Now showing items 1-10 of 13
Wholeheartedly English: A Life of Learning
(Cornelsen Verlag, 2002)
Wholeheartedly English: A Life of Learning is dedicated to Prof. Dr. Johannes-Peter Timm, Heidelberg, Germany, in honour of his scholarly contributions to foreign language research and teaching of English as a foreign language.
Arguments of non-heads
(Akademie Verlag, 2013)
The current paper investigates these cases from a lexicalist perspective. In particular, I will discuss whether realizations of arguments of non-heads of the above types are based on a regular grammatical process or not. I will argue that this is the case indeed with constructions of the type Designanalyse des Geschirrs, where the post-nominal element figures as argument of both the head as well as the non-head. In contrast, (prepositional) external argument realizations of the type in (1)—i.e. constructions in which ...
Thematic information, argument structure, and discourse adaptation in language production
(Mouton de Gruyter, 2004)
In the minds of language users, situations are represented as states, processes, and events. Each such representation originates from perception, imagination, or illusion (cf. e.g., Glasersfeld 1972) and includes the partaking entities and the respective relations holding between them. Since situations cannot be represented by linguistic means in all their aspects, verbalization always requires schematization, i.e. the reduction of information. In the consequence, in linguistic expressions some of the information ...
Handlungsorientierter Englischunterricht zwischen den Zwängen einer pluralistischen Gesellschaft, der pädagogischen Freiheit des Lehrers und den Ansprüchen des Schülers - ein circulus vitiosus?
(Universitätsverlag Dr. N. Brockmeyer, 1995)
The article is based on an empirical project that explored linguistic and educational needs from 1990 till 1992 for future Europe. The matter of discussion attends to the question whether 'action-oriented' foreign language teaching taking place between the constraints of the pluralistic society, the pedagogic freedom of the teacher and the demands, needs and interests of the pupil is a vicious circle or not. Therefore the multifarious conditions of language teaching are focussed. The following spheres are pointed out ...
Semantic non-transparency in the mental lexicon
(De Gruyter, 2015)
The notion of “Eigentlichkeit” (‘authenticity’), when approached from a perspective of language philosophy, is associated with the quality of linguistic entities of referring to things in the world in a truthful and a maximally transparent way, cf. Gardt (1995). Obviously, there are numerous expressions that do not seem to conduct themselves accordingly and display a rather “non-authentic”, i.e., non-transparent behavior instead, like indirect and ironic speech acts or idiomatic expressions like Cat got your tongue? ...
Textbasierte kooperative Lernumgebungen im Englischunterricht – das ADEQUA-Projekt
(kassel university press, 2008)
Das zentrale Interesse des Forschungsprojekts ADEQUA gilt der Frage, wie selbständiges Lernen in textbasierten und kooperativen Lernumgebungen des Englischunterrichts möglichst effektiv unterstützt werden kann, insbesondere durch die Förderung des situationsadäquaten Einsatzes von Lernstrategien. Zu diesem Zweck wurden im Rahmen der Studie geeignete Lernumgebungen entwickelt, die in verschiedenen Settings mit und ohne Lehrerinterventionen erprobt werden. Im Zentrum dieser Lernumgebungen stehen Aufgabenformate zur ...
Generic rescue: argument alternations the monotonicity condition
(De Gruyter Mouton, 2013)
Generic interpretations as in “The tiger kills to survive” have often been observed to reconstitute the linguistic acceptability of certain verb argument structure modifications. But can the right context rescue everything? This paper investigates the impact a generic interpretation can have on three types of argument alternations: (i) the intransitive use of inherently telic verbs like “to kill”, (ii) the intransitive use of stative verbs like “to love”, and (iii) middle alternations like “it reads easily”. It will ...
One and All in CALL? Learner–Moderator–Researcher
In this article I will present the results of a research project on CALL and on cooperative learning in CALL, conducted as a democratic joint venture between teachers and students in the university setting over the last couple of years. The project consists of several sub-studies, all of which deal with the three-folded perspective I consider as most crucial for 21st century students: learning, moderating, doing research. This is particularly true for those students who have decided and who are willing to commit ...
Culture and good language learners
(Cambridge University Press, 2008)
This chapter will discuss the role of culture and language learning in the classroom. Variations in cultural, ethnic, and national characteristics within and among individual students affect classroom dynamics and therefore influence the decisions which teachers need to make in order to provide an optimal learning environment for all learners. Culture is not an easy concept to define, and is especially difficult to disentangle from concepts such as ethnicity and nationality. Individuals define and interpret these ...
The promotion of explicit and implicit learning strategies in English instruction: a necessary aim?
According to Cohn, human beings are both a psycho-biological unit and a part of the universe. They are at the same time autonomous and interdependent (Cohn 1984). The results from this study show, however, that there are still many learners both at secondary school and at university who have neither learnt to think about their reading behaviour nor how to evaluate and change their reading processes and futhermore, nor how to aim at and achieve goals in a more purposeful way. Most of the subjects in the investigation ...