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  1. Rechtschreibwörterbücher in der Diskussion. Ein internationales Expertenkolloquium
    Autor*in: Irle, Claudia ; Müller, Heidemarie
    Erschienen: 2022
    Verlag:  Mannheim : Institut für Deutsche Sprache ; Mannheim : Leibniz-Institut für Deutsche Sprache (IDS)

  2. Gendern in der Schule: Zwischen Sprachwandel und orthografischer Norm
    Autor*in: Krome, Sabine
    Erschienen: 2022
    Verlag:  Göttingen : V&R unipress ; Mannheim : Leibniz-Institut für Deutsche Sprache (IDS)

  3. Schulische Rechtschreibleistungen unter Beobachtung – Schlaglichter aus der Untersuchung eines österreichischen Deutschmatura-Korpus
    Autor*in: Ransmayr, Jutta
    Erschienen: 2022
    Verlag:  Mannheim : Leibniz-Institut für Deutsche Sprache (IDS)

  4. Man sagt nicht alte Frau - Wie wir uns sprachlich gegenseitig erziehen
    Autor*in: Donalies, Elke
    Erschienen: 2022
    Verlag:  Mannheim : Leibniz-Institut für Deutsche Sprache (IDS)

  5. #GlockeAktiv: A corpus linguistic study of German youth language on YouTube
    Autor*in: Cotgrove, Louis
    Erschienen: 2022
    Verlag:  Nottingham : University of Nottingham ; Mannheim : Leibniz-Institut für Deutsche Sprache (IDS)

    This thesis is a corpus linguistic investigation of the language used by young German speakers online, examining lexical, morphological, orthographic, and syntactic features and changes in language use over time. The study analyses the language in... mehr

     

    This thesis is a corpus linguistic investigation of the language used by young German speakers online, examining lexical, morphological, orthographic, and syntactic features and changes in language use over time. The study analyses the language in the Nottinghamer Korpus deutscher YouTube‐Sprache ("Nottingham corpus of German YouTube language", or NottDeuYTSch corpus), one of the first large corpora of German‐language comments taken from the videosharing website YouTube, and built specifically for this project. The metadatarich corpus comprises c.33 million tokens from more than 3 million comments posted underneath videos uploaded by mainstream German‐language youthorientated YouTube channels from 2008‐2018. The NottDeuYTSch corpus was created to enable corpus linguistic approaches to studying digital German youth language (Jugendsprache), having identified the need for more specialised web corpora (see Barbaresi 2019). The methodology for compiling the corpus is described in detail in the thesis to facilitate future construction of web corpora. The thesis is situated at the intersection of Computer‐Mediated Communication (CMC) and youth language, which have been important areas of sociolinguistic scholarship since the 1980s, and explores what we can learn from a corpus‐driven, longitudinal approach to (online) youth language. To do so, the thesis uses corpus linguistic methods to analyse three main areas: 1. Lexical trends and the morphology of polysemous lexical items. For this purpose, the analysis focuses on geil, one of the most iconic and productive words in youth language, and presents a longitudinal analysis, demonstrating that usage of geil has decreased, and identifies lexical items that have emerged as potential replacements. Additionally, geil is used to analyse innovative morphological productiveness, demonstrating how different senses of geil are used as a base lexeme or affixoid in compounding and derivation. 2. Syntactic developments. The novel grammaticalization of several subordinating ...

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Dissertation
    Format: Online
    DDC Klassifikation: Germanische Sprachen; Deutsch (430)
    Schlagworte: Jugendsprache; Computerunterstützte Kommunikation; Deutsch; Soziolinguistik; YouTube; Korpus; Metakommunikation; Syntax; Wortschatz; Morphologie; Rechtschreibung; Sprachwandel; Computerlinguistik
    Lizenz:

    creativecommons.org/licenses/by/2.5/deed.en ; info:eu-repo/semantics/openAccess
  6. Teaching verb spelling through explicit direct instruction
    Autor*in: Chamalaun, Robert ; Bosman, Anna ; Ernestus, Mirjam
    Erschienen: 2022

    Homophonous verb forms are notoriously difficult to spell. Two intervention studies - one with secondary-school students and one with university students - compared the effectiveness of an Explicit Direct Instruction (EDI) teaching approach that was... mehr

     

    Homophonous verb forms are notoriously difficult to spell. Two intervention studies - one with secondary-school students and one with university students - compared the effectiveness of an Explicit Direct Instruction (EDI) teaching approach that was very interactive with traditional instruction (TI) on Dutch homophonous verb spelling. The two approaches differ in the attention dedicated to the identification of the grammatical functions of verb forms and in the teacher's guidance of the students, which affects the interactivity during the classes. Students were pre-tested and post-tested on their knowledge of grammar and spelling of homophonous verb forms embedded in sentences. Both the EDI and the TI courses consisted of 4.5 hours of training. Secondary-school students' verb-spelling performance improved, irrespective of the type of instruction. University students' verb-spelling performance increased after both interventions, probably resulting from their improved grammatical knowledge. Importantly, the EDI students' performance increased more than the TI students' performance because the EDI students had learnt to rely more on their grammatical knowledge or make better use of their increased grammatical mastery. These results are in line with our hypothesis that the explicit interactivity that is inherent to EDI is beneficial for teaching verb spelling to students beyond primary-school level, who already possess some grammatical knowledge.

     
    Export in Literaturverwaltung   RIS-Format
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Andere germanische Sprachen (439)
    Schlagworte: Muttersprachlicher Unterricht; Homofonie; Rechtschreibung; Verb; Grammatikunterricht; Niederländisch
    Lizenz:

    creativecommons.org/licenses/by/4.0/deed.de ; info:eu-repo/semantics/openAccess