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| Format: | Recurso digital |
| Language: | English |
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Zenodo
2020
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| Online Access: | https://doi.org/10.5281/zenodo.14826967 |
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Table of Contents:
- <h3><a href="https://www.journaloflinguisticsandlanguageteaching.com/published-issues/tenth-anniversary-issue-2020">JLLT Tenth Anniversary Issue (2020)</a></h3> <p><strong>Articles</strong></p> <p><strong>Günter Schmale (Lyon, France)</strong></p> <p><em><strong>Polyfactoriality as a Defining Criterion of Formulaic Speech</strong></em><br><em>Journal of Linguistics and Language Teaching (2020) 10th Anniversary Issue, 9-28 </em></p> <p><strong>Abstract</strong><br>Starting from the observation that the criteria generally applied to the definition of formulaic speech—polylexicality, (relative) stability, and idiomaticity—no longer reflect current insights into prefabricated speech production and comprehension, this paper discusses a revised vision of formulaicity based on the defining criterion of polyfactoriality. This concept incorporates segmental, prosodic, corporal, contextual, and situational elements to determine an utterance’s formulaic nature, even if it consists of a single lexical item. It broadens the scope of formulaic communication, covering everything from monolexical routine formulae to proverbs, formulaic texts, and communicative events. As a hyperonym, polyfactoriality is characterized by relative stability, semantic non-compositionality, and multimodal character. Based on these reflections, a revised definition of formulaic sequence is proposed.</p> <p>________________________________________________________________________________________</p> <p><strong>Andreea Calude (Hamilton, New Zealand) & Gerald Delahunty (Fort Collins, CO, USA)</strong></p> <p><em><strong>'Just because' Constructions in Spoken and Written New Zealand English</strong></em><br><em>Journal of Linguistics and Language Teaching (2020) 10th Anniversary Issue, 29-51 </em></p> <p><strong>Abstract</strong><br>The phrase <em>just because (JB)</em> has long intrigued English speakers and linguists, leading to various syntactic and semantic analyses. Previous research, often based on constructed data, has proposed constructional frameworks (Hirose 1991, Bender & Kathol 2001) and suggested grammaticalization as a concessive marker (Hilpert 2005). This study, using a New Zealand English corpus, demonstrates that:</p> <ul> <li>JB appears in more grammatical contexts than previously recognized,</li> <li>It is significantly more frequent in spoken than in written English,</li> <li>JB adverbial clauses tend to be pre-posed rather than post-posed,</li> <li>JB is more commonly followed by a clause than by a prepositional phrase,</li> <li>It often occurs in negator contexts.</li> </ul> <p>These findings contribute to a deeper understanding of JB constructions in natural discourse.</p> <p>________________________________________________________________________________________</p> <p><strong>Heinz-Helmut Lüger (Koblenz-Landau, Deutschland)</strong></p> <p><strong>S<em>ubjektivität und Sprachgebrauch – Anregungen Michel Bréals für eine linguistische Pragmatik?</em></strong><br><em>Journal of Linguistics and Language Teaching (2020) 10th Anniversary Issue, 53-69 </em></p> <p><strong>Abstract (English)</strong><br>Michel Bréal's<strong> </strong>role in modern linguistics remains debated—some regard him as the "inventor" of semantics (Touratier 2000) and a revolutionary figure (Tamba-Mecz 1988), while others view him as merely continuing historical-comparative traditions (Brekle 1972, Coseriu 2000). Regardless of these perspectives, this article explores whether linguistic pragmatics can be traced back to Bréal’s work, particularly through his reflections on L'élément subjectif in <em>Essai de sémantique</em> (1897). For the first time, a chapter of this work is presented in German translation.</p> <p><strong>Abstract (Français)</strong><br>Le rôle de Michel Bréal dans la linguistique moderne est controversé : est-il l'« inventeur » de la sémantique (Touratier 2000) ou un simple continuateur de la linguistique comparatiste (Brekle 1972) ? Cet article examine si l’on peut voir dans son œuvre une ébauche de pragmatique linguistique, notamment à travers L'élément subjectif de <em>l’Essai de sémantique</em>. Un chapitre est présenté ici en traduction allemande pour la première fois.</p> <p>________________________________________________________________________________________</p> <p><strong>Shing-lung Chen (Kaohsiung, Taiwan)</strong></p> <p><em><strong>Zur Konzipierung von Spielen im Unterricht Deutsch als Fremdsprache</strong></em><br><em>Journal of Linguistics and Language Teaching (2020) 10th Anniversary Issue, 71-88 </em></p> <p><strong>Abstract (Deutsch)</strong><br>Lernen im Fremdsprachenunterricht sollte neben sprachlichen auch kreative, induktive und problemlösende Kompetenzen fördern (Jan & Chang 2018). Dieser Artikel stellt ein Lernexperiment vor, in dem Studierende selbstständig ein Sprachspiel entwickeln. Im Gegensatz zu traditionellen Wortschatz- oder Satzbildungsaufgaben zielt das Modell darauf ab, kommunikative Fähigkeiten zu stärken. Basierend auf Design Thinking werden Spielkonzepte analysiert, die Lernmotivation, Lernerfolg und Problemlösungsfähigkeiten positiv beeinflussen können.</p> <p><strong>Abstract (English)</strong><br>Foreign language instruction should train creativity, inductive reasoning, and problem-solving skills alongside linguistic competence (Jan & Chang 2018). This study explores an innovative approach where learners design their own language games, applying their linguistic knowledge and creative skills. Unlike conventional vocabulary-based exercises, these games focus on communicative competence. The Design Thinking model is employed to foster learner motivation, success, and problem-solving abilities.</p> <p> </p> <p>______________________________________________________________________________________</p> <p><strong>Ulrich Schmitz (Duisburg-Essen, Deutschland)</strong></p> <p><em><strong>Fremde Sprachen lernen durch die Lektüre öffentlicher Räume</strong></em><br><em>Journal of Linguistics and Language Teaching (2020) 10th Anniversary Issue, 89-98 </em></p> <p><strong>Abstract (Deutsch)</strong><br>Öffentliche Räume bieten eine ideale Unterstützung für das Sprachenlernen (<em>scaffolding</em>), da sie standardisierte, visuell unterstützte Texte enthalten. Schilder, Plakate und mehrsprachige Beschriftungen ermöglichen es, neue Wörter und Strukturen kontextuell zu erschließen. Anhand konkreter Beispiele werden vier didaktische Methoden vorgestellt, um öffentliche Räume gezielt für den DaF-Unterricht zu nutzen.</p> <p><strong>Abstract (English)</strong><br>Public spaces provide scaffolding for language learning, featuring standardized, visually supported texts. Signs, posters, and multilingual inscriptions help learners infer meanings from context. This article presents four pedagogical frameworks for utilizing public spaces effectively in German as a Foreign Language (DaF) instruction.</p> <p>________________________________________________________________________________________</p> <h3><strong>Terry Lamb (London, UK)</strong></h3> <p><em><strong>Supplementary Schools as Spaces of Hope for a More Inclusive World</strong></em><br><em>Journal of Linguistics and Language Teaching (2020) 10th Anniversary Issue, 99-127 </em></p> <p><strong>Abstract</strong><br>Multilingual communities in London and the UK face marginalization and exclusion. This study applies the monolingual habitus framework (Gogolin 2002) to analyze supplementary schools as spaces of hope. These schools foster linguistic and cultural resilience, resisting monolingual constraints and promoting inclusive language policies. However, further research is required to understand their broader social impact.</p> <p>________________________________________________________________________________________</p> <h3><strong>Wai Meng Chan (Singapore)</strong></h3> <p><strong>“I think I can see from another perspective now” – Short-Term Study Abroad and Intercultural Development</strong><br><em>Journal of Linguistics and Language Teaching (2020) 10th Anniversary Issue, 129-154 </em></p> <p><strong>Abstract</strong><br>Short-term study abroad programmes offer<strong> </strong>first-hand cultural exposure, fostering intercultural competence (Byram 1997). This mixed-methods study examines Singaporean learners’ experiences in Germany, analyzing pre- and post-programme reflections based on Situated Learning Theory (Lave & Wenger 1991). Findings reveal that active participation in local communities significantly enhances cultural awareness.</p> <p>_______________________________________________________________________________________</p> <h3><strong>Ines de Florio-Hansen (Kassel, Germany)</strong></h3> <p><em><strong>L’insegnamento dell’italiano in Germania nell’era digitale</strong></em><br><em>Journal of Linguistics and Language Teaching (2020) 10th Anniversary Issue, 155-180 </em></p> <p><strong>Abstract (Deutsch)</strong><br>Dieser Beitrag untersucht, wie Digitalisierung, KI und Robotik den Italienischunterricht in Deutschland beeinflussen. Neben Mediendidaktik steht die Medienpädagogik im Fokus, um Schüler auf eine digitale Zukunft vorzubereiten.</p> <p> </p>