian spatial icon
Y1  - 2008
SN  - 978-3-86057-756-1
ER  -